Hergenhahn's Introduction to the History of Psychology PDF (2023)

Timeline of Significant Individuals and Events Pythagoras...

Timeline of Significant Individuals and Events Pythagoras Democritus Diogenes in the History of Individuals Pyrrho Psychology Significant to Heraclitus Hippocrates Zeno ca. 700 BC—2024 AD Psychology Thales Empedocles Aristotle Socrates Anaximander Epicuris Plato Parmenides Being vs. Becoming Skepticism Plato writes Stoicism Antecedent The Dialogues Epicureanism Influences on Cynicism Psychology Aristotle writes De Anima 700 BC 600 BC 500 BC 400 BC 300 BC Birth of Library of Alexandria Confucius founded Historical Epochs Pre-Socratic Period (600–450 Bc) and Events Classical Period of Greece (450–300 BC) Thomas Abelard Aquinas Individuals Significant to Mohammed Avicenna Albertus Magnus Psychology Anselm Averroës Antecedent Scholasticism Influences on Psychology Universities begin (continued) 500 600 700 800 900 1000 1100 1200 Birth of Mohammed Islam expands over Historical North Africa (600–700) Epochs Dark Ages (400–1000) Middle Ages (1000–1450) and Events Era of the Crusades (1096–1290) Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Galen Augustine Philo Plotinus Jesus Marcus Paul Aurelius Neoplatonism Christianity Augustine’s Confessions 200 BC 100 BC 0 AD 100 AD 200 AD 300 AD 400 AD 500 Birth of Christ Rome falls to Goths in 410 H Hellenistic Period (300–100 Bc) Dark Ages Greco-Roman Period (100 Bc–AD 400) (400–1000) Kant Paracelsus Locke Fechner Skinner Darwin Francis Bacon Berkeley Brentano William of Occam Hume Galileo W. James Copernicus James Mill Freud R Roger B Bacon Descartes Rousseau Weber Martin Luther Newton Watson Nietzsche Wundt Publication of Modern science establishes the Malleus Maleficarum Empiricism first laboratory Modern psychology (1487) Sensationalism for psychology begins Positivism (1879) 1300 1400 1500 1600 1700 1800 1900 2000 Columbus reaches Reformation begins (1517) American Revolution (1776) Lunar landing Americas in 1492 (1969) Spanish Inquisition (1480–1808) Bubonic Plague Renaissance (1450–1600) (1347–1350) See back cover for expanded timeline from 1840 to 2024. Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Hergenhahn’s An Introduction to the History of Psychology Ninth Edition Tracy B. Henley Australia Brazil Canada Mexico Singapore United Kingdom United States Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Hergenhahn’s An Introduction to the History © 2024 Cengage Learning, Inc. ALL RIGHTS RESERVED. of Psychology, Ninth Edition WCN: 02-300 Tracy B. Henley No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. SVP, Product: Cheryl Costantini copyright law, without the prior written permission of the copyright owner. VP, Product: Thais Alencar Previous editions: © 2019, © 2014 Portfolio Product Director: Laura Ross Portfolio Product Manager: Marta Healey-Gerth For product information and technology assistance, contact us at Product Assistant: Fantasia Mejia Cengage Customer & Sales Support, 1-800-354-9706 or support.cengage.com. Content Manager: Sangeetha Vijay, Lumina Datamatics Ltd. 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The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the readers’ use of, or reliance upon, this material. Printed in the United States of America Print Number: 01 Print Year: 2024 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  “The great use of a life is to spend it for something that outlasts it.” —William James Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Brief Contents Preface xiii Chapter 15 About the Author xiv Early Considerations of Mental Illness 336 Chapter 1 Chapter 16 Introduction 1 Psychoanalysis 355 Chapter 2 Chapter 17 The Ancient World 21 Humanistic Psychology 385 Chapter 3 Chapter 18 Rome and the Middle Ages 46 Psychobiology 408 Chapter 4 Chapter 19 Renaissance Science and Philosophy 68 Cognitive Psychology 422 Chapter 5 Chapter 20 Empiricism, Sensationalism, and Positivism 90 Psychology Today 440 Chapter 6 References 