Wittgenstein on K?hler and Gestalt psychology: a critique.

Wittgenstein's objections to K?hler and gestalt psychology are critically examined. Principal features of K?hler's Gestalt Psychology are discussed that are relevant to Wittgenstein's views. They include K?hler's concepts of "subjective" and "objective" experiences, "sensory organization," and "empiristic theory." Wittgenstein's objections, which focus on the concept of sensory organization, are examined. Wittgenstein employs the term "aspect," which is derived from the findings of gestalt psychology, as a replacement for K?hler's term "sensory organization." After tracing his uses of aspect, it is shown that aspect is a superordinate entity distinct from 'sensory content' (colors and shapes). This dualism of aspect and sensory content is of the same kind that prevailed in the empiristic theory of visual perception. Wittgenstein's adherence to the empiristic theory is discussed. Finally, the difference between Wittgenstein's aspect and K?hler's sensory organization is examined.     

Relationship between two aspects of perfectionism and obsessive-compulsive symptoms

In this study was investigated the relationship between two aspects of perfectionism (Concern over Mistakes and Personal Standards) and obsessive-compulsive symptoms. College students (57 men and 193 women: M age = 19.5 yr., SD = 1.9) majoring in psychology were from introductory psychology classes and a psychological assessment practice class. They completed the Padua Inventory, which assesses obsessive-compulsive symptoms, and the subscales of Concern over Mistakes and Personal Standards of the Frost Multidimensional Perfectionism Scale, which assess the tendency to be concerned about making mistakes and the tendency to set excessively high standards, respectively. Multiple regression analysis indicated that only the Concern over Mistakes scores predicted significantly all Padua Inventory subscale scores. Perhaps only being concerned over making mistakes may be associated with obsessive-compulsive symptoms. The tendency to set high standards was not strongly correlated with obsessive-compulsive symptoms. Further, the relationship between setting high standards and having obsessive-compulsive symptoms reported in previous studies may be spurious. Further work is required to untangle these associations.     

Sprirtual aspects of psychotherapy

This article addresses the relevance of spirituality to psychology and psychotherapy. It argues that spiritual experience is phenomenologically legitimate and worthy of study, especially by students of mental health. It utilizes Fox's (1985) definition of spirituality as unitive experience to show that spiritual experience is often present, overtly or covertly, within the ritual of psychotherapy. The paper argues that the therapist's adoption of an empathic posture is essentially a spiritual position. This position consists of a sense of peace, eternity, forgiveness, faith, love, truth, and God. These aspects are part of an integrated spiritual gestalt which is, though generally unacknowledged, fundamental to the communal healing process of psychotherapy. The paper concludes by asserting that greater involvement with the unitive (as opposed to the disunitive) represents a positive paradigmatic shift for psychology and humanity.     

Uncertain genesis. The academic institutionalization of American psychology in 1900

The new discipline of psychology had been established at a number of American colleges and universities by 1900, but it usually existed in a more rudimentary form, as compared with the familiar autonomous department of psychology found today. The current form took quite a number of years to evolve: A century ago, a survey of these schools would have shown psychology programs to have existed mostly at early stages of development. Many of the schools were still teaching some form of moral or mental philosophy or only one or two courses in psychology. A few of the schools had established psychology laboratories. Fewer still were offering the doctor of philosophy degree in psychology, while a mere handful had independent psychology departments.     

Maria Rickers-Ovsiankina: a Russian expatriate in America. A review of Rorschach Psychology

This article is a review and reassessment of Rorschach Psychology, edited by Maria Rickers-Ovsiankina. The various chapters in the book are written with an attempt to tie Rorschach conceptualization to academic psychology and to various theoretical approaches. A wide range of theories are considered, including a gestalt psychology approach, an experiential-phenomenological approach, and several psychodynamic approaches (e.g., Freudian and Jungian theory). In addition, information is included about Rickers-Ovsiankina's early life and background, and the contents of many of the individual chapters are described and evaluated.     

