Who gets remembered? Disparities in recognition of early eminent psychologists and implications for belonging in psychology.

The late years of some eminent psychologists were examined to secure evidence on their general activities, and their professional competence and productivity. Of greatest note was their devotion to work: after age 70 nearly 90% continued a high level of scientific and professional productivity and involvement, while some developed new careers. The content of late production was generally based on earlier specialty. For many, work seemed the purpose of life, and its own reward.

Although a large body of empirical research has shed considerable light on the attainment of eminence in psychology, this literature has focused almost exclusively on samples of eminent males. Yet there is sufficient reason to expect that eminent female psychologists do not neces- sarily follow the same life and career pathways as do eminent male psychologists. To help rem- edy this deficiency, the current historiometric study concentrates on a sample of 80 eminent female psychologists born between 1847 and 1950. After obtaining three reliable eminence measures, variables were defined with respect to family background (parental occupations and sibling configurations), marriage and children (including divorce), education and career devel- opment (especially the attainment of higher degrees and full professorships), and professional contributions (to 20 different specialty areas). Even after controlling for potential artifacts due to year of birth and reference source, statistically and substantively significant correlations were found in all four sets of variables. Even though the pattern of findings sometimes closely paral- leled what was found for eminent male psychologists, other times the results strongly diverged. Because these divergences most likely reflected traditional gender roles and gender-biased pol- icies, female and male routes to eminence should progressively converge over time, if they have not done so already. Finally, some findings based on this all-female sample deserve empirical examination in comparable male samples.

Academic achievement analyses by eminent psychologists have proved beyond doubt, that of all the academic problems besting learners at different levels of our educational system, study problem is the most grandiose, and constitutes the major headache in academic success. This paper has therefore been written to ameliorate students study problem and to increase the probability of success in important examinations. The stress throughout is on what is right, and how to achieve it through strategies for studying, preparing for and passing examinations. Counsellors can identify students' areas of strengths and weakness in relation to the norming sample and their stand on the various study practice areas. The researcher recommended that students should take their studies seriously as their failure and success lies on it. He equally draws the attention of students to the essentials of study behaviour, time management, organisation of study task, etc.Global Journal of Educational Research Vol. 5 (1&2) 2006: pp. 5-11

This article is a polemic with the eminent psychologists whose articles are published in the present edition of this journal. These articles present their views on the introductory article of the same volume titled “Is psychology still a science of behaviour?” The author of this article concurs with his polemicists that the fundamental task of psychology should be to explain behaviour, not merely to predict it. That said, he argues that in order for this to occur, psychology must, by necessity, study real human behaviours (which, in the opinion of some of the polemicists, is not an imperative). At the same time, he admits that an understanding of behaviour also requires studying what people think and feel.

Many of the researchers in the field of psychological science use strategies and methods in which human actions and experiences are reduced to behavioral contingencies, statistical regularities, neurophysiological states and processes, and computational functions and models. However, many psychologists talk readily and easily about how their research might assist human agents to solve problems, cope, make decisions. self-regulate, and more generally “make a difference” and “take control.” The authors considered informally selected comments by several eminent psychologists, and more formally, 73 autobiographical accounts of prominent psychologists to see what could be learned about the attitudes of these psychologists toward reductionism in their own work and in the field of psychology in general. In interpreting these comments and accounts, the authors posit a gap between many psychologists' contemplation of their work and their actual research practices. The authors also suggest that such a gap may be related to psychologists' educational experiences and their scholarly and professional socialization, as well as to their subdisciplinary attachments and contexts.

