Human Engineering.

In light of N. D. Warren's (see record 1957-09051-001) that the term "human engineering" was first used as a title for the process of selection, placement, and vocational guidance, Stevens calls attention to the use of the term human engineering by Raymond Dodge, who may have been the first professional psychologist to impress the military with the need for the engineering of equipment for human use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human Engineering Liaison.

Presents the history of a call for the introduction of an interdisciplinary human engineering organization and the responses (both positive and negative) this call generated. The author notes that a meeting between engineers and engineering psychologists to define human engineering more clearly would help psychologists improve relations with the engineering professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of Human Engineering Data.

Reviews the second edition of the book "Handbook of human engineering data". This Handbook was developed by the Institute for Applied Experimental Psychology of Tufts College, Medford, Massachusetts, under contract with the Special Devices Center of the Office of Naval Research. Work on it was begun in 1947. To many nonpsychologists the Handbook provides the means whereby they first become aware of the broad panorama of scientific concern with man in a nonclinical sense. This reviewer also believes there should be a growing place for the Handbook in training programs throughout the country, whether in college, government, or industry. The Handbook of Human Engineering Data in the opinion of this reviewer is an important contribution which, teamed up with two other major publications in human engineering provides a strong basis for growth and effective practice in human engineering. Consequently people interested therein should have the Handbook available to them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Human Engineering: An Outmoded Term.

Discusses the use of the term "human engineer". The authors argue that the use of the term engineer or engineering by those not professionally trained in the engineering sciences should be discouraged due to the implication that the individual concerned is an engineer or does engineering work. This is important because some states have certification, licensing, and legal restrictions as to who many be called an engineer and how the term engineering should be used in commercial practice. A nomenclature that acceptably uses the term is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A course in human engineering.

"In 1955 we offered an undergraduate course, 'Experimental Industrial Psychology: Human Engineering.' " "As a text we selected Applied Experimental Psychology by Chapanis, Morgan, and Garner… ." A number of collateral reading sources were also utilized. "The course consisted of formal lectures on experimental methodology and the analysis of the relevant data of perceptual, learning, and physiological psychology." In the lectures "… emphasis was given in the lectures to various methodological techniques and controls as they might arise in applied research." An individual research project was required of each student. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Training in Engineering Psychology.

In the April 1961 issue of the "American Psychologist," the Division 21 Committee on Training in Engineering Psychology presented a report covering the scientific and professional aspects of human factors engineering, with special emphasis on training programs intended to provide adequate preparation for specialization in this area. While the underlying philosophy and specific training programs outlined in the article are, in general, satisfactory a few points need to be emphasized and a few critical remarks need to be made. Those remarks are stated in this comment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A basic psychology course for engineering students.

Describes a course in Psychology of Human Relations required of all junior engineering students. The course is problem-centered with attention to the kind of problems apt to be met by professional engineers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editorial: The Forest Primeval.

Canadian psychologists have been deplorably remiss in the matter of public education about their discipline. We must from now on be less short-sighted and give more effective expression to our sense of social responsibility. We must do everything possible to give both the general public and those who make policy decisions a more accurate understanding of contemporary clinical psychology, the branch of applied psychology that receives most public attention. We must make them aware of the other branches of applied psychology, unconnected with the health sciences, whose existence is barely appreciated. We must draw attention to the many areas of social concern in which new areas of applied psychology could fruitfully grow up. And some of our knottiest problems stem from misapprehensions regarding the nature and functions of non-applied psychology, of fundamental research on psychological processes. We hope that more accurate conceptions of the nature and potential role of Canadian psychology will gradually establish themselves. We must certainly give a high priority to the problems of public education over the next few years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology Course in High School.

Engle and Bunch (Amer. Psychologist, 1956, 11, 188-193) indicate that the teaching of psychology at the high school level is increasing. Implicit in the Engle and Bunch statement is a certain measure of gratification with recent developments in this sphere. A sobering note appears, however, in a letter by Engle (Amer. Psychologist, 1956, 11, 206) in which the APA contacts of secondary school psychology teachers are cited. Engle concludes his letter by urging that some form of APA affiliation be established for high school teachers of psychology. This writer believes that the qualification of the teacher is secondary to the more basic question of whether the teaching of psychology at the secondary school level is in the best interests of the intellectual development of the college preparatory student. It is the contention of this writer that psychology can be fitted into the secondary school curriculum only at the sacrifice of more basic disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology as engineering and technology of behaviour.

A scientific type of applied psychology has failed to develop within the profession of psychology. The reasons for the failure seem to lie in the historically continuous opposition of the educated academicians to the practical and applied science. They place understanding and theory construction above useful action. The establishment of schools of Applied Psychology could solve many of the problems of the development of engineering and technology of behaviour. They would permit the concentration of useful psychological expertise under one roof, the development of psychological applied services to the community within the academic framework of training and research, and they would provide opportunity for training psychologists in personal responsibility, to replace the present reliance on the medical and educational professions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engineering psychology and the highway transportation system.

