User:Bfarley4/developmental/dumping ground

John Dewey John Dewey was born on October 20, 1859 in Burlington, Vermont. He graduated the University of Vermont with Phi Beta Kappa honors in 1879, and received his Ph.D. from the School of Arts & Sciences at Johns Hopkins University in 1884. Between undergraduate and graduate school, Dewey worked as a high-school teacher in Oil City, Pennsylvania for two years and an elementary school teacher in Charlotte, Vermont for one year. Dewey gained a faculty position by way of George Sylvester Morris at the University of Michigan in 1884 (1884-88, 1889-94). While at the University of Michigan, Dewey published the first American textbook in new psychology, Psychology in 1886. The text, connecting idealism and experimental science, was very successful in both America and Europe. In 1894, Dewey began his 10-year career Shawm13 (talk) 18:53, 9 October 2012 (UTC) at the University of Chicago where he established a laboratory school, which became the cornerstone for the progressive education movement. He moved to Columbia University in 1904 where he taught philosophy until his retirement in 1930. He was elected president of the American Psychological Association and the American Philosophical Association in 1899 and 1905, respectively. Dewey is one of the founders of The New School in New York, New York, along with Charles A. Beard, James Harvey Robinson, and Thorstein Veblin. Dewey began the Functionalist movement with his article, “The Reflex Arc Concept in Psychology,” published in the Psychological Review in 1896. In this article, Dewey criticized the reflex arc’s proposed connection between sensory stimuli and motor responses, which stated that stimuli affected behavioral responses in a linear fashion. Instead, he contended that behavioral reflex responses cannot be reduced to basic sensorimotor elements because perception and movement influence each other in a circular manner. Additionally, Dewey is also considered to be one of the major figures in American pragmatism, due to his commitment to scientific method and experimentation.

James Rowland Angell James Rowland Angell was born on May 8, 1869 in Burlington, Vermont into a highly esteemed academic family. His grandfather, Alexis Caswell, had been president at Brown University, and his father served presidencies at both the University of Vermont and the University of Michigan. Angell earned his Bachelor’s Degree from the University of Michigan in 1890, and his Master’s Degree in 1891 under the supervision of John Dewey. He earned a second Master’s Degree in 1892 from Harvard University while working closely with William James. After furthering his education at universities in Halle and Berlin, Germany, Angell returned to the U.S. to a position at the University of Minnesota. After one year, he moved to the University of Chicago to work with John Dewey, which is where he stayed for the next 25 years. While at Chicago, he authored an article entitled “Reaction Time: A study of attention and habit” with Addison W. Moore in 1896. This article laid the foundations for Functionalism through its criticisms on Edward Bradford Titchener’s and James Mark Baldwins’ theories about reaction time and the reflex arc. He went on to earn the presidency at Yale University where he helped establish the Institute of Human Relations, and as well as the fifteenth presidency of the American Psychological Association in 1906. In his APA presidential address, he laid out his three major points about functionalism which are as follows: 1. Functional psychology is interested in mental operations by way of mental activity and its relation to the larger biological forces. Angell believes that functional psychologists must consider the evolution of the mental operations in humans as one particular way to deal with the conditions of our environment. Mental operations by themselves are of little interest. Functional psychology is not conscious elements. 2. Mental processes aid in the cooperation between the needs of the organism and its environment. Mental functions help the organism survive by aiding in the behavioral habits of the organism and unfamiliar situations. 3. Mind and body cannot be separated because functionalism is the study of mental operations and their relationship with behavior. The total relationship of the organism and the environment and the minds function/place in this union is at question. Through these ideas, Angell gave functionalism the focus and recognition to transform the field into an active enterprise.

Harvey Carr Harvey Carr was born on April 30, 1873 on a farm in Indiana. He received a Bachelor of Science in 1901 and a Master of Science in 1902 from University of Colorado where he studied under Arthur Allin. He then moved to the University of Chicago where he worked with John Dewey and John B. Watson, who introduced Carr to animal psychology. After receiving his Ph.D. in 1905, he taught at a Texas High School, the State Normal School in Michigan, and the Pratt Institute in Brooklyn, New York. In 1908, Carr returned to the University of Chicago to replace Watson as the head of the animal laboratory and later replaced James Rowland Angell as the head of the psychology department. While Carr was chair (1919-1938) at Chicago the psychology department awarded 150 doctoral degrees and he published Psychology: A Study of Mental Activity in 1925. His ideas elaborated on Angell’s Functionalist theories by defining the subject of psychology as mental activity (e.g. memory, perception, feeling, imagination, judgment, and will). He stated that the function of mental activity is to acquire, fixate, retain, organize, and evaluate experiences in order to determine one’s actions and called this form of action “adaptive” or “adjustive” behavior. He served as the president of the American Psychological Association in 1926 and became Professor Emeritus in 1938.