Learning from others. Japan's role in bringing psychology to China

Recent research by Chinese and Japanese historians of psychology and education suggests that it was educational reformers' copying of Japan's education system in the 1st decade of the 20th century that provided the context for developing modern psychology in China. Psychology, although not well understood by those reformers, was thought to be useful in teacher training. In 1902 Japanese psychology teachers came to China and some textbooks were translated. Chinese students studying in Japan also brought back psychological knowledge in translations. However, the Chinese attraction to study in Japan declined after 1906. As the United States opened new universities and provided opportunities for Chinese students to study in U.S. schools, it became a more attractive option for later generations of Chinese, who saw psychology become established as a separate discipline.     

The cultural background of the non‐academic concept of psychology in Japan: Its implications for introductory education in psychology

No research has empirically explored the non‐academic concept of psychology itself (implicit theories) in non‐Western cultures despite a widely held belief that this understanding differs cross‐culturally. This study examined whether the non‐academic concept of psychology among inexperienced Japanese students differed from the concept held by students of other countries. In Japanese, psychology is referred to as , which includes the ideographic character , literally meaning heart. This fact led us to hypothesize that psychology will be disproportionately associated with emotion among Japanese students. Indeed, our findings among Japanese students produced a J‐curve, indicating that our prediction was true. We posit that this issue has never been discussed in Japan because a majority of people share this concept of psychology. In our second study, we examined not only preference in students' association of intelligence or emotion but also heart or mind with psychology. Finally, we identified whether students' believe that psychology encompasses both the heart and the mind. We conclude with a discussion of the importance of explicitly defining the non‐academic concept of psychology in early psychology education in Japan.     

Wolfgang Köhler and Gestalt theory: an English translation of Köhler's Introduction to die physischen Gestalten for Philosophers and Biologists

This article presents an English translation (from the German) of one of gestalt psychology's most significant documents, first published in 1920 in Wolfgang Kohler's Die physischen Gestalten in Ruhe und im stationdren Zustand (The Physical Gestalten at Rest and in a Stationary State). The book it introduces both embodies Kohler's extension of gestalt theory into new domains and did much to ensure the broad impact of these ideas and approaches. This introduction itself well illustrates Kohler's own thought processes both as his ideas emerged and as he sought to convince his readers of their value. Despite the fact that they are more than 70 years old, Kohler's words have many implications for late 20th century discussions of the relationships among psychology, physiology, and physics.     

Career choice and orality

The field of vocational psychology is replete with schemata for the determinants of career choice in adulthood (e.g., A. Roe, The psychology of occupations. New York: Wiley, 1956; D. E. Super, The psychology of careers. New York: Harper &Row, 1957; J. O. Crites, Vocational psychology: The study of vocational behavior and development. New York: McGraw-Hill, 1969). A view not given much weight in empirical research in this area is that of psychoanalytic theory relating career choice to unresolved childhood conflicts and their derivatives. To examine the validity of this psychoanalytic prediction, students' Rorschach protocols were analyzed to yield an index of frustrated oral needs. The students were given decks of careers to rank from most to least preferable. Results showed that the ranking of the oral careers was a function of the Rorschach index of frustrated oral needs for women only but not for men.     

高中生成就目标倾向与心理健康状态关系的研究

选取普高和职高的451名学生为研究对象,对高中生的成就目标状况及其与学生心理健康状态之间的关系进行了测查。结果表明,高中生学习目标倾向高于成绩目标倾向,其中,职高学生的学习目标倾向又高于普高学生。高学习目标倾向的学生比低学习目标倾向的学生心理健康状态更好,高成绩目标学生的情感特征较为消极。     

Wissenschaftlich begründete Pr?vention schwerer, zielgerichteter Schulgewalt

As the result of dramatic cases of school shootings in Germany (Erfurt, Winnenden) extensive research into severe targeted school violence and the search for prevention strategies was initiated. In this context the program ??NETWorks Against School Shootings?? (NETWASS) has been developed to prevent severe violence in schools, focussing on early identification and reliable evaluation of warning signs to avoid a critical psychosocial development of students. Following a scientist practitioner model, a scientifically founded crisis prevention model was developed based on extensive case analyses of German school shootings, international experiences with prevention efforts and results of the previously conducted ??Berlin Leaking-Project??. The NETWASS program is currently being implemented and evaluated as an internal school approach in more than 100 schools in Germany. Additionally, a telephone hotline project (TEBESKO) has been developed in the federal state of Berlin. In the current article the crisis prevention model, its theoretical foundation and application will be described.     