457 Rationalism 122 Name Index 483 Subject Index 493 Chapter 7 Romanticism and Existentialism 141 Chapter 8 Physiology and Psychophysics 158 Chapter 9 Early Approaches to Psychology 179 Chapter 10 Evolution and Individual Differences 202 Chapter 11 American Psychology and Functionalism 232 Chapter 12 Behaviorism 267 Chapter 13 Neobehaviorism 293 Chapter 14 Gestalt Psychology 316 vii Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Preface xiii The Allegory of the Cave 33 The Reminiscence Theory of Knowledge 34 About the Author xiv The Nature of the Soul 34 Sleep and Dreams 35 Chapter 1 Plato’s Legacy 35 Introduction 1 Aristotle 36 Considerations in Writing a History of Psychology 2 The Basic Difference between Plato Presentism and Historicism 2 and Aristotle 36 Diversity and Inclusion 2 Causation and Teleology 37 The Choice of Approach 4 Sensation and Reason 38 Memory and Recall 38 Why Study the History of Psychology? 5 Imagination and Dreaming 39 To Gain a Richer Understanding 5 Motivation and Emotion 39 Psychology and Science 6 What is Science? 6 The Importance of Early Greek Philosophy 40 Revisions in the Traditional View of Science 7 Popper versus Kuhn 10 Chapter 3 Relativism and Science 11 Rome and the Middle Ages 46 Is Psychology a Science? 11 Greek Philosophy After Aristotle 46 Psychology is Multifaceted 11 Skepticism 46 Determinism 12 Cynicism 47 Persistent Questions in Psychology 13 Epicureanism 48 Mind and Body 13 Philosophy in Rome 49 Objective and Subjective Experience 15 Stoicism 49 Rationalism versus Irrationalism 15 Neoplatonism 50 Nature versus Nurture 16 What Is the Origin of Human Knowledge? 16 Emphasis on Spirit 51 Jesus 52 Chapter 2 St. Paul 52 Emperor Constantine 53 The Ancient World 21 St. Augustine 54 Psychology’s Prehistory 21 The Middle Ages 56 The Neolithic Revolution 21 Islamic and Jewish Influences 57 Animism and Anthropomorphism 22 Avicenna 57 Early Greek Religion 22 Averroës 58 The First Philosophers 23 Maimonides 59 Thales 23 Scholasticism 59 Anaximander, Anaximenes, and Heraclitus 24 St. Anselm 59 Parmenides and Zeno 25 Peter Abelard 60 Pythagoras 25 St. Thomas Aquinas 61 Empedocles 26 Anaxagoras 27 William of Occam: A Turning Point 63 Democritus 27 The Spirit of the Times Before the Renaissance 63 Early Greek Medicine 27 Alcmaeon 28 Chapter 4 Hippocrates 28 Renaissance Science and Philosophy 68 The Sophists and Socrates 30 Challenges to Church Authority 68 Xenophanes 30 Protagoras 30 Renaissance Humanism 69 Gorgias 31 Francesco Petrarch 69 Socrates 31 Giovanni Pico 70 Desiderius Erasmus 70 Plato 33 Martin Luther 70 The Theory of Forms or Ideas 33 Michel de Montaigne 72 The Analogy of the Divided Line 33 viii Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents ix Renaissance Science 73 Georg Wilhelm Friedrich Hegel 133 Nicolaus Copernicus 73 The Absolute 134 Johannes Kepler 75 Dialectic Process 134 Galileo 75 Hegel’s Influence 135 Isaac Newton 77 Johann Friedrich Herbart 135 Principles of Newtonian Science 78 Psychology as Science 136 Francis Bacon 79 The Apperceptive Mass 136 Baconian Science 80 Educational Psychology 137 Science Should Provide Useful Information 81 Herbart’s Legacy 137 René Descartes 82 Descartes’s Search for Philosophical Truth 82 Chapter 7 Innate Ideas 83 Romanticism and Existentialism 141 The Reflex 83 Romanticism 142 The Mind-Body Interaction 84 Jean-Jacques Rousseau 142 Descartes’s Contributions to Psychology 85 Johann Wolfgang von Goethe 144 Descartes’s Fate 86 Arthur Schopenhauer 145 Existentialism 147 Chapter 5 Søren Kierkegaard 148 Empiricism, Sensationalism, and Positivism 90 Friedrich Wilhelm Nietzsche 150 British Empiricism 90 Kierkegaard and Nietzsche Thomas Hobbes 91 as Psychology 154 John Locke 93 George Berkeley 96 Chapter 8 David Hume 98 David Hartley 103 Physiology and Psychophysics 158 James Mill 104 Objective and Subjective Differences 158 John Stuart Mill 106 The Bell-Magendie Law 159 Alexander Bain 109 Doctrine of Specific Nerve Energies 160 French Sensationalism: Man as Machine 