"The aim of this paper is two-fold: first, to illumine a new research area, the highway transportation system, for engineering psychologists with the dominant hope that it will lead to creative consequences; and, second, to outline the important forward step taken by the United States Bureau of Public Roads as regards increasing insight into the complex interacting processes of behavior operating continuously to determine the ultimate responses in any driving situation." From Psyc Abstracts 36:02:2LJ63C. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determining the Content of the First Course in Transportation Engineering

Transportation engineering constitutes a required portion of the civil engineering curriculum at over three-fourths of undergraduate civil engineering programs in the United States. The input of practicing transportation engineers is a critical source of information in determining the content of the first course in transportation engineering. A new survey was conducted in which respondents ranked 31 potential course topics by importance. The results are compared to a similar survey conducted 20?years before to determine which topics have increased in importance, which have become less critical to cover, and which continue to remain of high priority. Topics such as traffic safety and traffic flow characteristics are of considerably higher priority today than 20?years ago, while topics such as geometric design of highways and highway capacity studies continue to be of great importance. Preparation for follow-up and graduate coursework, for the Fundamentals of Engineering and Professional Engineer examinations, and issues of local setting are also considerations in determining the content of the first course in transportation engineering.     

矿山事故的人因工程学分析

应用人因工程学理论分析了矿山事故中的人、机、环境三方面因素,将FTA模型分析方法应用于矿山事故的分析中,分别就人员素质、作息制度、人机适应度、温度、噪音、照明等因素进行分析,据此提出避免事故发生的一系列建议。     

Psychology as a general social science course.

Acourse entitled "An Introduction to the Sciences of Human Behavior" which "… represents a serious effort to coordinate and integrate the data of… " psychology, anthropology, and sociology is described. "The orientation is toward problem solving in a scientific sense, but not in the sense of applied science." Research indicates that "… freshmen in the inter-disciplinary course learn as much psychology as sophomores in the traditional course." The course is organized around three lectures and one discussion session a week. A brief resumé of the major psychology topics considered in the course is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gudmundur Finnbogason, "Sympathetic understanding," and early Icelandic psychology.

Gudmundur Finnbogason (1873-1944) was a pioneer of Icelandic psychology. He was educated at the University of Copenhagen where he finished his M.A. in 1901 in philosophy, specializing in psychology. During the years 1901-1905, Finnbogason played a major role in establishing and shaping the future of primary education in Iceland. He defended his doctoral thesis on "sympathetic understanding" at the University of Copenhagen in 1911. This work deals with the psychology of imitation. In it Finnbogason defends the view that imitation is basically perception so that there is a direct link from perception to motor behavior. Through imitation people tend to assume the countenance and demeanor of other people, thus showing, in Finnbogason's terminology, "sympathetic understanding." Finnbogason's theory of imitation in many respects anticipates contemporary approaches to the psychology of imitation. In 1918 Finnbogason became professor of applied psychology at the recently founded University of Iceland. Here he attempted to establish psychology as an independent discipline. In this he was unsuccessful; his chair was abolished in 1924. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of An objective psychology of music.

Reviews the book An objective psychology of music by (see record 1954-00590-000). The reviewer notes that this book is a noteworthy addition to the psychology of music, especially for classroom use with the undergraduate student. Its style is clear and simple, its coverage is unusually comprehensive, and its range is wide. It will truly facilitate the learning process for the student, an advantage which has often been lacking in this field. The psychology of music demands an understanding of two very different disciplines, one of them a science, the other an art. The vocabulary and style employed by the artist has often proved baffling to the scientist, and vice versa. Lundin has shown a special talent as an interpreter, and has made his material thoroughly clear to both. His occasional oversimplifications will prove justifiable in terms of the student who seeks competency in two fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Need for Experimental Evidence in Applied Psychology.

Article on the experimental evidence in applied psychology. It seems to the writer that applied psychologists must forego the understandable temptation to supply answers which are not based on solid experimental findings. If such a position were adopted there would be little difficulty in pointing out to the general public the difference between scientifically accepted psychological facts and common-sense opinions. While limiting ourselves to experimentally verified conclusions may temporarily restrict our sphere of operations, the alternative would seem to be the relegation of applied psychology to the limbo of astrology, numerology, etc. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied psychology: An international journey.

This article reviews evidence of the increasing internationalization of the field of psychology and traces some historical developments in this globalization of psychology as a scientific discipline and profession. Many of these developments are seen through the personal experiences, professional and scientific involvements, and reflections of the author over the past 40 years. Trends in the process and content of the international aspects of psychology are discussed. These include examples of organizational efforts to increase communication and cooperation in advancing psychological knowledge internationally, as well as the conducting of transnational research projects. These efforts have increasingly addressed significant social problems of concern in many different countries. Parallel and joint efforts of psychologists from different countries have added a new vitality to the field of applied psychology, extended our research generalizations, and enriched our science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian psychology: Some social and applied emphases.

Recent concern with national identity has motivated an examination of possible relationships between features of Canadian society and the nature of applied and social Psychology. Experience with the production of a bibliography and book of readings in this area provided the background, necessary for a detailed discussion of the issues. A matrix of research questions was elaborated by crossing some special features of social and cultural life in Canada with the sub-disciplines of Social, Clinical, Educational and Work Psychology. It was concluded that there could be "a Canadian Psychology" in these social and applied areas, but that considerable effort is required before it is attained. (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)