TEACHING TEAM 2021

HISTORY OF PSYCHOLOGY
EARLY U.S. PSYCHOLOGY

FUNCTIONALISM
INTELLECTUAL
PHILOSOPHY
U.S. RENAISSANCE
MORAL & MENTAL
PHILOSOPHY
READING GUIDE #1

EXPLAIN ABOUT TWO MAIN THEMES THAT

CHARACTERIZE THE FUNCTIONAL PSYCHOLOGY.
READING GUIDE #2

EXPLAIN TWO OF JAMES’S

CONTRIBUTION TO PSYCHOLOGY.
 ACT IN WAYS THAT ARE
COMPATIBLE
WITH THE TYPE OF PERSON
YOU WOULD LIKE TO BECOME
– WILLIAM JAMES
 WILLIAM JAMES
• PRAGMATISM
• If an idea works, it is valid, appropriate, and effective for the
individual in a particular situation.
• The ultimate criterion for judging an idea should be the idea’s
usefulness or “cash-value”.
• Behaviors, thoughts, or beliefs must be judged by their
consequences.
• James used pragmatism to solve the problem, including explain
psychology phenomenon.
 WILLIAM JAMES

• STREAM OF CONSCIOUSNESS..
• ..is personal
• ..is continuous and cannot be divided up for analysis
• ..is constantly changing
• ..is selective
• ..is functional
 WILLIAM JAMES

• HABITS AND INSTINCTS

• Instinct governs much of animal and human behavior.
• Behavior are modifiable by experience.
• New instinct-like patterns of behavior develop within lifetime of
the organism, called habits.
• Habits are functional (read p. 328)
 WILLIAM JAMES
• THE SELF
• Empirical self is consist of everything that a person could call
his or her own.
• Self-esteem is determined by the ratio of things attempted to
things achieved.
• EMOTIONS
•Perceptions causes bodily reactions that are then
experienced as emotions.
• The emotions we feel depend on what we do → act the
way you want to feel.
 WILLIAM JAMES
▪ Free-will
❖ Science must assume determinism, but for certain
approaches to the study of human, the assumption of
free-will might be fruitful.
VOLUNTARY
BEHAVIOR
MENTAL SELECT
EFFORT

RECOLLECT
• VOLUNTARY BEHAVIOR..
• AN IDEA OF AN ACTION PRECEDES
AND CAUSES THAT ACTION.
IDEAS OF VARIOUS
BEHAVIORAL POSSIBILITIES
(based on previous experience)
 HUGO MÜNSTERBERG
•Applied the principles of psychology in practical
areas based on everyday experiences. → Pioneer
in applied psychology.

GRANVILLE STANLEY HALL

▪ Developing the academic culture in American
education: seminar, association, and journal.
▪ Developing the life-span theory based on the
Lamarck and Darwin theory of evolution.
READING GUIDE #3

THE DEVELOPMENT OF AMERICAN FUNCTIONALISM

WAS CENTRED AT TWO UNIVERSITIES, UNIVERSITY OF
CHICAGO AND UNIVERSITY OF COLUMBIA. WHAT
WERE THE DIFFERENCES BETWEEN THE TWO?
FUNCTIONALISM
W.James Musteberg G.S Hall
ideas application organization

FUNCTIONALISM Cattell: Woodworth: Thorndike:

preserver developer initiator
Dewey: Angell: Carr:
initiator developer preserver

more experimental like Galton

more philosophical like James

DIFFERENCES
• CHICAGO UNIVERSITY
•Encouraged the growth of functional psychology, more
philosophical, like James.

• COLUMBIA UNIVERSITY
•Study a wide variety of topics using a wide variety of
methodologies
• Emphasize the practical values of psychological principles.
 UNIVERSITY OF
CHICAGO
• JOHN DEWEY
• Reflex must be viewed as a coordinated system directed toward a goal, which is
usually related to survival
• “Progressive” education (education should be student-oriented: students learn by
doing and by reflecting on what happened)

• JAMES ROWLAND ANGELL

• Three major points of functionalism
• Expanding the research topics and the application of the results
• HARVEY CARR
• Adaptive acts has three components (motives, situation, and responses)
• Mental activity and learning
UNIVERSITY OF
COLUMBIA
• JAMES MCKEEN CATTELL
• Ideas and methods should always be evaluated in terms of their
usefulness.
• ROBERT S. WOODWORTH
• Develop the dynamic psychology that emphasize the motivation.
• Eclectic attitude: willing to entertain a wide variety of ideas,
believing none of them religiously.
• EDWARD L. THORNDIKE
READING GUIDE #4

EXPLAIN WHY THORNDIKE CONSIDERED AS

THE TRANSITIONAL FIGURE FROM
FUNCTIONALISM TO BEHAVIOURISM.
 EDWARD LEE THORNDIKE
• TRIAL-AND-ERROR LEARNING
• Learning is incremental: gradually rather than all at once.
• Learning occurs automatically: not mediated by thinking.
• The same principles of learning apply to all mammals.
• CONNECTIONISM
• Concern: how neural connections between sensory impression and responses
change their strength as a function of experience.
• LAW OF LEARNING
• Law of effect: if an association is followed by a “satisfying state of affairs” it
will be strengthened
EDWARD LEE THORNDIKE

•Together with woodworth proved that ‘mental muscle’

approach in education was not appropriate, need to be
replaced with “identical elements theory of transfer”.
• The extent to which information learned in one situation will transfer to
another situation is determined by the similarity between the two situations.

• Implication in education: teaching practical knowledge more useful that

try to strengthening the certain ‘faculties’ of mind.