Helen Bradford Thompson Woolley Helen Bradford Thompson was born in Englewood, Illinois on November 6, 1874. She earned a Bachelor’s degree and a Ph.D. from the University of Chicago in 1897 and 1900, respectively. She was advised by James Rowland Angell and John Dewey, and was among the first generation of women to receive a Ph.D. in experimental psychology. Her doctoral dissertation at Chicago challenged the Darwinian notion that women were biologically inferior to men by exploring the similarities between the sexes within motor abilities, sensory thresholds, intellectual abilities, and personality traits. She found no differences in emotional functioning, insignificant differences in intellect, and slightly superior memory and sensory perception abilities in women. These results were published in The Mental Traits of Sex: An Experimental Investigation of the Normal Mind in Men and Women in 1903. She completed a graduate fellowship in Paris and Berlin, and then became the director of a psychological laboratory at Mount Holyoke College in South Hadley, Massachusetts. She took the name Helen Thompson Woolley after marring Paul Gerhardt Woolley, MD in 1905, and together they moved to Cincinnati, Ohio where she began her work in vocational guidance. She became the director of the vocation bureau of the public school system, and helped change the state’s labor laws through her research on the effects of child labor. In 1921, she moved to Merrill-Palmer School in Detroit, Michigan and established a nursery school program to study child development and mental abilities. That same year, she became the president of the National Vocational Guidance Association and the director of the new Institute of Child Welfare Research at Columbia University. Following a serious mental breakdown triggered by series of unfortunate events including divorce, job-related stress, anxiety, and poor health, she permanently resigned from the Teachers College at Columbia University in 1930.

Harry Hollingsworth Harry Levi Hollingworth was born in 1880 in DeWitt, Nebraska and graduated high school at the early age of 16. Due to several educational delays, Hollingworth did not enroll as a freshman at the University of Nebraska until the age of 23, and afterwards became the principal of a high school. Within months of taking that position he received an offer of assistantship from James McKeen Cattell at Columbia University, with whom he completed his Ph.D. He married Leta Stetter in New York in 1908, and the following year received his doctorate degree from Columbia. Shortly after, he accepted an instructor’s position at Barnard College where he taught psychology and logic, although the slight income forced him to take extra jobs whenever possible. However, his financial concerns were eased when the Coca-Cola Company, facing a lawsuit from the federal government under the Pure Food and Drug Act, asked him to investigate the psychological effects of caffeine on humans. Hollingworth designed three caffeine studies that included blind and double-blind conditions, a methodology that had never been employed in psychological research before. He testified at the Coca-Cola trial stating that he had found no deleterious effects of caffeine on motor or mental performance, and afterwards received a number of requests for further applied worth because of his favorable media coverage. Based on his observations of shell-shocked soldiers in World War I, Hollingworth developed a theory of functional neurosis that was published in one of the first books in clinical psychology, The Psychology of Functional Neurosis, in 1920.He was elected president of the American Psychological Association in 1927, published roughly one book per year between 1926 and 1935.Gbufton (talk) 18:47, 9 October 2012 (UTC)Gbufton (talk) 18:51, 9 October 2012 (UTC)

Hugo Munsterberg (1863 – 1916) was born in Danzig, in East Prussia, and both of his parents died before he was 20 years old. His interest in psychology began when he heard a lecture by Wilhelm Wundt during his first year at the University of Leipzig. He became a teaching assistant for Wundt and received his Ph.D in physiological psychology at the age of 22. In 1887, Munsterberg received his medical degree at the University of Heidelberg. He became an assistant professor at the University of Freiburg in 1891 and attended the First National Congress where he met William James. A year later, James offered Munsterberg a position at Harvard as a chair of the psychology lab. He also became an advisor to the graduate students while they worked on their dissertations; Mary Whiton Calkins, the first woman president of the American Psychological Association, was one of his students. While Munsterberg was at Harvard, he acted as president of the American Psychological Association. In 1910, he was chosen as an exchange professor to the University of Berlin, when he founded the Amerika-Institut in Berlin. Perhaps Munsterberg’s largest contribution to the field was the invention of forensic psychology and the introduction of the lie detector. He published On the Witness Stand (1908), in which he discusses the kinds of psychological factors that can change a trial’s outcome and the legal aspects of crime. He also invented industrial psychology and he published books that discussed hiring workers with the right types of mental and psychological abilities to fit their occupations, the best ways to increase performance and motivation in works, and marketing or advertising techniques. He was also known for certain beliefs about clinical psychology; he believed that certain mental illness are caused by cellular-metabolic reasons, but can be diagnosed based on behavioristic observations during interviews.

