PSY 401 Selected Readings in Psychology -The History of Psychology Term 2, 2007 -- 2 Credits Instructor Dr.

Robert Swoap Office: 103 Jensen, x-3706 email: bswoap@warren-wilson.edu homepage: www.warren-wilson.edu/~bswoap Office Hours: M 9:30 11:30 T 2:30 3:30 Th 10 11:30; 2:30 3:00 F 10 11:30

Course Objectives Because this is a Selected Readings course, one of my goals is to expose you to significant original contributions to psychological inquiry. Specifically, we will explore the history of psychology through the use of primary sources. A concise textbook will help establish a framework for you regarding the history of psychology. Beyond that, we will be reading materials from archives and other sources in order for you to learn about important themes, developments, and figures in the history of psychology. Of course, we will also need to discuss the broad sociocultural context in which psychology has emerged. The approach we will take is consistent with the "new history" of psychology: The new history tends to be critical rather than ceremonial, contextual rather than simply the history of ideas, and more inclusive, going beyond the study of "great men." The new history utilizes primary sources and archival documents rather than relying on secondary sources And finally, the new history tries to get inside the thought of a period to see issues as they appeared at the time, instead of looking for antecedents of current ideas or writing history backwards from the present context of the field. -- Laurel Furumoto, 1989 Readings and materials A brief history of modern psychology, by Ludy Benjamin (2007) A history of psychology in letters (2nd ed), by Ludy Benjamin (2006) Primary sources from older journal articles (see references at the end of the syllabus). Links to these articles can be found on the online syllabus. Assignments and Grades 1. Class Participation (150 points You can earn up to 10 points for each of 16 class sessions, and drop your lowest participation day e.g., a single absence) The quality of our classes depends on your reading and on your active participation in class. My expectation is that you will be at all of the class meetings, unless you have an unforeseeable emergency/illness or have cleared it with me ahead of time. Your class participation and contributions will be mostly self-assessed. That is, at the end of each class session, there will be a ten-minute writing period. During this time, you will address three main points: a. How much of the reading did you complete? b. Describe your contribution today. c. What did you feel was important about todays class? Or, what will you take away from today? What question can you formulate related to todays class and readings?

2. Podcast (100 points) Each of you will choose one podcast from Dr. Christopher Greens This week in the history of psychology. The primary content of each podcast is an interview with a historian of psychology about a particular topic, figure, or development in psychology. These podcasts can be downloaded via Itunes or played with Quicktime directly from Chris Greens website: http://www.yorku.ca/christo/podcasts/ . Once you have listened to the podcast, you will need to write an abstract (summary) and a reaction (typed, double-spaced). The abstract should be about a page in length (no longer than one page). Your reaction will be an additional one or two pages. Here, you should address what you thought was most interesting about the interview and what you might investigate further regarding the topic if you were so inclined. Please listen to the podcast by the end of the first week. Your 2-3 page paper is due on the Monday of our second week! 3. Academic journal article and presentation (150 points) Each of you will choose a research article on the history of psychology. You will review the article (100 points) and give a short class presentation (50 points). Photocopies of your article review should be distributed to each class member at the class session that precedes your presentation day. Each class member will read your review prior to your presentation which will take place during the next class period. Details for this assignment will be provided during the first week of class. Determination of grades. Your final grade will be based on the total points that you earn on the assignments as described above. Letter grades will be assigned based on the following percentages of your total (maximum point total is 400 points): 97-100% A+ 93-96% A 80-82% B67-69% D+ 90- 92% A77-79% C+ 63-66% D 87- 89% B+ 73-76% C 0- 62% F 83- 86% B 70-72% CAcademic issues A detailed description of College policies and procedures regarding academic honesty and integrity can be found in the WWC Student Handbook. Please read this to understand what constitutes cheating and plagiarism. If you have any questions, please ask me. The penalties for cheating in this class range from receiving no credit for the assignment to failure of the course. Also, any such action will be reported to the Vice-President for Academic Affairs and Dean of the College. If you need course accommodations because of a disability, you must contact Deborah Braden, Educational Access Coordinator, as soon as possible.

Class Schedule Text refers to chapters in A brief history of modern psychology, by Ludy Benjamin. Letters come from A history of psychology in letters (2nd ed), by Ludy Benjamin Other sources are primary sources from articles that are available online (see references below).