111 Adequate Stimulation 160 Pierre Gassendi 111 Consciousness, Sensations, and Reality 160 Julien de La Mettrie 112 Étienne Bonnot de Condillac 113 Hermann von Helmholtz 161 Claude-Adrien Helvétius and Others 115 Helmholtz’s Stand against Vitalism 161 Rate of Nerve Conduction 162 Positivism 115 Theory of Visual Perception 162 Auguste Comte 115 Theory of Auditory Perception 163 A Second Type of Positivism 117 Helmholtz’s Contributions 163 Ewald Hering 164 Chapter 6 Space Perception and Color Vision 164 Rationalism 122 Christine Ladd-Franklin 165 Baruch Spinoza 122 Early Research on Brain Functioning 166 Mind-Body Relationship 123 Phrenology 166 Denial of Free Will 124 Pierre Flourens 168 Motivation and Emotion 124 Paul Broca 169 Spinoza’s Influence 125 Electrophysiology 170 Gottfried Wilhelm von Leibniz 125 Psychophysics and the Rise of Experimental Disagreement with Locke 125 Psychology 171 Monadology 126 Ernst Heinrich Weber 171 Mind-Body Relationship 127 Gustav Theodor Fechner 172 Conscious and Unconscious Perception 127 Thomas Reid 128 Chapter 9 Common Sense 128 Direct Realism 129 Early Approaches to Psychology 179 Faculty Psychology 129 Voluntarism 180 Immanuel Kant 130 Wilhelm Maximilian Wundt 180 Categories of Thought 131 Wundt’s Goals for Voluntarism 181 Causes of Mental Experience 131 The Elements of Thought 182 The Categorical Imperative 132 Perception, Apperception, and Creative Synthesis 182 Kant’s Influence 132 Mental Chronometry 183 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. x Contents Psychological versus Physical Causation 184 The Principles of Psychology 235 Völkerpsychologie 184 Stream of Consciousness 236 The Historical Misunderstanding of Wundt 185 Habits and Instincts 237 Edward Bradford Titchener 185 The Self 238 Titchener’s Relationship with Female Psychologists 187 Emotions 239 Structuralism’s Goals and Methods 188 Free Will 239 Mental Elements 188 Pragmatism 240 Neurological Correlates of Mental Events 189 James’s Contributions to Psychology 240 The Decline of Structuralism 189 Hugo Münsterberg 241 Other Early Psychologies in Germany 190 Münsterberg’s Applied Psychology 242 The Changing Nature of the University 190 Münsterberg’s Fate 242 Franz Clemens Brentano: Act Psychology 190 Mary Whiton Calkins 243 Carl Stumpf and Berlin 191 Granville Stanley Hall 245 Edmund Husserl and Phenomenology 193 President of Clark University 246 Oswald Külpe: The Würzburg School 194 Developmental Psychology 246 Hermann Ebbinghaus 195 Psychology and Religion 248 G. E. Müller 197 Francis Cecil Sumner 249 Hans Vaihinger: As If 197 Hall’s Legacy at Clark University 251 Functionalism at the University of Chicago 251 Chapter 10 John Dewey 251 Evolution and Individual Differences 202 James Rowland Angell 253 Harvey Carr 254 Evolutionary Theory Before Darwin 202 Jean-Baptiste Lamarck 202 Functionalism at Columbia 254 Herbert Spencer 203 James McKeen Cattell Revisited 254 Robert Sessions Woodworth 255 Charles Darwin 205 Edward Lee Thorndike 256 The Journey of the Beagle 206 Darwin’s Theory of Evolution 207 Beyond Functionalism 261 Darwin’s Influence 208 Sir Francis Galton 208 Chapter 12 The Measurement of Intelligence 209 Behaviorism 267 The Nature-Nurture Controversy 210 Russian Objective Psychology 268 Words and Images 211 Ivan Sechenov 268 Anthropometry 211 Ivan Petrovich Pavlov 269 The Concept of Correlation 212 Vladimir Bekhterev 273 James McKeen Cattell: “A Galtonian in America” 212 Other Contributors 275 Individual Differences in Intelligence 213 John B. Watson and Behaviorism 276 Alfred Binet 214 The Chicago Years 277 Charles Spearman 217 The Johns Hopkins Years 278 Sir Cyril Burt 217 Watson’s Objective Psychology 280 Intelligence Testing in the United States 218 Little Albert 282 Henry Herbert Goddard 218 Child Rearing 284 Lewis Madison Terman 220 Other Contributions 284 Leta Stetter Hollingworth 222 Lasting Influence 285 Robert Yerkes: Intelligence Testing in the Army 223 William McDougall: Another Type of Behaviorism 286 The Deterioration of