Psychology at Windsor.

The development of academic psychology at the University of Windsor is traced through four stages: (1) psychology within the realm of philosophy (1857-1943), (2) the beginning of modern psychology (1944-1955), (3) psychology comes of age (1956-1962), and (4) the growth of branches (1963- ). It is observed that this growth of psychology parallels the growth of the institution from a Roman Catholic junior college to a provincial university. Implications for the history of psychology in Canada as well as other countries are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology, clinical psychology, and human services psychology: Where the twain shall meet?

Comments on the proposal by L. H. Levy et al (see record 1984-27507-001) for a new charter for clinical psychology—human services psychology. Current trends suggest that both clinical and counseling psychology are becoming eclectic and health oriented. Clinical psychology appears to be becoming more involved in community psychology and to be tempering its remedial role with the preventive role. Counseling psychology appears to be becoming less involved in its vocational and preventive roles and more involved in the remedial role. It is concluded that clinical and counseling psychology have come to be increasingly similar and could be integrated into a human services psychology. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied social psychology: A partial response to Sarason's suggested divorce.

S. B. Sarason (see record 1977-06620-001) has recently called for a divorce of community psychology from clinical psychology and community mental health, and has proposed as an alternative a loose confederation among community psychology, ecological psychology, and the social sciences. Sarason's rejection of social psychology as having little to offer community psychology is countered by a call for the rejuvenation and full development of applied social psychology, involving a creative integration of theory, research, and practice at all levels of human social functioning. Examples of useful concepts, research, and practice skills are given for 8 levels of interaction, and the advantages of approaching the community from an applied social psychology perspective are made clear. (French summary) (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond the Psychology Fair.

Comments on the article by Benjamin et al (see record 1978-30211-001) which discussed the college psychology fair as a vehicle for providing the public with a view of experimental psychology, a view shared by and Perloff and Perloff (see record 1977-28555-001). The current author agrees that providing high school students with an insight into the science of psychology is important, but suggests that psychology departments and the APA need to encourage the teaching of a scientific attitude to undergraduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching about animal research in psychology.

Responds to P. F. Cunningham's (see record 199604968-008) and S. D. Gosling's (see record 199604968-009) comments on M. Domjan and J. E. Purdy's (see record 1995-45383-001) study of the acknowledgment of contributions of animal experimentation in leading introductory psychology textbooks. The authors agree with Gosling that the primary goal of the general psychology course is to facilitate the students' understanding of psychology and that animal research is not presented in an educationally effective fashion in general psychology textbooks. However, it is argued that students need to know not only the conclusions of research but also something about how the research was conducted. In response to Cunningham's contention that psychology instructors will have to address why research animals are kept under stressful laboratory conditions, the authors note that psychology experiments typically do not involve deadly diseases or experimental pathologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A more appropriate test of the Kuhnian displacement thesis.

Evaluated the conclusion of P. C. Friman et al (see record 1993-39713-001) that cognitive psychology has not displaced behavioral psychology and psychoanalysis as the dominant paradigm in psychology. The frequency with which 4 preeminent general publications in psychology cited articles published in the 4 leading journals in cognitive psychology, in behavioral psychology, and in psychoanalysis between 1977 and 1992 was examined. In contrast to the findings of Friman et al, results suggest that cognitive psychology is flourishing while the other 2 schools are languishing in comparison. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"International Psychology": Answer to Robert J. Smith.

Replies to a comment by R. J. Smith (see record 1983-29210-001) on the author's article on international psychology (see record 1982-29234-001). The author clarifies points surrounding Marxist psychology, Kritische Psychologie, radical psychology, and similar approaches. He reminds Dr. Smith that these approaches are very popular in Latin America. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emperor's used clothes.

Presents a fairy tale that illustrates concerns regarding the consequences of the removal of school psychology from the generic house of psychology and the unreality of creating a "separate but equal" nondoctoral profession. Questions of semantic confusion in defining differences between professional psychology and school psychology are raised. It is postulated that the split suggested by J. I. Bardon (see record 1983-24212-001) may result in the extinction rather than the salvation of school psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postmodernism and the values of science.

Comments on the article by R. J. Sternberg and E. L. Grigorenko (see record 2001-10045-001), which described an approach to psychology ("unified psychology") that is a multiparadigmatic, multidisciplinary, and integrated study of psychological phenomena through converging operations. According to the present author, Sternberg and Grigorenko elucidated an important challenge to psychology by redirecting the signposts of the science and profession. The present author draws parallels between Sternberg and Grigorenko's call for unity with K. J. Gergen's (see records 1994-37275-001 and 2001-18772-003) optimistic evaluation of the possibility of a postmodern psychology. Gergen also addressed (2001) the promise of a proliferation of methodologies and paradigms. Under a unified psychology, the process of paradigm choice is to be guided by an attendance to utility. Whereas Gergen's understanding of what is useful is localized and communalized, Sternberg and Grigorenko fell short of elaborating how this is to be conceptualized under a unified psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of precollege psychology in New Jersey.

