Additional Information
Book Details
Abstract
The 2nd edition of Historical and Conceptual issues in Psychology offers a lively and engaging introduction to the main issues underlying the emergence and continuing evolution of psychology.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | vii | ||
| Edited preface to the first edition | xiii | ||
| Preface to the second edition | xv | ||
| Guided tour | xvi | ||
| Acknowledgements | xviii | ||
| 1 The wider picture: Where did it all start? | 1 | ||
| Chapter overview | 1 | ||
| 1.1 The invention of writing | 3 | ||
| 1.2 The discovery of numbers | 7 | ||
| 1.3 The Fertile Crescent | 13 | ||
| 1.4 The Greeks | 15 | ||
| 1.5 Developments from the Roman Empire to the end of the Middle Ages | 24 | ||
| 1.6 Turning the tide in the West | 31 | ||
| 1.7 Focus on: The limits of history writing | 36 | ||
| Recommended literature | 40 | ||
| References | 41 | ||
| 2 The scientific revolution of the seventeenth century and its aftermath | 42 | ||
| Chapter overview | 42 | ||
| 2.1 From a geocentric to a heliocentric model of the universe | 44 | ||
| 2.2 Mechanisation of the world view | 52 | ||
| 2.3 The formulation of the first laws of physics | 54 | ||
| 2.4 What set off the scientific revolution in seventeenth-century Europe? | 57 | ||
| 2.5 The new method of the natural philosopher | 62 | ||
| 2.6 Changes in society as a result of the scientific revolution | 71 | ||
| 2.7 Focus on: How revolutionary was the scientific revolution? | 82 | ||
| Recommended literature | 84 | ||
| References | 85 | ||
| 3 Eighteenth- and nineteenth-century precursors to a scientific psychology | 86 | ||
| Chapter overview | 86 | ||
| 3.1 Individualisation in Western society | 88 | ||
| 3.2 Philosophical studies of the mind | 90 | ||
| 3.3 Textbooks of psychology | 100 | ||
| 3.4 Scientific studies of ‘psychological’ functions | 105 | ||
| 3.5 Evolutionary theory | 111 | ||
| 3.6 The contribution of statistics | 116 | ||
| 3.7 Focus on: The status of medicine in the eighteenth and nineteenth centuries | 119 | ||
| Recommended literature | 121 | ||
| References | 121 | ||
| 4 Establishing psychology as an independent academic discipline | 123 | ||
| Chapter overview | 123 | ||
| 4.1 The foundation of the first laboratory of experimental psychology in Germany | 125 | ||
| 4.2 Starting psychology in America: James and Titchener | 135 | ||
| 4.3 Psychology in France: Ribot, Charcot, Binet | 142 | ||
| 4.4 Freud and psychoanalysis | 151 | ||
| 4.5 Starting psychology in the UK: finding a place between clerics, philosophers and biologists | 156 | ||
| 4.6 Focus on: What about the five schools of psychology? | 170 | ||
| Recommended literature | 173 | ||
| References | 174 | ||
| 5 Strengthening the scientific standing of psychology: Behaviourism and cognitive psychology | 176 | ||
| Chapter overview | 176 | ||
| 5.1 The perception of psychology in the USA at the beginning of the twentieth century | 178 | ||
| 5.2 Making a science of behaviour | 185 | ||
| 5.3 Adding cognitions to behaviour | 200 | ||
| 5.4 Focus on: Has behaviourism been replaced by cognitive psychology just like behaviourism defeated structuralism and functionalism? | 211 | ||
| Recommended literature | 215 | ||
| References | 215 | ||
| 6 The input from brain research | 217 | ||
| Chapter overview | 217 | ||
| 6.1 Ideas in Ancient Egypt and Ancient Greece | 219 | ||
| 6.2 Further insights into the anatomy and functioning of the nervous system in the Renaissance and the seventeenth and eighteenth centuries | 224 | ||
| 6.3 The breakthroughs of the nineteenth century | 229 | ||
| 6.4 The emergence of neuropsychology in the twentieth century | 241 | ||
| 6.5 Brain imaging and the turn to neuroscience | 248 | ||
| 6.6 Focus on: Can delusions be investigated with the cognitive neuropsychological approach? | 259 | ||
| Recommended literature | 263 | ||
| References | 263 | ||
| 7 The mind–brain problem, free will and consciousness | 265 | ||
