Review of Principles of Topological Psychology.

Reviews the book, Principles of Topological Psychology by Kurt Lewin (1969). This volume is a reprint of the translated first edition, originally published in 1936. This was Lewin's first complete exposition of topological psychology in English. A previous volume, A Dynamic Theory of Personality, was really a collection of papers. Of the Principles, Lewin's biographer Alfred Marrow has stated that "It was a comprehensive and systematic statement of Lewin's psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond Aristotle and Galileo: Toward a contextualized psychology of persons.

Psychologists of my generation will recognize the implicit reference in my title immediately: to Kurt Lewin's (1931) classic paper that introduced most of us to the excitement of his ideas when we read it as the initial chapter of A Dynamic Theory of Personality (Lewin, 1935). When Lewin wrote about "The Conflict Between Aristotelian and Galilean Modes of Thought in Contemporary Psychology" over a half a century ago, it was indeed a breath of fresh air. Along with a very few other books and papers, it stands out saliently in my memory as having had a large part in forming my enduring perspective in psychology. It surely played a similar role for many others, by no means just Lewinians. We cannot readily recall its content since we've absorbed it, and built it into the fabric of our thought. I turn back to Lewin's essay because it represents the psysicalist tradition in psychological theory at its best, free of many faults that tainted the behavioristic expressions of positivism. All the same, the hermeneutic and contextualist critique of positivism should leave us dissatisfied with Lewin's version of a Galilean strategy for psychology. In one respect, thus, I am using this occasion for my own "me-too" endorsement of post-positivist theorizing. My second concern here is to focus attention on the need for a culturally and historically contextualized approach in personality theory. Finally, this occasion lets me talk some sense about post-positivist perspectives in psychology. As usual, the conceptual innovators have not been very reasonable. If a contextualized psychology of persons is to be advanced, we need a more plausible version of contextualism than is being argued by the leading polemicists. This is also an effort, therefore, to domesticate a contextualized approach, to accommodate it to its prospective role of defining a new mainstream of theorizing at the softer, more human end of the psychological spectrum. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The reception of Kurt Lewin in Spanish psychology: A study through specialized journal publications.

Analyzed 75 references to K. Lewin's work in 20 psychological journals, as a measure of Lewin's impact on Spanish psychology from 1920 to 1989. Results show a growing impact of his work, solidly asserting itself from the 1970s onwards in the Spanish psychological scene. Knowledge of Lewin's writings in Spain is quite wide and representative of his production as a whole. Lewin's presence is most visible in social psychological journals, works, and authors, although it may also be found in other areas, notably experimental psychology, educational psychology, and the history of psychology. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural contexts and scientific change in psychology: Kurt Lewin in Iowa.

Kurt Lewin's scientific biography after his 1933 emigration from Nazi Germany and his move to the US exhibits a complex mix of continuity and change. In his work at the Iowa Child Welfare Research Station between 1935 and 1944, Lewin tried to recreate the scientific microculture that had formed around him in Berlin. In the process, he converted biography into theory, adapting to current cultural concerns, to then-prevailing research styles, and to changing institutional and funding networks in American psychology. However, despite their considerable impact at the time, the later reception of Lewin's ideas and methods by American psychologists was ambivalent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kurt Lewin as filmmaker and methodologist.

K. Lewin made films for 3 often interchangeable purposes: as a methodological tool for analyzing human (social) behavior, as a rhetorical device for illustrating his presentations and aiding the dissemination of his theoretical concepts, and as personal records of family and friends. The linkage of these films to key concepts such as life-space is described. A recently re-discovered feature-length documentary, "Das Kind und die Welt" (1931), whose production Lewin supervised, dramatizes the development of the child, in keeping with Lewinian concepts and the broader contextual concerns at the time for the world of the child in a big city such as Berlin. Finally, Lewin's meetings with Russian filmmaker S. Eisenstein while this film was in production are detailed, along with a discussion of their mutual influences in psychology and filmmaking. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From leadership to parenthood: The applicability of leadership styles to parenting styles.

Lewin's (1948) three styles of leadership and group dynamics provided the basis for Dreikurs' (1995) formulation concerning parental styles. Baumrind's (1971) later parenting typology, also based on Lewin, focused on parent-child dyads, whereas Dreikurs referred to the total family patterning with parents as group leaders. The present article measured young adults' perceived parenting values that occurred in childhood and corresponded to Dreikurs' and Lewin's leadership styles: autocratic, democratic, and laissez-faire. This investigation was the foundation for a long-term program of research. Two large samples of college students in a midwestern university provided data that partially supported the Lewin-Dreikurs three-factor formulation for leadership styles and that, interestingly, also revealed an independent individualism factor described by Triandis (1995). Implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The defects of his race": E. G. Boring and antisemitism in American psychology, 1923–1953.