National Intelligence 225 McDougall’s Psychology 286 Modern Testing 226 Instincts 287 Psychometrics 226 The Battle of Behaviorism 287 David Wechsler 226 Chapter 13 Chapter 11 Neobehaviorism 293 American Psychology and Functionalism 232 Positivism 293 Early U.S. Psychology 232 Logical Positivism 293 Stage One: Moral and Mental Philosophy (1640–1776) 232 Operationism and Physicalism 294 Stage Two: Intellectual Philosophy (1776–1886) 233 Neobehaviorism 295 Stage Three: The U.S. Renaissance (1886–1896) 233 Edwin Ray Guthrie 295 Stage Four: U.S. Functionalism (1896 and Beyond) 233 One-Trial Learning 296 Characteristics of Functional Psychology 233 Forgetting 297 William James 234 The Formalization of Guthrie’s Theory 297 James’s Crisis 235 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents xi Clark Leonard Hull 298 The Use of Hypnotism 347 Hull’s Hypothetico-Deductive Theory 299 Franz Anton Mesmer 347 Reinforcement 300 Marquis de Puysegur 349 Hull’s Influence 300 John Elliotson, James Esdaile, and James Braid 349 B. F. Skinner 301 The Nancy School 350 Skinner’s Positivism 303 Charcot’s Explanation of Hypnosis and Hysteria 350 Operant Behavior 303 The Nature of Reinforcement 304 Chapter 16 Skinnerian Principles and Applications 305 Psychoanalysis 355 Edward Chace Tolman 307 Antecedents to the Development of Psychoanalysis 355 Purposive Behaviorism 308 The Use of Intervening Variables 309 Sigmund Freud 357 Tolman on Reinforcement 310 Freud’s Early Work with Cocaine 358 Tolman’s Influence 311 Early Influences on the Development of Psychoanalysis 358 Behaviorism Today 311 Case of Anna O. 358 Freud’s Visit with Charcot 359 The Birth of Free Association 360 Chapter 14 Studies on Hysteria 360 Gestalt Psychology 316 Project for a Scientific Psychology 361 Antecedents of Gestalt Psychology 316 The Seduction Theory 361 The Founding of Gestalt Psychology 317 Freud’s Self-Analysis 361 Max Wertheimer 318 The Oedipus Complex 362 Kurt Koffka 318 The Psychopathology of Everyday Life 363 Wolfgang Köhler 319 Freud’s Trip to the United States 364 Isomorphism and the Law of Prägnanz 321 A Review of Freud’s Theory of Personality 365 Psychophysical Isomorphism 321 The Id, Ego, and Superego 365 The Law of Prägnanz 322 Anxiety and the Ego Defense Mechanisms 366 Perception 323 Psychosexual Stages of Development 366 Perceptual Gestalten 323 Freud’s Fate 367 Subjective and Objective Reality 325 Revisions of the Freudian Legend 368 The Gestalt Explanation of Learning 326 The Reality of Repressed Memories 369 Insight 326 Evaluation of Freud’s Theory: Criticisms and Transposition 326 Contributions 370 Productive Thinking 327 Beyond Freud 371 Memory 328 Anna Freud 372 Carl Jung 373 Kurt Lewin and Field Theory 329 Alfred Adler 376 Life Space 330 Karen Horney 378 Motivation 330 Group Dynamics 331 Chapter 17 The Impact of Gestalt Psychology 331 Humanistic Psychology 385 Chapter 15 Mind, Body, and Spirit 385 Early Considerations of Mental Illness 336 Antecedents of Humanistic Psychology 385 Phenomenology 386 What is Mental Illness? 336 Early Explanations of Mental Illness 337 Existential Psychology 387 Jean-Paul Sartre and Albert Camus 387 Early Approaches to the Treatment of Mental Illness 337 Martin Heidegger 388 The Psychological Approach 338 Ludwig Binswanger 389 The Supernatural Approach 338 Rollo May 390 The Biological Approach 339 George Kelly 392 The Return of the Supernatural Approach 340 Abraham Maslow 395 Improvement in the Treatment of Mental Illness 341 The Basic Tenets of Humanistic Psychology 396 Philippe Pinel 342 The Hierarchy of Needs 397 Benjamin Rush 343 Dorothea Lynde Dix 343 Carl Rogers 399 Emil Kraepelin 344 Rogers’s Theory of Personality 401 Lightner Witmer 345 Existentialism and Humanistic Psychology 402 Tensions Between Psychological and Medical Models 346 Humanistic Psychology: Criticisms and Conclusions 403 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xii Contents Chapter 18 From Information Processing to Cognitive Science 432 The Return of Faculty Psychology 433 