Correction to Kosits (2004).

Reports two errors in the original article by Russell D. Kosits (History of Psychology, 2004, Vol. 7, No. 4, pp. 340-366). On p. 358, the first paragraph should read "Given this theological background, it is now possible to consider the New Psychology's Fallacy argument as deeply ironic and even tragic, particularly for William James, the argument's most influential articulator." Also, on p. 342, footnote 5, 6th line of the quotation, the word to should not be crossed out. (The following abstract of this article originally appeared in record 2004-21409-002.) In The Principles of Psychology, William James (1890) articulated an influential, boundary-setting argument against faculty psychology, subsequently dubbed the Fallacy of the Faculty Psychology. This argument was reiterated in American psychology textbooks for the next several decades, arguably solidifying and simplifying American perceptions of the "old" faculty psychology and establishing belief in the superiority of the "New Psychology." When placed in the context of American theological and philosophical history, however, the New Psychology argument appears unoriginal, somewhat unfair, and deeply (and even tragically) ironic. Despite their best intentions, a fallacy did emerge in the old psychology as they sought psychological foundations for libertarian free will. For those members of the New Psychology still committed to free will, then, the Fallacy argument cut both ways--refuting the fallacy also meant tearing down a long-standing foundation for free will in American psychology. Offering no viable alternative to fill the moral void, the New Psychology appeared at times conflicted with its new deterministic identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American psychology in the sixties.

"I have arrived at an anticipated APA membership in 1970 between 30,000 and 33,000… . (It seems probable that APA will stabilize at about 30,000 members… . The PhD output of our graduate schools by 1970 will not be likely to exceed 1200." It is estimated that some 1200 APA members (6% of present total membership) are in full-time private practice in clinical psychology. "The principal reason for the growth in private practice of clinical psychology probably will be found in the acute and growing shortage of professionals available to meet mental health demands… . Sensible or not, the growth in psychology continues to be in the direction of application rather than basic research." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Russian physiologists' psychology and American experimental psychology: A historical and a systematic collation and a look into the future.

Sechenov was the originator of the basic theoretics of Russia's distinct physiologists' psychology. Pavlov and Bekhterev were its experimental verifiers and validators. Watson's Behaviorism arose as an independent development of American experimental psychology but interacted almost immediately with Russian-opened new experimental vistas. The vast influence of the English translations (1927 and 1928) of Pavlov's 2 conditioned reflex books on American psychological systematics is fully discussed, as is also the distinctness of the Pavlov system vis-à-vis specific American systems and American psychology in general. The language barrier is shown to be a unique factor in Russo-American experimental and theoretical parallels and divergencies. Brain behavior is the keynote of current Soviet physiologists' psychology and is increasingly dominating recent American experimental psychology. Significant Russo-American rapprochements in the basics of psychology seem imminent. (4-p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tension and opportunity in post-World War II American psychology.

The rapid growth of post-World War II psychology in the United States led to intradisciplinary tensions and opportunities. In this article, I examine these tensions and opportunities in the context of social change from the 1950s through the present, attending specifically to the broad impact of federal funding on psychology. I argue that as psychology became a resource-rich field, it was forced to move from a narrow, parochial stance to a position as a national-level professional player that had to deal with the challenges of mixing science and practice, as well as meeting the demands of non-White psychologists at the national level. The impetus to create a more inclusive psychology has grown in the last three decades of the 20th century and has helped create possibilities for greater richness in American psychology and movement toward a truly international role vis-à-vis emergent psychologies around the world (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Last of the Mohicans? James McCosh and psychology “old” and “new”.

This paper addresses the history of a rhetorical tradition in psychology that made a distinct division between old and new psychology and denigrated the old. The views of James McCosh, a transitional old psychologist and Princeton's president from 1868 to 1888, are analyzed to evaluate the stereotypical view of old psychology as antiscience and dogmatic. The evidence of James McCosh's writings and his actions while president of Princeton suggest the need for a more nuanced interpretation of the relationship between the old and the new. While McCosh did not share the new psychologists' valuation of experimental psychology, this was because of a disagreement over the correct methods of science, not a rejection of science itself. Therefore, the negative view of old psychology is better understood as a rhetorical strategy on the part of new psychologists who had professional reasons to distance themselves from their old psychology heritage. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

From ecological to moral psychology: Morality and the psychology of Egon Brunswik.

Moral judgment and behavior are uniquely resistant to psychological analysis because morality generally is defined in terms that do not admit of psychological predication. Principal among these is the idea of freedom. An agent can act morally only on the condition that it is also free to do otherwise. The respective theoretical premises of C. Sunstein (1997) and E. Brunswik (1966) are contrasted in order to suggest that Brunswikian theory constitutes a distinct and highly promising new approach to the psychology of moral judgment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Article publications, journal outlets, and article themes for current faculty in APA-Accredited school psychology programs: 1995-1999.

The study addressed three major questions regarding the 1995-1999 journal publications of faculty at school psychology programs accredited by the American Psychological Association (APA) as of Sept. 1, 2000: (a) Which program faculties had the strongest records of article publications for 1995-1999? (b) What were the major school psychology and nonschool psychology journals in which program faculties published their work from 1995-1999? and (c) What were the principal article themes of the most prolific programs for 1995-1999? The PsycINFO listing of articles published between 1995 and 1999 provided the database for answering the research questions. Themes for the publications of the most productive programs were determined from article titles and available abstracts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Hawthorne experiments and the introduction of Jean Piaget in American industrial psychology, 1929-1932.