From the 1920s to the 1950s, Edwin G. Boring wrote letters of reference for Jewish students and colleagues in which he followed the common practice of identifying them as Jews and assessing whether they showed "objectionable traits" thought to characterize Jews. These practices are discussed in relation to the increasing antisemitism of the interwar period, with specific reference to Abraham A. Roback and Kurt Lewin. In Roback's case, the "defect" of Jewishness was thought to explain his undesirable personality; with Lewin, personal charm mitigated the "defect" of Jewishness. Boring's unsuccessful attempts to place Jewish students, his subsequent pessimism, and his postwar discussions of Jewish identity are examined in relation to the general issue of antisemitism in the history of academic psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helen Peak (1900–1985).

Presents an obituary for Helen Peak. Peak was a brilliant scholar, an innovative researcher, and one of the few generalists left in an age of specialization. She helped to build social psychology as a research discipline by bringing the methodologies of the laboratory and of measurement to the study of personality and interpersonal relations. Her scientific contributions began in the 1930s with experiments that were solid contributions to the foundation of behavioral psychology. Her interest in methodology led to her classic chapter, "Problems of Objective Observation" (1953), an account of methods of data collection and analysis. It showed the fundamental assumptions and limitations of scaling procedures and interitem correlations, and considered problems of functional unity. It became a standard source for research workers both in the US and abroad. The major research that occupied Helen Peak in the postwar years was concerned with attitudinal structure and change. Her experiments showed how attitudes could be successfully changed. From this work she developed a general activation theory of both motivational processes and the properties of structure. Peak, in the spirit of Kurt Lewin, helped reunite social psychology with individual psychology in her research and theories on attitudes and motivation—central problems of both disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A philosopher’s conception of Piaget: Piagetian theory reconsidered.

Reviews the book, Beyond Piaget: A philosophical psychology by J. C. Brief (1983). In Jean Piaget's long and prolific career he assumed many roles. In expounding a theory of cognitive development he raised philosophic questions by insisting on the importance of psychological states for explaining matters of epistemology. In accounting for the psychological nature of thought he stressed the influence of biological functions. And, when discussing the relationship between biology and psychology, he argued for the preeminence of logic and objective truth, and restricted himself to scientific methods. This interdisciplinary endeavor resulted in a body of literature that is rich but also ambiguous. This book is an attempt to approach Piaget's theory on its own terms. The task of the book begins with the observation that Piaget's theory has consequences beyond his psychology. For Brief, a complete understanding of Piaget requires consideration of his views about the relationship between biological functions and psychological structures as well as his epistemological orientation. Brief aims to reconsider many of Piaget's claims and, specifically, to explicate Piaget's notions of action, object and intention; and he maintains that when Piaget's theory is explicated it ultimately has important implications for epistemology. Brief's own book is not for a novice; it is at times dense and difficult to read, and he assumes a great familiarity with Piaget's writings and with a number of philosophical distinctions. Further, Brief shifts from readings of Piaget, to criticisms, to statements of his own position—making it difficult to discern the thrust of his argument and giving the text a somewhat unorganized appearance. Throughout the text there is a need for a clear overview and concise summary statements. But these flaws should not dissuade the serious reader concerned with issues in philosophical psychology and Piagetian theory. Brief's insights present a challenging perspective on epistemological problems and the psychology of thought and understanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kenneth MacCorquodale (1919–1986).

With the death of Kenneth MacCorquodale at his home in Coronado, California on February 28, 1986, psychology has lost one of its finest teachers and most eloquent spokespersons. Kenneth MacCorquodale will be remembered for his contributions to learning theory, for his role as an editor of the most distinguished series of books in psychology, and as a teacher. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The best of consulting psychology 1900-2000: Insider perspectives.

A Society of Consulting Psychology (SCP), survey, The Best of the Century (BoC) found Freud, Lewin, Maslow, and Argyris to have the "strongest influence on consulting psychology" in the 20th century. Lewin, Kelly, and Levinson were identified as having the "most influence on my practice." Organizational Diagnosis (Levinson, 1972) was considered the most significant contribution to consulting psychology literature. Modeled on the critical incident technique (Flanagan, 1954), the BoC survey asked about: (1) influences on the practice of consulting psychology (CP); (2) influences on the respondent's consulting practice; (3) books and articles that influenced CP; (4) unfinished business that will impact the future; and, (5) notable achievements or blunders of the 20th century. Personality theories and intervention methods were considered the greatest achievement. "Overestimating, overselling, overemphasizing, and overdoing of behaviorism" received resounding endorsement as the blunder of the century. The pressing future need was seen as an identity issue: What differentiates consulting psychologists from other types of consultants? How can psychologists influence public perceptions of what consulting psychologists do, and can do? The caveat for the future: avoiding cookie-cutter approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Martin Fishbein (1936–2009).

Martin Fishbein was born on March 2, 1936, in Brooklyn, New York, to Sydney Fishbein and Gloria Nadelstein Fishbein. Marty died on November 27, 2009, while traveling in London. Marty played a decisive role in shaping the understanding of attitudes and their implications for behavior. His groundbreaking formulation of the connection between beliefs and attitudes resulted in the well-known expectancy-value model of attitude formation; his insight into the relation between attitudes and behavior led to the theory of reasoned action; and the application of these models to the solution of social problems greatly influenced health psychology, communication studies, and consumer behavior research. Aside from his professional accomplishments, he is remembered for his fine sense of humor, his love of art, the theater, good food, and good company, and his keen interest in social affairs. He was a gracious host, and his art-filled homes in Philadelphia and Santa Fe provided warm backdrops to visits by his many friends and acquaintances. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The complete social scientist: A Kurt Lewin reader.