Psychobiology 408 The Mind-Body Problem Revisited 433 Karl Spencer Lashley 408 Connectionism 434 In Search of the Engram 409 Beyond Cognitive Science 437 Donald Olding Hebb 410 Cell Assemblies and Phase Sequences 410 Chapter 20 Roger Wolcott Sperry 411 Psychology Today 440 The Split-Brain 412 The American Psychological Association 440 Ethology 413 Basic and Applied Psychology 440 Evolutionary Approaches 414 Training Clinical Psychologists 445 Sociobiology 414 Psychology’s Two Cultures 446 Evolutionary Psychology 415 Psychology’s Status as a Science 447 The Misbehavior of Organisms 416 Behavioral Genetics 417 Postmodernism 448 Ludwig Wittgenstein 449 Chapter 19 Into the Future of Psychology 451 Cognitive Psychology 422 References 457 Early Influences 423 Jean Piaget 423 Name Index 483 Cybernetics 424 Subject Index 493 Developments Around the 1950s 425 Physiological and Gestalt Influences 426 A Cognitive Revolution 428 Artificial Intelligence 430 The Turing Test 430 Are Humans Machines? 432 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Preface The world has changed in myriad ways since Bud Hergenhahn Chapter 2: Anaximenes was added to the coverage of first published An Introduction to the History of Psychology the Pre-Socrates, and the material on the Pythagoreans in 1986. Just since the previous eighth edition, there has been was expanded. both a life-altering global pandemic and a significant shift in Chapter 3: Hypatia was included, and the coverage of our understanding of matters concerning social diversity and Maimonides was expanded. inclusion. Indeed, perhaps more so than at any point in my Chapter 4: The material on Queen Christina and own academic career, these extramural changes have impacted Descartes was further developed. the way that the sciences and the social sciences have been Chapter 5: The language regarding various populations practiced within academia and have been perceived outside was revised. of academia. Chapter 6: Pascal was added, as was more information As will be apparent to users of the previous edition, one about Eleanor Gibson. of the most substantive updates to the ninth edition is our dis- Chapter 7: The section on Nietzsche was expanded. cussion of the impact of such changes right at the start of the Chapter 8: There is now more discussion of women first chapter. Two other big changes will also be evident from as early contributors to philosophy and science. Mod- the outset—that each chapter now begins with reader-orienting est expansions were made to several figures such as learning outcomes, and, once again establishing the book as Swammerdam and Whytt. the most student-friendly in the market, the entire volume is Chapter 9: The material on Titchener and his students now in color! was further developed. A new section on early U.S. Indeed, the Hergenhahn book has always been about inno- universities was added. vation. It was the first history of psychology text to include a Chapter 10: The language surrounding special needs comprehensive set of images, as well as chapters that featured individuals was revised. The coverage of Lamarck was summaries, study questions, suggested readings, bold-faced expanded, and the contributions of Cronbach are now terms, and other elements that we now consider basic peda- mentioned. gogy. Still, the matter that both the publisher and I have grap- Chapter 11: Several new figures in early U.S. psychol- pled with in each of the last couple of revisions is balancing ogy were introduced, including more women and per- new changes with holding constant the elements that have kept sons of color. The coverage of Pierce was expanded. the book as a market leader for some 40 years. Chapter 12: Various contributions to Russian psychol- Given that, instructors (and students) should rest assured ogy were better detailed. that the book’s reader-engaging tone and its inclusion of fun and Chapter 13: Several small changes were made to the interesting biographical tidbits remains. Likewise, Hergenhahn coverage