D. E. Berlyne's principle that uncertainty leads to exploration is extended to situations involving frustrativc nonreward. Both empirical evidence and logical analysis support the frustration-exploration hypothesis, which posits that uncertain frustration leads to exploration, whose primary function is to broaden the scope of response selection. The facilitative effects of frustration-motivated exploration in learning are documented, and their implications for education are discussed. One of Daniel Berlyne's abiding interests was in curiosity and exploration. Perhaps, among his many significant contributions to psychology, his work in this area has made the greatest impact. His 1960 monograph Conflict, Arousal and Curiosity is among the 100 books most cited by social scientists (Garfield, 1978). Few will disagree that it is mainly due to Berlyne's influence that exploration or information seeking has been elevated to the same status as hedonism as one of the primary sources of motivation. In view of the prevalence of information seeking (Berlyne, 1966), a case may be made that it is a more important motivation than the pursuit of hedonic goals. In paying tributes to Berlyne, I cannot help but reminisce on the good old days of being a graduate student at the University of Toronto, when both Daniel Berlyne and Abram Amsel were on the psychology faculty. To be taught by these two eminent psychologists was to be influenced by them in a profound way. Although different in many ways in their approaches to research, both of them demonstrated a remarkable degree of independence of thought in the midst of shifting paradigms and changing fashions in psychological research. While Amsel concentrated his Portions of this paper were presented in a symposium in honour of the late D. E. Berlyne at the Canadian Psychological Association Meeting in Vancouver, July, 1977. The paper was written while the author was a visiting scholar at the University of California, Los Angeles. It was supported by Grant 3A0701 from the National Research Council of Canada, and a Canada Council Leave Fellowship. Requests for reprints should be addressed to P. T. P. Wong, Department of Psychology, Trent University, Peterborough, Ontario, K9J 7B8. research efforts in well defined problem areas, Berlyne's own curiosity led him to explore new frontiers in psychology. One learned from Amsel how to rigorously and thoroughly investigate a phenomenon; one learned from Berlyne how to see old problems in new lights and how to detect connections in seemingly unrelated areas of research. Both of these approaches have influenced my own research career, and these influences have contributed to the present paper which attempts to interface frustration and exploration. In the past ten years, I have done several studies on the problem of persistence and frustration, even though such research no longer attracts the attention it once did. Having carefully observed hundreds of rats in a great variety of frustrating situations, I cannot help but notice the prevalence of exploratory behaviour. For example, in a runway situation, partial reinforcement increases sniffing, exploration of irrelevant holes on the runway walls, and variation of routes leading to the goalbox (Wong 1977a, 1978a). In this article, I will document the existing evidence supporting the frustration-exploration hypothesis. More specifically, I will attempt to demonstrate that (1) uncertain frustration leads to exploration, (2) frustration-motivated exploration primarily consists of response-variation, and (3) this type of exploration plays an important role in instrumental learning. However, before we examine the evidence and arguments in support of the frustration-exploration hypothesis, we should first examine exploration as a concept and past research on this topic.

Exploring relationships among eminent psychologists using co-occurrence analysis

Eminent psychologists or psychological eminence?

Psychology plays an increasingly important role in today's society. Its influence can be seen all around us - be it in the home, the workplace, the school or our private lives. A uniquely diverse discipline, it ranges from social psychology to biological aspects of behaviour, and from basic research to the applied professions. This Companion Encyclopedia covers all these main branches of psychological research and professional practice. The thematic arrangement is the result of the Editor's extensive research into syllabi, from which he distilled the 13 most frequently taught units. Students can consult and be referred to sections relating to their lecture programme, and can find lucid definitions of frequently used terms in the Glossary. Headings and sub-headings are clearly highlighted at the beginning of each chapter - ideal for quick reference. * Provides authoritative and in-depth reference material on all major branches of psychological research and professional practice * Contributors include many of the world's most eminent psychologists * Written in a lively style without assuming previous knowledge of the subject * Structured according to the core topics appearing most often as discrete modules in contemporary psychology courses * Detailed bibliographies, further reading sections, exhaustive index and glossary of technical terms * Containing 165 supporting illustrations