Mary Whiton Calkins (1863-1930) was born in Hartford, Connecticut and moved to Massachusetts at the age of 17. She attended Smith College and graduated with classics and philosophy degree. After a year and a half trip to Europe with her family, Calkins worked as a Greek teacher at Wellesley College. A professor in the psychology department noticed her talents, urged her to study psychology for a year, and return to Wellesley to teach psychology. She began taking classes at Harvard Annex under Josiah Royce and William James. Charles William Eliot, the president of Harvard, was opposed to the idea of education Calkins with other men, but Royce and James insisted. Calkins then worked with Edmund Sanford to set up the first psychology lab at Wellesley College. She worked as a professor of psychology, associate professor, and then, associate professor at Wellesley College. Much of her interests involved memory and the self. In 1905, she was elected as the president of the American Psychology Association. She was the first female president. She was chosen as the president of the American Philosophical Association in 1918. Calkins was known for her research of dreams. While she and Sanford worked together, she conducted a research project that involved the recording of dreams during a seven-week period. Another contribution Calkins made to the field was her system of self-psychology, which says that the self is an active agent acting consciously and purposefully. She also invented the paired-associate technique, a research method in which colors are paired with numbers and then the colors are presented again for participants to recall the numbers.

Granville Stanley Hall (1844 – 1924) was known to be the founder of child psychology and educational psychology. He was born in Ashfield, Massachusetts and attended Williams College in Williamstown, Massachusetts. He became an English and philosophy teacher at Antioch College and subsequently began teaching history and philosophy at Williams College. He was inspired by Wilhelm Wundt’s Principles of Physiological Psychology and got a Ph.D. in Psychology as a student of William James at Harvard University. He earned the first doctorate in the United States. He then went to the Europe and spent time in Wundt’s psychology laboratory in the University of Leipzig. He returned to America and created the first psychology laboratory at Johns Hopkins. He was an advisor to Raymond Cattell, a psychologist with a focus in personality and intelligence, and John Dewey, the developer of the philosophy of pragmatism. He also mentored Francis Cecil Sumner, the first African-American to receive a doctorate. Hall founded the American Journal of Psychology in 1887. He was highly influenced by Charles Darwin’s theory of evolution and Ernst Haeckel’s recapitulation theory; Hall investigated aspects of childhood development and the inheritance of behavior. He presented the Recapitulation Theory of Development, which says that people go through psychological and somatic senses follow Darwin’s theory of evolution. He also coined the idea of educational psychology and tried to determine the effect of adolescence on education. Another contribution that Hall made was the idea of religious psychology. He wrote Jesus the Christ in the Light of Psychology in 1917.

Francis Cecil Sumner (1895-1954) is considered the “Father of Black Psychology.” He was born in Pine Bluff, Arkansas; he did not attend high school, since schools were not integrated yet, but he stayed educated by reading old textbooks. At the age of 15, he was accepted into Lincoln University through an entrance exam. Five years later, he graduated with honors in English, Greek, and philosophy. He then attended Clark University where he was mentored by G. Stanley Hall. Sumner graduated from Clark University in 1916 with a degree in English and soon returned to Lincoln University to begin his graduate work. Part of the graduate program’s was requirement was to teach psychology, which sparked Sumner’s interest in the field. He went back to Clark University in 1917 to finish his doctorate, but was drafted in World War I. In 1920, he finally received a Ph.D in psychology. He was the first African-American to do so. He was a professor of psychology and philosophy at several universities. Though he had to cross many financial hurtles because of his race, Sumner published articles on the topic of race and bias. From 1928 until his death, Sumner acted as the chair of the psychology department at Howard University. He served as Kenneth B. Clark’s mentor. Sumner’s contributions to psychology include his investigations of racism and bias in the treatment of African-Americans. He thought that the field of psychology should move away from philosophy and education. He helped found and strengthen the psychology department at Howard University.

Lillian Evelyn Moller Gilbreth (1878-1972) was born in Oakland, California. She was home-schooled until she was 9 years old, but when she began attending public elementary school, she was required to begin her formal education as a first grader. After graduating high school in 1896, she began her undergraduate work at University of California in Berkeley where she studied English. Upon graduation, she was the first female commencement speaker. She then attended Columbia to pursue a graduate degree in psychology, but returned to the University of California to finish her master’s degree in literature. Gilbreth then completed her dissertation but was not awarded the doctorate. Her work, The Psychology of Management, was later published. In 1915, she received a Ph.D. in industrial psychology from Brown University. It was the first degree earned in this field. Gilbreth and her husband, Frank Gilbreth, believed that the ideas of Frederick Winslow Taylor, a mechanical engineer that focused on industrial efficiency, were not easy to implement or sufficient in improving efficiency. In 1926, Gilbreth began working for Johnson and Johnson in marketing research. She and her husband also worked as consultants in their own company, performing studies on time and motion. The Gilbreths were known as the central characters in Cheaper by the Dozen; their children were used in many of their experiments. She helped develop the modern linear kitchen layout. She served on the women’s section of the President’s Emergency Committee for Employment to help the reduction of female unemployment. Her major contribution to psychology was the idea of management psychology. She focused on the importance of human relations in the workplace, while understanding the workers’ individual differences. During her work as a consultant, she also offered training workshops for executives to learn how to apply scientific management techniques. She also pioneered organization psychology. Megan ShawShawm13 (talk) 18:48, 9 October 2012 (UTC)