of Skinner. wisely let many of the greatest thinkers in Western Civilization Chapters 14 and 15: Material concerning both the speak for themselves by using extended quotations, another Gestaltists and early conceptions of mental illness was powerful and popular device that students appreciate and that we tightened and streamlined. keep as a defining feature. Additionally, the book continues to Chapter 16: Freud’s thinking about religion was con- proudly present a truly comprehensive overview of the history sidered in more detail. of psychology—providing both significant depth and breadth Chapter 17: Coverage of Heidegger and both Bühlers within a chronological narrative. was modestly expanded. As for that narrative, and as was the case with the previous Chapter 18: The material on evolutionary psychology two revisions, each chapter was vigorously edited with the goal was expanded and enriched. of reducing the length by a few pages. That said—and keeping Chapter 19: The transition to contemporary psychology true to the title—the general substance, organization, and flow was recontextualized; several new images were added. has purposefully been left unchanged. Finally, a substantial Chapter 20: Parts of the chapter were reorganized for number of (about 80) new references were cited, reflecting the flow, and contemporary controversies such as reliance ongoing commitment to keeping this work among the most on WEIRD participants and concerns with replication scholarly available. Beyond that, some other specific changes were introduced. made for this edition include the following: Chapter 1: Much of the chapter was entirely rewritten. Respectfully, Historiography is covered in much greater detail. Dis- Tracy B. Henley cussions of diversity, inclusion, as well as how these and related topics potentially impact the history of psychol- ogy now begin the book. xiii Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. About the Author Tracy Branson Henley was born in East Tennessee. He began his college work studying philosophy at Ole Miss, and finished with a PhD in psychology at the University of Tennessee. Although he has had many data-based publications (and been part of numerous Federal grants) in cognitive psychology, his real passion has always been the history of philosophy and psychology. Tracy spent the first half of his academic career (1990–2003) at Mississippi State University, then moved in 2003 to Texas A & M – Commerce where he remains today. At A & M – Commerce, Tracy has served as Department Head and in other administrative roles. Beyond psychology, Tracy is known for his cooking and his “home brew” variations of many classic board and card games. His wife Lani is also an academic, and his son Robert aspires to be the world’s next great screen writer. Tracy Branson Henley About the Original Author Baldwin Ross “Bud” Hergenhahn (1934–2007) lived a col- orful life that many students might be surprised by. He was not just an impressive scholar (who preferred writing longhand to using a computer) but also a soldier (in the Korean war), an outdoorsman (who as a graduate student lived for a while in a tepee), a family man (with seven children), a man who enjoyed sports and games (and was a good golfer), and above all a person who was a fiercely independent freethinker. Bud was born in Chicago in 1934. He served in the military and worked as a forest ranger at Mount Saint Helens before start- ing college. His undergraduate degree was completed at Western Washington University and his graduate training at the University of Arizona. He completed his dissertation in experimental psychology in 1966 and began his academic career at Hamline University in Minnesota immediately thereafter. Psychology was always one of his principal passions, and he owned no books that were unrelated to the topic. That said, his specific focus shifted over time. Initially, Bud was a hard-nosed experimentalist with a behavioral approach to learning and child development. During the 