TABLE OF CONTENTS - 1: Introduction © 2024 Cengage Learning, Inc. ...

Instructor Manual: Tracy B. Henley, Hergenhahn's An Introduction to the History of Psychology, 2024, 978-0-357-79771-6; Chapter

1: Introduction

1 © 2024 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.Instructor Manual Tracy B. Henley, Hergenhahn's An Introduction to the History of Psychology, 2024, 978-

0-357-79771-6; Chapter 1: Introduction

TABLE OF CONTENTS

Purpose and Perspective of the Chapter ............................................................................... 2 Chapter Objectives .................................................................................................................. 2 What's New in This Chapter .................................................................................................... 2 Chapter Outline ........................................................................................................................ 2 Additional Activities and Assignments .................................................................................. 7 Additional Resources .............................................................................................................. 8 External Videos or Playlist ...................................................................................................... 8 Internet Resources ................................................................................................................. 8

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Instructor Manual: Tracy B. Henley, Hergenhahn's An Introduction to the History of Psychology, 2024, 978-0-357-79771-6; Chapter

1: Introduction

2 © 2024 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

PURPOSE AND PERSPECTIVE OF THE CHAPTER

The purpose of this chapter is to discuss the overarching issues in the history of psychology, including the approaches to studying history, the importance of studying history, the definition of science, whether psychology is a science, and the persistent questions in psychology.

CHAPTER OBJECTIVES

The following objectives are addressed in this chapter:

1.1 Explain the differences between presentism and historicism.

1.2 Explain the differences between the great person and the zeitgeist approach.

1.3 Determine what makes something a science, and discuss if psychology is a science.

1.4 Analyze the differences between the traditional model of science with the alternatives offered by both Popper and Kuhn.

1.5 List and explain several of the different accounts proposed for the relationship between mind and body.

1.6 List and explain the different types of determinism.

1.7 Discuss the relationship between nature and nurture.[return to top]

WHAT'S NEW IN THIS CHAPTER

The following elements are improvements in this chapter from the previous edition: • Historiography is covered in greater detail.• Discussions of diversity and inclusion and how those and related topics impact the history of psychology have been added.• Learning objectives have been updated.[return to top]

CHAPTER OUTLINE

The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

• Considerations in Writing a History of Psychology (PPT Slides 5-7; LOs 1.1, 1.2)
• Historiography is the study of the proper way to write history 2 / 4

Instructor Manual: Tracy B. Henley, Hergenhahn's An Introduction to the History of Psychology, 2024, 978-0-357-79771-6; Chapter

1: Introduction

3 © 2024 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

• Historical data differs from other types of data

ii. Historical data must be correctly understood iii. Historical data are passed down from a particular vantage point

• Presentism and historicism
• Presentism is looking at what psychology is today and asking how it

became that way ii. Historicism is the study of the past for its own sake, not attempting to relate it to the present

• Considerations about what is important vary over time
• Diversity and inclusion

ii. Juxtaposing past and present with opportunity to be chronopolitan

• Most academic historians adopt a chronological approach
• Other approaches include the zeitgeist approach, the great person approach, the

historical development approach, and the eclectic approach

• Why Study the History of Psychology? (PPT Slides 8-9)
• To gain a richer understanding of psychology
• Allows for a greater awareness of where psychology’s subject matter

came from and why it is considered important

• To learn about the development of ideas
• The history of ideas, methods, and prejudices is an important part of the

practice of science

• To learn about the demise of ideas
• Some ideas disappear not because they are wrong but because they

become unpopular

• Psychology and Science (PPT Slides 10-19, LOs 1.3, 1.4, 1.6)
• Science came into existence as a way to answer questions by examining nature

rather than by relying on religious or other authorities

• Ultimate authority was empirical observation (direct observation of

nature)

• In the modern era, two major approaches to where knowledge comes from

i. Rationalism: knowledge comes from applying the rules of logic

ii. Empiricism: knowledge comes from direct observation

• For scientists to make sense of what they observe, theories are developed
• Scientific theories have two main functions
• Organize empirical observations
• Act as a guide for future observations by generating confirmable

propositions

• A scientific law is a consistently observed relationship between two or more

classes of empirical events

• Amenable to public observation

ii. Laws may be correlational or causal

• Determinism is the assumption that what is being studied can be understood in

terms of causal laws

• Popper 3 / 4

Instructor Manual: Tracy B. Henley, Hergenhahn's An Introduction to the History of Psychology, 2024, 978-0-357-79771-6; Chapter

1: Introduction

4 © 2024 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

• Asserted that science begins not with observations but with a problem

that determines what observations will be made ii. Argued that theories must be falsifiable (principle of falsifiability) iii. Many psychological theories are plagued by vagueness and a tendency to engage in postdiction rather than generating risky predictions

• Kuhn
• Prior to Kuhn, science relied on the correspondence theory of truth
• The goal when evaluating scientific laws is to determine whether

they correspond to an external, mind-independent world ii. Kuhn demonstrated that science is often subjective

• In the physical sciences, one viewpoint is often shared (paradigm)
• What Kuhn termed normal science involves exploring the

implications of the paradigm and is viewed as a form of puzzle solving rather than a quest to discover something new iii. Anomalies are observations that cannot be explained by the current paradigm

• Persistent anomalies lead to changes in paradigms

iv. Stages of scientific development

1. Preparadigmatic stage: multiple viewpoints exist

2. Paradigmatic stage: period of so-called normal science

3. Revolutionary stage: the old paradigm is being replaced

• Paradigms and psychology
• It could be argued that psychology has undergone a number of

paradigm shifts, from functionalism to behaviorism to cognitive psychology ii. Staats argued that psychology is preparadigmatic iii. Mayr argued that biology has had multiple, simultaneous paradigms and the same could be said of psychology

• Popper, Kuhn, and beyond
• Popper stated that scientific problem solving is a creative activity, unlike

the puzzle solving that Kuhn describes it as ii. Popper’s analysis stresses logic and creativity while Kuhn’s analysis of sciences stresses convention and subjective factors iii. Popper accepted the correspondence theory of truth, while Kuhn rejected this theory and instead believed that scientists create the “reality” they explore

iv. Paul Feyerabend: successful scientists do not follow specific sets of

rules but must break rules for scientific progress to occur

• Universalism and relativism

i. Universalism: there are universal truths that can be discovered by

science

ii. Relativism: all experiences are filtered through individual and group

perspectives, and the search for universal laws is therefore in vain

• Is Psychology a Science? (PPT Slides 20-23, LO 1.3)
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