心理咨询中领悟质量的评定依据——当事人和咨询师的视角

为获得当事人和咨询师对心理咨询中领悟质量的评定依据,采用协商一致的质性研究方法分别对13位当事人和15位咨询师的访谈材料进行分析。结果：当事人的评定依据包括影响力和特性;而咨询师的评定依据包括影响力、特性、类型、产生方式以及当事人对领悟的接纳程度。结论：领悟的影响力和领悟的特性是评定领悟质量的重要依据。     

Benussi and the history of temporal displacement

Conclusion To summarise, the phenomenon of temporal displacement came to light through astronomy and it formed one of the first problematic issues of experimental psychology. It represented, in fact, a typical case of dissimilarity between the characteristics of physical reality and those of erceptive reality. Nearly a century ago Benussi had, with deep philosophical awareness, grasped the complexity of the phenomenon. Such awareness was derived from his understanding of the sophisticatedGegenstandstheorie that evolved from the Graz theory. Moreover, with great experimental skill, he succeded in formulating and describing the controlled situations in which such a discrepancy manifested itself. Thereore, current research, which is carried out within the difficult discipline of the ‘psychology of time,’ cannot ignore his pioneering contribution.     

梁漱溟的"人类心理学"及其理论意义

通过对以华生、郭任远为代表的行为主义心理学在研究对象和研究方法观点上的批判,梁漱溟建立了自己的一套理论体系－－“人类心理学”。它是儒家心性论的“现代版”,同时又是一种人性论。该理论体系产生于二十世纪二十年代,在心理学史和伦理学史上都具有重要的理论意义。     

Thinking styles and academic achievement among Filipino students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to acade micachievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Socialist psychotherapy and its dissidents

This article focuses on the history of psychotherapeutic theory and practice in socialist East Germany before the fall of the Berlin Wall in 1989. The "official" pre-1989 socialist history of East German psychology is juxtaposed to psychotherapists' post-1989 oral history of the development of Socialist psychological theory and practice. These reconstructive histories draw on embryonic therapeutic practices that diverged from the dominant socialist paradigm. Their existence exemplifies how a state-driven high modernist scheme for remaking society can fail as it does not account for the complex relationship between a state's abstract knowledge and local practices. Moreover, the emphasis therapists put on the prevalence of these alternative practices also reveals how the present post-socialist context becomes an interpretative resource for reconstructing their past. By emphasizing these practices they try to bridge the gap between their past and current practices so as to minimize the transformation that has taken place.     

An evaluation of a person-centred gestalt group using the semantic differential

This study assessed the types of attitude changes that occurred among counselling students of a US university who were involved in a person-centred gestalt training group. A semantic differential was used to evaluate the effects of the group. The results showed that the members rated the potency scales of the semantic differential concepts, gestalt therapy, love and future, higher because they participated in the group.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Conflicts and missed signals in psychoanalysis, behaviorism, and Gestalt psychology

At the turn of the 20th century, European psychologists found themselves in conflict situations with respect to the role that private mental states should play in a scientific psychology. Out of this conflict arose 3 of the best-known schools of the 20th century: psychoanalysis, behaviorism, and Gestalt psychology. Each of these schools is discussed with respect to two characteristics. First, the authors discuss the attitude of each school on the meaning of the word unconscious as it was understood around 1900. Second, the authors discuss the influence of each school on the reception accorded to books written around 1900 espousing viewpoints that did not cohere with the school's beliefs. Such books may be considered "missed signals" in the history of psychology. "Hits" associated with each school are also highlighted.