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An Issue in the Study of Human Behavior
The contributors are Dale B. Harris, Ernest Nagel, John E. Anderson, Viktor Hamburger, J. P. Scott, T. C. Schneirla, Howard V. Meredith, Heinz Werner, Robert R. Sears, Wallace A. Russell, Norman J. DeWitt, Herbert Heaton, Robert F. Spencer, John A. Anderson, M.D., Hyman S. Lippman, M.D., John C. Kidneigh, and Willard C. Olson.The book is especially appropriate for text use or collateral reading in courses in psychology, education, sociology, or child development.
Defining expression as the expression of intentional states, Alan Tormey describes the general conditions under which human conduct may be considered expressive, and then analyzes this conduct as it is manifested in behavior, language, and art.
Originally published in 1971.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Biological, Clinical, and Cultural Perspectives
As the essays in this volume show, conceptualizing dementia has always been a complex process. With contributions from noted professionals in psychiatry, neurology, molecular biology, sociology, history, ethics, and health policy, Concepts of Alzheimer Disease looks at the ways in which Alzheimer disease has been defined in various historical and cultural contexts. The book covers every major development in the field, from the first case described by Alois Alzheimer in 1907 through groundbreaking work on the genetics of the disease. Essays examine not only the prominent role that biomedical and clinical researchers have played in defining Alzheimer disease, but also the ways in which the perspectives of patients, their caregivers, and the broader public have shaped concepts.
A Pluralistic Approach to the Mind and Mental Illness
Because most psychiatric illnesses are complex phenomena, no single method or approach is sufficient to explain them or the experiences of persons who suffer from them. In The Concepts of Psychiatry S. Nassir Ghaemi, M.D. argues that the discipline of psychiatry can therefore be understood best from a pluralistic perspective. Grounding his approach in the works of Paul McHugh, Phillip Slavney, Leston Havens, and others, Ghaemi incorporates a more explicitly philosophical discussion of the strengths of a pluralistic model and the weaknesses of other approaches, such as biological or psychoanalytic theories, the biopsychosocial model, or eclecticism. Ghaemi's methodology is twofold: on the one hand, he applies philosophical ideas, such as utilitarian versus duty-based ethical models, to psychiatric practice. On the other hand, he subjects clinical psychiatric phenomena, such as psychosis or the Kraepelin nosology, to a conceptual analysis that is philosophically informed. This book will be of interest to professionals and students in psychiatry, as well as psychologists, social workers, philosophers, and general readers who are interested in understanding the field of psychiatry and its practices at a conceptual level.
New Directions in the Study of Concepts
Perspectives développementales et psychosociales
Consacré à la petite enfance et à l'âge scolaire, ce livre regroupe des chercheurs, des théoriciens et des cliniciens reconnus dans le domaine de l'agressivité au Canada, en France, en Belgique et aux États-Unis. Ils traitent particulièrement de la prévalence et de la stabilité, de l'agressivité indirecte, des difficultés langagières, du traitement de l'information sociale, du contexte familial, de l'attachement mère-enfant, du rejet par les pairs, des amitiés, des conduites agressives, de la violence en milieu scolaire et en sport, ainsi que de l'influence des médias sur les conduites agressives.
This provocative and highly original work by one of the Netherlands’ leading psychologists provides an introduction to what is perhaps the oldest and most interesting psychology ever developed: the psychology of the contemplative life. As de Wit points out, contemplative psychology has not been developed by practitioners of academic disciplines, but rather by intelligent and sensitive practitioners of the contemplative and spiritual traditions themselves. As such, it has developed its own psychological understanding of contemplative and religious growth, and it has created its own methods of acquiring knowledge and insight into the nature of the human mind and experience. Contemplative psychology therefore addresses the fundamental issue of how our profane mode of experience comes about, what its nature is, why we hold onto it as real, and how it carries over into our words and deeds. Moreover, this psychology examines why and how the profane mode of experience can be transformed into the spiritual or religious experience of reality through the practice of contemplative disciplines. By contrasting it with conventional and scientific psychology and theology, de Wit outlines contemplative psychology as an auxiliary discipline within the contemplative traditions. His very readable overview has been written from an interreligious point of view. De Wit investigates the most important themes and contours that psychologies of different religions have in common. His presentation offers many directions for the development of a genuine contemplative psychology, something that is basically lacking in our present western culture This book will be of great value not only to psychologists of religion and theologians, but also to contemplatives, pastoral caregivers, counselors, and psychotherapists.
Social Categories, Social Identities, and Educational Participation
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu’s theory that African Americans have developed an “oppositional culture” that devalues academic effort as a form of “acting white.” Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students’ identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
A History of Behavioral Psychology
Behaviorism has been the dominant force in the creation of modern American psychology. However, the unquestioned and unquestioning nature of this dominance has obfuscated the complexity of behaviorism.
Control serves as an antidote to this historical myopia, providing the most comprehensive history of behaviorism yet written. Mills successfully balances the investigation of individual theorists and their contributions with analysis of the structures of assumption which underlie all behaviorist psychology, and with behaviorism's role as both creator and creature of larger American intellectual patterns, practices, and values.
Furthermore, Mills provides a cogent critique of behaviorists' narrow attitudes toward human motivation, exploring how their positivism cripples their ability to account for the unobservable, inner factors that control behavior. Control's blend of history and criticism advances our understanding not only of behaviorism, but also the development of social science and positivism in twentieth-century America.