1970s, he B. R. Hergenhahn acquired a deeply held interest in the personality theories of the American humanists. And eventually, he sought to to careers in psychology. After Hamline, Bud relocated to Las master the philosophical foundations and historical roots of Vegas to enjoy the good life, although he continued to revise psychology. his successful textbooks, including his works on learning and Bud retired from Hamline in 1992, after 26 years of ser- personality (both co-authored with Matthew Olson). vice and earning a reputation for being a real “character” on In memory, campus. Through his classroom teaching and his scholarly Tracy B. Henley, Rockwall, Texas works, he directly influenced many students who would go on Matthew H. Olson, Santa Fe, New Mexico xiv Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  1 Introduction Chapter Learning Outcomes After studying this chapter, you should be able to: 1. Explain the differences between presentism and 5. List and explain several of the different accounts historicism. proposed for the relationship between mind and 2. Explain the differences between the great person and body. the zeitgeist approach. 6. List and explain the different types of determinism. 3. Determine what makes something a science, and 7. Discuss the relationship between nature and nurture. discuss if psychology is a science. 4. Analyze the differences between the traditional model of science with the alternatives offered by both Popper and Kuhn. The primary purpose of this book is to explore the origins came into existence only when it emerged as a university- of the theories and methods that underpin modern aca- based science in Germany late in the nineteenth century. demic psychology. As we examine the relevant history we Although we will discuss it more substantively a bit later will see that most of the concerns of today’s psychologists in the chapter, it is perhaps worth acknowledging here at are indeed manifestations of themes that have been under the outset that academic, scientific psychology is a Western consideration for hundreds or, in some cases, thousands invention. As such, any detailed history of the discipline of years. So, where do we begin? will necessarily be a Eurocentric one. Psychology means the study of the psyche, one of the Historian Daniel Lord Smail makes a compelling case terms the Ancient Greeks had for mind, and arguably such that across subjects our deeper history is often neglected in study is at least as old as the human species (Henley, 2020). favor of starting where sources are more readily available Ancient peoples, for example, surely studied one another (Shyrock & Smail, 2011; Smail, 2008). As we have alluded to determine who was reliable and trustworthy, and archae- to already, psychology certainly has a fascinating prehistory ological evidence suggests that they attempted to account that is increasingly being included as a part of cognitive for dreams, mental illness, and emotions (Henley, Rossano, archaeology (Coolidge & Wynn, 2016; Henley & Rossano, & Kardas, 2020). Was this then the start of psychology? 2022; Wynn & Coolidge, 2022), the interdisciplinary con- Although this certainly was doing psychology, do these ini- sideration of archaeological data from perspectives such as tial ideas and practices actually connect with or inform the psychology. Still, and although we will explore briefly what sorts of psychology taught at your university today? came before, this book’s coverage of the history of psychol- With that additional constraint in mind, perhaps we ogy starts in earnest with the Ancient Greeks. should say that psychology commences with the first In part this decision is a function of the fact that the systematic explanations of human cognitive experience, such data of history is often fragile and easily lost to us, limit- as those proposed by the early Greeks. Plato and Aristotle, ing what we can say with certainty about the more distant for example, created elaborate theories that attempted