Topic
Class 1 (M, 10/29): Introduction

Text

Letters

Other sources

Class 2 (W 10/31): Psychology and History Preface Guest in class today: Diana Sanderson

Ch. 1 (The joys of historical research)

Class 3 (F, 11/2):

Pre-scientific Psychology

Ch. 1

Ch. 2 (Locke)

Class 4 (M, 11/5): Pre-science (continued) Due: Podcast report

Ch. 3 (Darwin) Ch. 4 (J.S. Mill)

Darwin (1877)

Class 5 (W, 11/7): Physiology, PsychoCh. 2 physics & the Science of Mind

Broca (1861)

Class 6 (M, 11/12): Germany and the Birth of a New Science

Ch. 3

Ch. 5 (Cattell)

Class 7 (W, 11/14): Origins of Scientific Psychology in America

Ch. 4

Ch. 7 (James)

James (1890) -- read 1st section of chapter (1st 17 paragraphs)

Class 8 (F, 11/16): Origins (continued) Presentation 1

Ch. 9 (Calkins)

Calkins (1930)

Class 9 (M, 11/19). The Early Schools of Psychology Presentation 2

Ch. 5

Ch. 10 (Titchener)

Class 10 (M, 11/26): The Birth of the New Ch. 6 Applied Psychology in America Presentation 3

Ch. 8 (Munsterberg)

Munsterberg (1909) (just the Intro to the book)

Class Schedule (continued) Text refers to chapters in A brief history of modern psychology, by Ludy Benjamin. Letters come from A history of psychology in letters (2nd ed), by Ludy Benjamin Other sources are primary sources that are available online (see references below).

Topic
Class 11 (W, 11/28): Psychoanalysis Presentation 4 Class 12 (F, 11/30): (continued) Presentation 5

Text
Ch. 7

Letters
Ch. 11 (Freud &Jung)

Other sources

Freud (1910)

Class 13 (M, 12/3): Behaviorism Presentation 6

Ch. 8

Ch. 12 (Watson)

Watson (1913)

Class 14 (W, 12/5): Behaviorism (continued) Presentation 7

Ch. 15 (Skinner)

Skinner (1948)

Class 15 (M, 12/10): The New Profession of Psychology Presentation 8

Ch. 9

Class 16 (W, 12/12): A Psychology of Social Action and Change Presentation 9

Ch. 10

Ch. 14 (Soc agenda)

Hollingworth (1916)

Class 17 (F, 12/14): Social Action (continued) Presentation 10

Ch. 16 (K. Clark)

Clark & Clark (1939)

Class 18 (M, 12/17): Cognitive Psychology Presentation 11

Ch. 11 & Epilogue

Ch. 13 (Gestalt)

Class 19 (W, 12/19): Wrap-up; Class evaluations

Primary Sources Broca, P. (1861). Perte de la Parole, Ramollissement Chronique et Destruction Partielle du Lobe Antrieur Gauche du Cerveau (Loss of Speech, Chronic Softening and Partial Destruction of the Anterior Left Lobe of the Brain as translated by C. Green). Bulletin de la Socit thropologique, 2, 235-238. http://psychclassics.yorku.ca/Broca/perte-e.htm Calkins, M. W. (1930). Autobiography of Mary Whiton Calkins. First published in C. Murchison (Ed.) History of Psychology in Autobiography (Vol. 1, pp. 31-61). http://psychclassics.yorku.ca/Calkins/murchison.htm Clark, K. & Clark, M. (1939). The development of consciousness of self and the emergence of racial identification in negro preschool children. Journal of Social Psychology, S.P.S.S.I. Bulletin, 10, 591-599. http://psychclassics.yorku.ca/Clark/Self-cons/ Darwin, Ch. (1877). A biographical sketch of an infant. Mind, 2, 285-294. http://psychclassics.yorku.ca/Darwin/infant.htm Freud, S. (1910). First lecture. from The origin and development of psychoanalysis. American Journal of Psychology, 21, 181-218. http://psychclassics.yorku.ca/Freud/Origin/origin1.htm Hollingworth, L. (1916). Social devices for impelling women to bear and rear children. American Journal of Sociology, 22, 19-29. http://psychclassics.yorku.ca/Hollingworth/children.htm James, W. (1890). The emotions. This is Ch. 25 in the classic psychology text, The Principles of Psychology. http://psychclassics.yorku.ca/James/Principles/prin25.htm Munsterberg, H. (1908). On the witness stand: Essays on psychology and crime. http://psychclassics.yorku.ca/Munster/Witness/ Skinner, B.F. (1948) Superstition in the pigeon. Journal of Experimental Psychology, 38, 168-172. http://psychclassics.yorku.ca/Skinner/Pigeon/ Watson, J. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-177. http://psychclassics.yorku.ca/Watson/views.htm