The Hawthorne interview program between 1929 and 1932 was one of the most significant industrial studies in the United States. The Hawthorne researchers applied Jean Piaget's clinical method in their extensive interviews with tens of thousands of workers. Chiefly responsible for the program's methodology was Elton Mayo, an Australian who saw interviewing as a means to promote social cooperation. Previous discussions of the Hawthorne experiments have ignored the influence of Piaget in the social sciences. This article provides an account of Mayo's and the Hawthorne researchers' efforts to fuse Piaget's innovation with burgeoning American industrial psychology. The endeavor was not an isolated event but rather drew on the theories and practice of Janet-Piaget psychology, on the support of the Laura Spelman Rockefeller Memorial Foundation, and on a discourse among social scientists about Piaget's work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internships for doctoral training in clinical psychology approved by the American Psychological Association.

On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved for doctoral training in clinical psychology the internships offered by the agencies listed in this article. These training agencies meet the minimum standards stated in the American Psychologist, 1958, 13, 59-60. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mixed agency in military psychology: Applying the American Psychological Association ethics code.

Military psychology can diverge significantly from traditional psychological practice. Mixed-agency conflicts--those arising when a military psychologist's obligations to individual patients compete with obligations to the Department of Defense or federal regulations--can generate challenging ethical dilemmas. This article explores the notion of mixed agency within the military setting and addresses the most pertinent aspects of the American Psychological Association's (2002) Ethical Principles of Psychologists and Code of Conduct related to this ethical challenge. Case vignettes are presented as a means of illustrating key mixed-agency dilemmas and the effective navigation of these conflicts. The article concludes with several recommendations for military psychologists as they work to anticipate and effectively manage ethical dilemmas bearing on their dual identities as officer and health care provider. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historians of psychology no longer invisible in the American Psychological Association, Publication Manual.

Notes that historians of psychology have found a place within the pages of the 6th edition of the Publication Manual of the American Psychological Association (American Psychological Association, 2009), which includes many of the items recommended to the publications board by the History of Psychology Oversight Committee. The most obvious change includes section 7.10 on Archival Documents and Collections, which describes archival materials and provides a general format for archival/historical references. The Publication Manual also includes a short but essential section on Historical and Interpretive Inaccuracies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1975.

Presents a list of institutions conducting doctoral training programs in clinical, counseling, and school psychology that have been approved by the American Psychological Association Committee on Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between the Cup of Principle and the Lip of Practice: Ethnic Minorities and American Psychology, 1966-1980.

By 1980, the previously held dichotomy of Black and White racial identity in America had yielded to a mosaic of red, yellow, brown, black, and white. During the 1960s and 1970s, identity, and thus psychological knowledge, were articulated and differentiated in terms of gender, sexual orientation, and class in unprecedented ways. In this article, the author contextualizes efforts to make mainstream American psychology more receptive to ethnic minorities between 1966 and 1980. Advocacy and activism by ethnic minority psychologists forced American mainstream psychology to yield a place at the table to non-White, non-European individuals. He emphasizes the recruitment and retention of ethnic minority graduate students and faculty, and concludes that many individual psychologists were important in forcing changes in these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The scientific status of American psychology in 1900.

In 1900, psychologists were attempting to define themselves and searching for their role among both academic and nonacademic publics. The success of experimental methods served to advance their position as exemplary scientists, although, as the authors argue in this article, other factors were also important. First, the issue of measurement involved many disagreements about the tools needed to measure psychological constructs or even whether psychologists should measure anything at all. Second, the relationship between the brain and psychological constructs enhanced psychology's status for some, whereas others felt that psychologists should stay away from such topics. Parallels with present-day concerns among psychologists are addressed at the end of the article. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constructing qualitative knowledge in psychology: Students and faculty negotiate the social context of inquiry.

On the basis of interviews with 13 graduate students and 21 faculty from diverse areas of Canadian departments of psychology, I report researchers' views on qualitative methods in terms of social historical, systemic influences on constructing psychological knowledge. These ideological and structural systems include the historical place of qualitative research in scientific psychology, education in alternative research methods, the socioeconomic reward system for faculty, and the potential for changes in the discipline that could facilitate the legitimation of qualitative methods. The major finding was the desire for methodological pluralism, even among mainstream faculty. In light of the researchers' textured commentaries, I discuss the fate of attempts by some psychologists to expand traditional investigative boundaries, the potential for a shift in the discipline to methodological pluralism, and the implications for the education of undergraduate and graduate students in psychological research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internships for doctoral training in clinical psychology approved by the American Psychological Association.

Recommendations made by the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the internships for doctoral training in clinical psychology which are offered by the agencies listed in this article. These internships meet at least the minimum standards stated in the American Psychologist for November, 1950, Vol. 5, pp. 594-609. All these agencies provide supervised experience in the three activities of diagnostic work, psychotherapy, and research unless otherwise stated. The committee used the criterion that thorough practicum training in at least two of these activities was a minimum standard for approval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate education and postdoctoral training opportunities in history of psychology at North American universities and colleges.

This article aims to provide an orienting overview of education in the the history of psychology to anyone considering or actively seeking advanced training in it. Its primary audience thus includes both undergraduates weighing different graduate study possibilities and "working" psychologists and historians who seek to move from other specialities into history of psychology. This series of articles will ultimately emphasize (by the time all the reports have appeared) the full range of universities and colleges offering graduate study and postdoctoral training in the field, including both history of science programs and, especially, departments of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology in Britain: A laboratory for the American psychologist.

"The present status of the clinical psychologist in Britain may permit perspectives on problems relating to standards and curricula of graduate training in university departments and the question of legal, and therefore public, status for the practicing psychologist—chiefly the clinician." In Britain: "Conditions of appointment, standards of training, and promotion for clinical psychologists have been outlined in a series of official memoranda dating from 1951." A number of problems for the psychologist in Britain are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)