| Chapter overview | 265 | ||
| 7.1 Dualism: the mind is independent of the brain | 268 | ||
| 7.2 Materialism: the mind is the brain | 275 | ||
| 7.3 Operational computers: the new eye-opener leading to functionalism | 279 | ||
| 7.4 Consciousness | 288 | ||
| 7.5 Focus on: Can automatic processing help us to make better decisions? | 302 | ||
| Recommended literature | 307 | ||
| References | 307 | ||
| 8 How did psychology affect everyday life?: The history of applied psychology | 310 | ||
| Chapter overview | 310 | ||
| 8.1 Changes in the treatment of mental health problems | 312 | ||
| 8.2 Psychological testing | 321 | ||
| 8.3 The psychology of work and organisation | 336 | ||
| 8.4 Focus on: The lure of idealising classic studies | 340 | ||
| Recommended literature | 344 | ||
| References | 345 | ||
| 9 What is science? | 347 | ||
| Chapter overview | 347 | ||
| 9.1 Thoughts about information acquisition from Ancient Greece to the end of the nineteenth century | 350 | ||
| 9.2 The first twentieth-century attempt at demarcation: observation, induction and verification | 363 | ||
| 9.3 The second twentieth-century attempt at demarcation: falsification | 370 | ||
| 9.4 Science is a succession of paradigms | 383 | ||
| 9.5 The pragmatic alternative | 392 | ||
| 9.6 Focus on: How to respond to scientific findings? | 395 | ||
| Recommended literature | 398 | ||
| References | 398 | ||
| 10 Is psychology a science? | 400 | ||
| Chapter overview | 400 | ||
| 10.1 Reasons why psychology is claimed to be a science | 402 | ||
| 10.2 Reasons why psychology is not seen as a science | 410 | ||
| 10.3 The critique of scientific psychology | 420 | ||
| 10.4 Focus on: Can the history of psychology be taught by psychologists? | 431 | ||
| Recommended literature | 434 | ||
| References | 434 | ||
| 11 The contribution of quantitative and qualitative research methods | 437 | ||
| Chapter overview | 437 | ||
| 11.1 The essence of quantitative research | 439 | ||
| 11.2 The essence of qualitative research | 451 | ||
| 11.3 How do quantitative and qualitative research methods relate to each other? | 467 | ||
| 11.4 Focus on: Is too much respect for the philosophy of science bad for morale? | 475 | ||
| Recommended literature | 478 | ||
| References | 479 | ||
| 12 The precarious balance between biological, psychological and social influences | 481 | ||
| Chapter overview | 481 | ||
| 12.1 What drives people? McDougall and his critics | 483 | ||
| 12.2 The biological perspective | 486 | ||
| 12.3 The psychological perspective | 494 | ||
| 12.4 The socio-cultural perspective | 500 | ||
| 12.5 Focus on: Why are people aggressive? | 509 | ||
| Recommended literature | 513 | ||
| References | 513 | ||
| 13 Psychology and society The socio-political side | 516 | ||
| Chapter overview | 516 | ||
| 13.1 Ways in which society has influenced psychology | 518 | ||
| 13.2 Ways in which psychology has influenced society | 538 | ||
| 13.3 Focus on: To what extent have psychologists been able to change the negative image of mental disorders? | 553 | ||
| Recommended literature | 558 | ||
| References | 558 | ||
| Epilogue | 561 | ||
| Notes | 562 | ||
| Glossary | 564 | ||
| A | 564 | ||
| B | 564 | ||
| C | 564 | ||
| D | 565 | ||
| E | 565 | ||
| F | 566 | ||
| G | 566 | ||
| H | 566 | ||
| I | 567 | ||
| L | 568 | ||
| M | 568 | ||
| N | 568 | ||
| O | 569 | ||
| P | 569 | ||
| Q | 570 | ||
| R | 570 | ||
| S | 570 | ||
| T | 571 | ||
| U | 571 | ||
| V | 571 | ||
| W | 572 | ||
| Z | 572 | ||
| Bibliography | 573 | ||
| Index | 593 | ||
| A | 593 | ||
| B | 593 | ||
| C | 594 | ||
| D | 595 | ||
| E | 595 | ||
| F | 596 | ||
| G | 596 | ||
| H | 597 | ||
| I | 597 | ||
| J | 598 | ||
| K | 598 | ||
| L | 598 | ||
| M | 599 | ||
| N | 599 | ||
| O | 600 | ||
| P | 600 | ||
| Q | 601 | ||
| R | 602 | ||
| S | 603 | ||
| T | 604 | ||
| U | 604 | ||
| V | 605 | ||
| W | 605 | ||
| Z | 605 |