Born in Easton, Pennsylvania in 1860, James McKeen Cattell grew up in a wealthy and prominanat family. After graduating Lafayette College at the age of 20 Cattell traveled to Germany to continue his education. While in Germany James Cattell met and studied under Wilhelm Wundt at the University of Leipzig. His relationship with Wundt helped propel Cattell to become the first American to write a dissertation in the field of psychology. Cattell also studied under Hermann Lotze at the University of Gottingen. After graduating with a Ph.D. in 1886 Cattell began lecturing at the University of Cambridge and also became a 'Fellow Commoner' of St. Johns College, Cambridge. In 1889 he returned to the United States to become a Professor of Psychology in Pennsylvania before he became Department Head of Psychology, Anthropology, and Philosophy at Columbia Universtiy in 1891. Cattell become President of the American Psychological Association in 1895. Throughout his career Cattell worked to try and establish pscyhology as a worthy field of study as any of the "hard sciences" were. His use of quantitative methods and focus on establishing psychology as a legitimate science helped change many people's view that psychology was a lesser science or pseudoscience. Cattell's use of statistical methods and quantification of data helped psychology to become view as an experimental science.

Leta Stetter Hollingworth was born into a Nebraskian family with limited financial means in 1886. She lived in a sod hut, attended a one room school, and was raised by her grandparents after her mother died and her father left when she was three. Ten years later when her father reappeared he took Stetter from her grandparents to live with him and his new wife, both of whom treated Stetter poorly. Despite facing many obstacles early in life Stetter enrolled at the Univeristy of Nebraska when she was only 16. It was here she met Harry Hollingworth, her future husband.Hollingworth moved to New York to continue his education at Columbia University under James Cattell, while she remained at Nebraksa Univeristy and went on to graduate with a B.A. and a State Teacher's Certificate. Stetter went on to teach at several high schools before her fiance, Harry Hollingworth, could afford to relocate her to New York. In New York Stetter received a Masters from Columbia in education. After graduation Stetter took a job to administer Binet intelligence tests, which eventually led ter to a position as a psychologist under Civil Service in New York. Stetter went on to receive both a doctorate and a Ph.D. from Columbia while studying under Edware Thorndike. Columbia offered Stetter a teaching position upon her graduation, where she remained for the rest of her life. Letta Steteer Hollinworth conducted pionering work on the psychology of women, and effectively invented the discipline. Hollingworth challenged the belief that women were intelectually inferior to men and that women did not reach the prominant positions men did because of social roles. In the 1920s Hollingworth shifted her focus to the study of children, focusing the mentally gifted. Her research, which was able to identify gifted children because of her very reliable and valid intelligence. Stetter's finding helped lead refrom in the education system

Robert Woodworth was born in Massachusetts in 1869. Woodworth grew up in a large family with a Congregationalist father who had an authoritative parenting style. Up until he took a psychology class in his senior year in college Woodworth planned on becoming a minister. After graduating Ameherst College with an A.B. foucsing on religion, the classics, mathematics, science, and history Wooddworth became a high school teacher. A G. Stanley Hall that Woodworth was present for and Whilliam James's book, Principles of Psychology, help Woodworth decid to continue his education and become a pscyhologist. At Harvard he studdied psychology with William James until he earned his baceolor's degree, and in 1899 Woodworth earned his Ph.D. from Columbia under James Cattell. Woodworth continued on to work with Charles Sherrington at the University of Liverpool before he came back a year later to accept a job at Colombia where he remained for the entirety of his career. Over his career Woodworth worked with studied pscychometircs, motivational psychology, and worked with Oswald Kulpe in the summer of 1912. With the onset of WWI the American Psychological Association asked Woodworth to assist them to help determine what causes "shell shock". This led him to create the Woodworth Personal Data Sheet (WPDS) which has been called the first personality test. This test became influential in the development of future personality tests whose goal was to measure neuroticism. Another major contribution to Psychology was the expression Stimulus-Order-Response (S-O-R) which described his functionalist approach to psychology. With his new SOR model he noted the stimulus elicits a different effect or response depending on the state of the organism. The organism, the "O", mediates the relationship between the stimulus and response. Woodworth introduced the concept of dynamic psychology to functionalism. A dyanmic psychology is concerned with motivation, and Woodworth wanted to devlop what he called "motivology".Bfarley4 (talk) 18:49, 9 October 2012 (UTC)