| Preface |
|
xi | |
|
1 INTRODUCTION: WORKING OUT AND WORKING IN |
|
|
1 | (12) |
|
What makes an idea great? |
|
|
2 | (5) |
|
Great ideas and orientations in psychology |
|
|
7 | (6) |
|
2 THE PSYCHOLOGY LABORATORY |
|
|
13 | (15) |
|
The laboratory becomes central to psychology |
|
|
14 | (6) |
|
Critically assessing the psychology laboratory |
|
|
20 | (8) |
|
|
|
28 | (14) |
|
|
|
29 | (2) |
|
Factors to consider in testing for the placebo effect |
|
|
31 | (3) |
|
Meaning and the active placebo |
|
|
34 | (3) |
|
|
|
37 | (5) |
|
4 THE FREUDIAN UNCONSCIOUS |
|
|
42 | (21) |
|
Early history of the unconscious |
|
|
43 | (5) |
|
|
|
48 | (6) |
|
|
|
54 | (9) |
|
|
|
63 | (14) |
|
|
|
64 | (1) |
|
|
|
65 | (3) |
|
Pioneering experimental research |
|
|
68 | (3) |
|
Debate over long-term potentiation |
|
|
71 | (6) |
|
|
|
77 | (18) |
|
The law of effect and classical conditioning |
|
|
81 | (4) |
|
The American context and instrumental learning |
|
|
85 | (4) |
|
The decline of behaviorism and the rise of cognitive science |
|
|
89 | (6) |
|
|
|
95 | (17) |
|
Why are intelligence tests important? |
|
|
97 | (2) |
|
What are the contributions of nature and nurture to intelligence? |
|
|
99 | (5) |
|
Is there one or multiple types of intelligence? |
|
|
104 | (4) |
|
At what age, if ever, does intelligence become fixed? |
|
|
108 | (4) |
|
8 ARTIFICIAL INTELLIGENCE |
|
|
112 | (19) |
|
The context of artificial intelligence |
|
|
114 | (8) |
|
The long debate and artificial intelligence |
|
|
122 | (9) |
|
9 STAGE MODELS OF DEVELOPMENT |
|
|
131 | (19) |
|
|
|
132 | (7) |
|
|
|
139 | (11) |
| 10 THE ZONE OF PROXIMAL DEVELOPMENT |
|
150 | (12) |
|
Assumptions of the traditional approach |
|
|
152 | (2) |
|
A Vygotskian approach to child development |
|
|
154 | (8) |
| 11 ATTACHMENT |
|
162 | (16) |
|
The historical context of the idea |
|
|
163 | (4) |
|
Bowlby's four-phase model |
|
|
167 | (3) |
|
Variations on the attachment theme |
|
|
170 | (8) |
| 12 DISPLACED AGGRESSION |
|
178 | (16) |
|
The idea of displaced aggression in wider context |
|
|
180 | (2) |
|
Displaced aggression and Freud's inter-group psychology |
|
|
182 | (7) |
|
Re-thinking the assumed association between frustration and aggression |
|
|
189 | (5) |
| 13 PERSONALITY TRAITS |
|
194 | (19) |
|
Historical background to modern trait theory |
|
|
195 | (2) |
|
Category 1. Methodological dilemmas |
|
|
197 | (8) |
|
Category 2. Conceptual dilemmas |
|
|
205 | (8) |
| 14 THE SELF |
|
213 | (17) |
|
|
|
216 | (3) |
|
|
|
219 | (3) |
|
|
|
222 | (8) |
| 15 CONFORMITY TO GROUP NORMS |
|
230 | (15) |
|
Conformity to arbitrary norms |
|
|
232 | (5) |
|
Power, norms, and conformity |
|
|
237 | (8) |
| 16 OBEDIENCE TO AUTHORITY |
|
245 | (16) |
|
The historical and cultural context leading to psychological research on obedience |
|
|
247 | (3) |
|
The experimental study of obedience |
|
|
250 | (3) |
|
Why are Milgram's obedience studies important? |
|
|
253 | (3) |
|
Lessons from psychological research on obedience |
|
|
256 | (5) |
| 17 FEMINIST PSYCHOLOGY |
|
261 | (19) |
|
The cultural and historical context |
|
|
262 | (5) |
|
Discovering and interpreting gender differences |
|
|
267 | (13) |
| 18 MULTICULTURAL PSYCHOLOGY |
|
280 | (15) |
|
Multicultural psychology and identity |
|
|
282 | (1) |
|
Assimilation and identity |
|
|
283 | (6) |
|
Multiculturalism and identity |
|
|
289 | (6) |
| 19 EVOLUTIONARY PSYCHOLOGY |
|
295 | (18) |
|
The historical context of Darwin's evolutionary theory |
|
|
297 | (5) |
|
Genetics and evolutionary psychology |
|
|
302 | (4) |
|
Genes as causes of behavior |
|
|
306 | (7) |
| 20 SOCIAL CONSTRUCTIONISM |
|
313 | |
|
The turn away from positivism and an example of recent research |
|
|
316 | (4) |
|
Social constructionism and trends in modern psychology |
|
|
320 | (3) |
|
The main implications of social constructionism |
|
|
323 | |
Other versions by this Author