Discusses the finding of L. T. Benjamin et al (see record 1978-30211-001) that many high school students who wanted to study psychology in college had an inaccurate view of the field of psychology. Results are presented from a survey of 194 teachers in secondary schools that assessed the impact of a 1977 New Jersey law requiring precollege psychology teachers to have a certification endorsement in psychology. 99 principals of schools that did not offer psychology courses also responded. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the demise of comparative psychology.

Argues that the entire area of comparative psychology has been questioned by R. B. Lockard (see record 1971-24449-001) following an earlier questioning by R. B. Lockard (see record 1969-06149-001) of the use of rats in psychology. The author protests handing this area of behavioral analysis over to biology, leaving the role of planning statistical manipulation to psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in Poland.

M. Zebrowska's (see record 1965-09072-001) article on the growth of psychology in Poland between 1950 and 1963 provides data on university faculty, number and types of psychology degrees awarded, specialty areas of study, the state of psychology textbooks, and the effects of Marxist theory on Polish psychological thought. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What Is a Psychologist?

Comments on I. McCollom's original article (see record 1972-21933-001) which examined the reading preferences of psychology students. This author states that in contrasting contrasting general interest psychology with academic psychology, the original article strikes a common truth: that students' innate interests in psychology often go unmet due to the rigors and technicalities of academic psychology. Although less appealing and lacking in consensus, the "good" psychology of the classroom has the support of a few academicians, each sharing a common goal of "psychologist." While "good" psychology may be less enticing, it continues not from popular demand but out of the complexities of defining the profession, psychology, and the professional psychologist. The current author hopes that this comment stimulates more academic support toward assisting students in becoming self-educative, creative individuals, and not stereotypes of whatever happens to be the current vogue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problems and pseudo-problems.

Comments on J. B. Conway's (see record 1985-10567-001) history of clinical psychology in Canada. Alternative views of the fundamental problems facing Canadian clinical psychology are presented, and the basic problem is seen as being whether clinical psychology achieves its potential for advancing human welfare. Implications for training curricula and accreditation are noted. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Ardila's "International psychology."

Argues that although R. Ardila (see record 1982-29234-001) provides some relevant information and intended to set out an international perspective for psychology, he inadvertently confirmed the provincialism that characterizes much of the North American enterprise by emphasizing the number of its practitioners, its linguistic predominance, and its general pervasiveness. It is argued that Ardila missed significant developments in German-language psychology, and that a one-language psychology may have more disadvantages than advantages for an international psychology. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the fall of comparative psychology.

R. B. Lockard's (see record 1971-24449-001) criticisms of comparative psychology (CP) are the latest in a series indicating that CP has no real basis in contemporary American psychology. CP's status is shown by its lack of professional organization or archival journal and by hiring attitudes that place CP secondary to other areas of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disunity versus diversity.

Argues that the term diversity is more appropriate than the term disunity in W. Viney's (see record 1990-00028-001) article on W. James and the unity–disunity problem in psychology. A model of psychology originally proposed by H. Henning (1932) could be updated to structure the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward an emancipatory psychology.

Responds to comments by W. Mieder (see record 1991-03996-001), K. L. Dion (see record 1991-03991-001), and K. J. Gergen (see record 1991-03993-001) on T. B. Rogers's (see record 1991-03999-001) examination of the role of proverbs in psychology. It is argued that theory is important for the critical social functions it serves, rather than just for the quest for truth. Also, consideration of an emancipatory psychology is recommended, in which psychology is viewed as a socially embedded discipline. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revealing animal experiments in general psychology texts: Opening Pandora's box.

Comments on M. Domjan's and J. E. Purdy's (see record 1995-45383-001) study of leading introductory psychology textbooks. Their results indicate that with the exception of principles of conditioning and learning, the contributions of animal research to psychology were not explicitly acknowledged. The 3 remedies recommended by Domjan and Purdy to correct the inadequate portrayal of animal experiments in general psychology textbooks are discussed in terms of the questions and challenges they raise for teachers and students of general psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Onion or orrisroot: A comment on Bevan's "Tour inside the onion."

E. S. Wood comments that W. Bevan's (see record 1991-28688-001) complaints about the triviality of many contemporary psychology papers and the science-by-the-numbers attitudes of psychology scholars form an eloquent prophesy. Continuing Bevan's metaphor of psychology as an onion, Wood suggests that psychology's innermost layer is an orrisroot. (PsycINFO Database Record (c) 2010 APA, all rights reserved)