to past. As such, the pre-Socratic Greeks are simply where account for such processes as memory, perception, and we first have enough material to properly begin our story. learning. Many academic disciplines taught in modern Additionally, early Greek explanations of human behavior universities trace their roots to the Ancient Greeks, so is and thought processes are also the ones that Western phi- this then the best point at which to say that psychology also losophers and psychologists have been reacting to ever started? since. That is, to fully appreciate Wilhelm Wundt’s estab- Alternatively, perhaps those Greek ideas (as well as lishing the first program in academic psychology at Leipzig the Roman and medieval ones that followed) were just University in 1879 requires an understanding of its phil- the philosophical backdrop to psychology, which itself osophical foundations. It is also the case that to just start 1 Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 2 Hergenhahn’s An Introduction to the History of Psychology our account with later German scientific psychology would “Little Albert”; see Chapter 12) is reported differently limit our consideration of the aspects of psychology—such in official sources—a minor matter, but still one where a as clinical and school psychology—that have roots beyond modern era fact is lost to us. Likewise, as you probably the university-based community. know from your own statistics classes, without knowl- edge of various analytical techniques, you may not be able to make sense of scientific data—even to say if it is significant or not. Considerations in Writing a History of Psychology Presentism and Historicism Typically, in determining what to include in a history of Historiography is the study of the proper way to write his- anything, one traces those people, ideas, and events that led tory. The topic is complex, and there are no final answers to what is important now. This book, too, uses the strategy to many of the questions it raises. In this section, we con- of looking at the way psychology is understood today and sider a few basic matters of historiography that must be then attempts to show how it came to be that way. Stocking addressed when writing any history. (1965) calls such an approach to history presentism, Among these issues is that historical data differs at least as contrasted with what he calls historicism—the study of in degree, if not in kind, from the types of scientific and the past for its own sake, without attempting to relate the clinical data that contemporary psychology most often past and present (see also Butterfield, 1931). Copleston uses. As already stated, historical data can be fragile— (2001) describes historicism as it applies to philosophy: becoming lost or destroyed. The Italian academic Umberto Eco’s (1932–2016) novel The Name of the Rose illustrates If one wishes to understand the philosophy of a given this delightfully by considering the fate of the last copy of epoch, one has to make the attempt to understand the Aristotle’s work on comedy—a book we know actually mentality and presuppositions of the men who lived existed, but that is now lost to us—in the context of a in that epoch, irrespective of whether one shares that medieval-era detective story. mentality and those presuppositions or not. (p. 11) Additionally, all data requires certain knowledge to be Alternatively, presentism attempts to understand the correctly understood. As a simple example, consider seeing past in terms of contemporary knowledge and standards— a classic car pass by on the interstate. Perhaps that is all you which is a practical goal for any textbook. As Lovett (2006) can claim to see—a classic car. But some folks with knowl- observes, no matter how much historicism is emphasized, edge of older cars may rightly recognize the car as a Stude- presentism cannot be completely avoided: baker. Likely it would require an expert or an enthusiast to recognize even more specifically that the model was a 1960