Reviews the book, The complete social scientist: A Kurt Lewin reader edited by Martin Gold (1999). Although he is often acknowledged as one of the primary founders of American social psychology, and despite frequent (seemingly routine and obligatory) citations in the literature, the actual ideas of Kurt Lewin seem to have been—more often than not—ignored or disregarded by most psychologists over the course of the last half century. Fortunately, there are a number of indications that this clearly unacceptable, decades-long neglect of Lewin is being rectified. One such indication is this very thoughtfully and comprehensively assembled volume published by APA books and edited by Martin Gold. Offered as a companion volume to the also recently issued one-volume edition of two previous Lewin anthologies, Resolving Social Conflicts and Field Theory in Social Science, this anthology brings together fifteen additional articles that have been until now especially difficult for scholars to obtain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

W. Edgar Vinacke (1917–1991): Obituary.

Reports the death of W. E. Vinacke, whose concern with interracial problems led to a wider interest in conflict resolution and game theory, which in turn renewed his interest in the classical issues of psychology. Vinacke's concern with what might be called fundamental problems led to the publication of The Psychology of Thinking (1952/1974). In 1968, Vinacke published his monumental Foundations of Psychology, a general text of both depth and breadth, which portrayed his love and knowledge of the history of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readability of readers.

The Flesch count readability formula was applied to general readers in psychology intended to be used in combination with regular psychology tests. Results indicate that "… the books are of about the same degree of difficulty, all being difficult according to Flesch's standards… . Some of the most readable work was done by such writers as Kohler, Freud, Munn, Murphy, James McKeen Cattell and Lashley." Among the more difficult to read are Lewin, Pavlov, Carmichael, and Cruze. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Edward C. Webster (1909-1989).

Presents an obituary for Edward C. Webster, recipient of the 1982 Distinguished Award for Contributions to Canadian Psychology as a Profession and Professor Emeritus of McGill University. Webster died on February 15, 1989. His career was dedicated to the application of psychological principles to real life problems, not just in practice but in research, in administration, and in service to his profession and community. Although committed to the development of applied psychology generally, Ed's major impact on theory and research was in industrial psychology, particularly in personnel selection. Like many other practitioners, he made extensive use of the interview as an information gathering technique, upon which recommendations to hire were based. Another major contribution he made to Canadian professional psychology was undoubtedly the role he played in the Couchiching Conference on the training of applied psychologists, which culminated in the book he wrote in 1967, The Couchiching Report: Training in Professional Psychology in Canada. Ed Webster will be long remembered for his commitment to and promotion of applied psychology at McGill and in Canada, for his contributions to the literature in personnel selection, and for his support of the work of students and colleagues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situations matter: Teaching the Lewinian link between social psychology and rehabilitation psychology.

A little-recognized fact is that social psychology and rehabilitation psychology share a common theoretical ancestry in the situation perspective of Kurt Lewin. Theory and research in both fields assumes that situational influences often override the impact of personal factors, including dispositions. Situational analyses led to the development of a variety of cognitive explanations capturing people's phenomenal accounts for the causes of behavior and concomitant interpretation of social problems. Teachers can explore reasons why, despite the fields' having a shared theoretical perspective and topics of common interest (e.g., attitudes, prejudice, discrimination), little scholarly intradisciplinary contact currently occurs between them. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Jack A. Adams (1922–2010).

Jack A. Adams, a noted engineering psychologist, was born in Davenport, Iowa, on August 3, 1922. He died from cancer in Falls Church, Virginia, on September 22, 2010, at age 88. Survivors include his two children, Samuel Adams of Indiana and Sara Cashell of Oregon, as well as three grandchildren and three great-grandchildren. Jack published more than 100 articles in refereed journals, and his article on his closed loop theory of motor learning, published in 1971 in the Journal of Motor Behavior, became a classic for scholars and researchers in the field. Perhaps Jack’s most noteworthy accomplishment during his tenure at the University of Illinois was his vital role in advancing the academic program in engineering psychology. The outstanding contributions of Jack A. Adams to engineering psychology will remain, but his colleagues will miss their interactions with a good friend. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Gestalt perspectives on cognitive science and on experimental psychology.

At the 1st author's request, the 2nd author was interviewed on Gestalt psychology's origins and utility for modern experimental psychology. Wertheimer's connections with Gestalt psychologists Max Wertheimer and Wolfgang K?hler and his study of Gestalt problems and methods, give him a special perspective on these issues. Several points for modern psychology emerge from the Gestalt perspective. Phenomena should be studied within their full context; there is a need to acknowledge the domain specificity of principles in experimental psychology; it is wise to study phenomena that either exist in the real world or have close real-world analogues; psychology must recognize interchanges between organisms and surroundings as determinants of behavior; and a data-driven perspective must complement, and sometimes replace, theory driven searches for broadly applicable, nondomain-specific principles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)