Nearly twenty years have elapsed since Mr. Shand published in Mind an article entitled “Character and Emotions”; in this he formulated the hypothesis that the sentiments are complex derivatives of the primitive emotions. Thus, in the analysis of love and hatred he showed that “the same four emotional dispositions of fear, anger, joy, and sorrow, which are essential to the system of love, are present also in the system of hate.” Many eminent psychologists have adopted, or partially adopted, his views, among whom may be mentioned Professors Stout, McDougall, Westermarck, Sully, Caldecott, and Boyce Gibson. A great feature of this interesting work is its literary merit, and the infinite care and skill displayed by the author in his study of the emotions and tempers by an analysis of the characters portrayed by the great dramatists, poets, and novelists. Mr. Shand recognises the fact that the success of the dramatist and novelist depends upon the study of individual characters, and he gives numerous examples which we shall refer to later, but we will first call attention to two quotations which appear opposite the title page. “And this subject of the different characters of dispositions is one of those things wherein the common discourse of man is wiser than books, a thing which seldom happens. Wherefore, out of these materials (which are surely rich and abundant) let a full and careful treatise be constructed, so that an artificial and accurate dissection may be made of men's minds and natures, and the secret disposition of each particular man laid open, that from a knowledge of the whole the precepts concerning the cures of the mind may be more rightly formed. and not only the characters of dispositions impressed by nature should be received into this treatise, but age, country, state of health, make of body, etc. And, again, those which proceed from fortune, as in princes, nobles, common people, the rich, the poor, magistrates, the ignorant, the happy, the miserable,” etc. —Francis Bacon, De Augmentis Scientiarum, B. vii, Ch. iii.

Eminent psychologists or psychological eminence?

Eminent Psychologists Tell Their Stories

This research paper offers a comprehensive exploration of several influential theories in psychology, unveiling the diverse theoretical frameworks that have shaped our understanding of human behaviour, cognition, and development. The paper delves into the foundational paradigms put forth by eminent psychologists, spanning from Sigmund Freud’s psychoanalytic theory to Urie Bronfenbrenner’s ecological systems theory, capturing the evolution and interplay of these theoretical perspectives within the field of psychology. The paper begins by unravelling Sigmund Freud’s psychoanalytic theory, emphasizing the role of the unconscious mind and early experiences in shaping behaviour and personality. It then transitions to the behavioural theories of Pavlov and Skinner, highlighting the significance of observable behaviours learned through environmental associations and reinforcements. Subsequent sections illuminate the cognitive theory proposed by Jean Piaget, which explores mental processes and problem-solving mechanisms in shaping human cognition. The humanistic theories of Maslow and Rogers are scrutinized for their emphasis on personal growth and self-actualization, celebrating the human potential for fulfilment and growth. The exploration extends to Albert Bandura’s social learning theory, which underscores the role of observational learning in behaviour acquisition, and evolutionary psychology, which investigates the influence of evolutionary processes on human behaviour. Urie Bronfenbrenner’s ecological systems theory unravels the layered and reciprocal influences of various systems on an individual’s development, emphasizing the significance of multiple interconnected environments in shaping human behaviour. At the core of Ecological Systems Theory lies the conception of the individual as existing within a series of nested environments, each layer exerting a distinct and consequential influence on the individual’s development. Lastly, the paper delves into cultural psychology, elucidating the profound impact of cultural norms, values, and practices on human cognition and behaviour. The research paper navigates through these diverse theoretical frameworks, highlighting their inter-connectedness and their collective enrichment of the field of psychology, offering a deeper understanding of human behaviour and development.

The goal of this special issue is to present two dramatically different models of case studies, to compare their methodological features, and to explore potential ways to integrate the two to make best use of their respective strengths. The two case study articles present an opportunity to view the breadth of psychotherapy case studies and psychotherapy practice inJapan. The commentaries provided by four eminent psychologists from both in and outsideJapan, and the subsequent responses from the two main authors, produce rich and stimulating dialogue that provides a forum for learning through case studies. This dialogue also helps to delineate the features of each case study. Reflecting on the two case study articles and the four commentaries, as the action editor of this special issue I offer my own observations, focusing on methodological issues of case studies and also on issues associated with differing cultural practices.

Educational psychology mediates between the disciplines of psychology and education. Scholars have seldom agreed on a single definition of the field but have incorporated knowledge from several areas. The discipline of educational psychology was fostered primarily in the United States by such eminent psychologists as William James, Edward L. Thorndike, and James McKeen Cattell. Over the past century, several philosophical and scientific movements influenced the field, the most recent example being cognitive theory. In 1990, the first extensive citation analysis was conducted, illustrating the field's increasing maturity and diversity. Educational psychologists have many opportunities to shape policy during the current period of national educational reform