Harvard Psychological Studies Vol 4 Classic Reprint

Excerpt from Harvard Psychological Studies, Vol. 4 In two previous articles upon the negative instruction the main interest was directed toward the effect of such instruction upon the suppression of imagery and the muscles of the vocal organs. The work described in the present article was undertaken in order to obtain an analysis of the process of executing a skillful movement, that is, a movement requiring perfect motor control, under the conditions of positive and negative instruction. The experiments were conducted in the Harvard laborer tory in the spring of 1912 upon five subjects referred to as A, B, C, D, and E. They were all graduate students with a training in experimental methods. The instrument used was a tracing board similar to the one recommended by Whipple. The subject passed the wire attached to the stylus through his coat sleeve, so that it would move freely with his arm and not interfere with its movements. He sat before a table of convenient height with the board directly in front of him. The positive instruction given him was: "Go down the middle of the groove." When the stylus touched the sides a telegraph sounder indicated the contact. The precautions advised by Whipple were observed. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

A Marginal Revolution Book of the Year After tracking the lives of thousands of people from birth to midlife, four of the world’s preeminent psychologists reveal what they have learned about how humans develop. Does temperament in childhood predict adult personality? What role do parents play in shaping how a child matures? Is day care bad—or good—for children? Does adolescent delinquency forecast a life of crime? Do genes influence success in life? Is health in adulthood shaped by childhood experiences? In search of answers to these and similar questions, four leading psychologists have spent their careers studying thousands of people, observing them as they’ve grown up and grown older. The result is unprecedented insight into what makes each of us who we are. In The Origins of You, Jay Belsky, Avshalom Caspi, Terrie Moffitt, and Richie Poulton share what they have learned about childhood, adolescence, and adulthood, about genes and parenting, and about vulnerability, resilience, and success. The evidence shows that human development is not subject to ironclad laws but instead is a matter of possibilities and probabilities—multiple forces that together determine the direction a life will take. A child’s early years do predict who they will become later in life, but they do so imperfectly. For example, genes and troubled families both play a role in violent male behavior, and, though health and heredity sometimes go hand in hand, childhood adversity and severe bullying in adolescence can affect even physical well-being in midlife. Painstaking and revelatory, the discoveries in The Origins of You promise to help schools, parents, and all people foster well-being and ameliorate or prevent developmental problems.

Psychologist John Jost has spent decades researching poor people who vote for policies of inequality and women who think men deserve higher salaries. He argues that the persecuted often justify and defend the very social systems that oppress them because doing so serves a fundamental need for certainty, security, and social acceptance.

Here is a book that challenges the very basis of the way psychologists have studied child development. According to Urie Bronfenbrenner, one of the world's foremost developmental psychologists, laboratory studies of the child's behavior sacrifice too much in order to gain experimental control and analytic rigor. Laboratory observations, he argues, too often lead to "the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time." To understand the way children actually develop, Bronfenbrenner believes that it will be necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. This book offers an important blueprint for constructing such a new and ecologically valid psychology of development. The blueprint includes a complete conceptual framework for analysing the layers of the environment that have a formative influence on the child. This framework is applied to a variety of settings in which children commonly develop, ranging from the pediatric ward to daycare, school, and various family configurations. The result is a rich set of hypotheses about the developmental consequences of various types of environments. Where current research bears on these hypotheses, Bronfenbrenner marshals the data to show how an ecological theory can be tested. Where no relevant data exist, he suggests new and interesting ecological experiments that might be undertaken to resolve current unknowns. Bronfenbrenner's groundbreaking program for reform in developmental psychology is certain to be controversial. His argument flies in the face of standard psychological procedures and challenges psychology to become more relevant to the ways in which children actually develop. It is a challenge psychology can ill-afford to ignore.

Harvard Psychological Studies, Volume 1, represents a pioneering foray into the multifaceted field of early American psychology. Assembled by a distinguished group of early 20th-century psychologists, this collection showcases a breadth of literary styles from empirical studies to theoretical essays, reflecting the burgeoning interest in experimental and applied psychology of the time. The anthology captures the era's intellectual zeitgeist, grappling with foundational questions of human behavior, cognition, and emotion. Through a diverse array of investigations, ranging from sensory perception to animal psychology, the volume embodies the dynamic and interdisciplinary nature of psychology as it began to establish itself as a scientific discipline. The contributing authors, Hugo Münsterberg, Edwin B. Holt, Harvey A. Peterson, Robert Macdougall, and Robert M. Yerkes, alongside Gurry E. Huggins, were central figures in the early development of American psychology. Their collective work in this volume speaks to the rich interplay of ideas that characterized the period, drawing on and contributing to contemporary understandings of psychological processes. Their backgrounds, spanning experimental psychology, philosophy, and biology, mirrored the cross-disciplinary origins of psychology, providing the anthology with a nuanced exploration of its subjects that resonated with both national and international scholarly debates. For students, scholars, and anyone with a keen interest in the roots of psychology, Harvard Psychological Studies, Volume 1 offers an invaluable glimpse into the early challenges and triumphs of the field. The diversity of approaches and topics not only illuminates the historical path of psychological inquiry but also encourages a deeper appreciation for the complexity and depth of human psychology. This volume stands as a testament to the rich dialogue among some of the fields earliest innovators, offering readers the opportunity to trace the evolution of psychological thought through a pivotal period in its history.

Vols. 1-22 include the section "Recent publications upon economics".

In Voices of the Mind, James Wertsch outlines an approach to mental functioning that stresses its inherent cultural, historical, and institutional context. A critical aspect of this approach is the cultural tools or mediational means that shape both social and individual processes. In considering how these mediational means--in particular, language--emerge in social history and the role they play in organizing the settings in which human beings are socialized, Wertsch achieves fresh insights into essential areas of human mental functioning that are typically unexplored or misunderstood. Although Wertsch's discussion draws on the work of a variety of scholars in the social sciences and the humanities, the writings of two Soviet theorists, L. S. Vygotsky (1896-1934) and Mikhail Bakhtin (1895-1975), are of particular significance. Voices of the Mind breaks new ground in reviewing and integrating some of their major theoretical ideas and in demonstrating how these ideas can be extended to address a series of contemporary issues in psychology and related fields. A case in point is Wertsch's analysis of voice, which exemplifies the collaborative nature of his effort. Although some have viewed abstract linguistic entities, such as isolated words and sentences, as the mechanism shaping human thought, Wertsch turns to Bakhtin, who demonstrated the need to analyze speech in terms of how it appropriates the voices of others in concrete sociocultural settings. These appropriated voices may be those of specific speakers, such as one's parents, or they may take the form of social languages characteristic of a category of speakers, such as an ethnic or national community. Speaking and thinking thus involve the inherent process of ventriloquating through the voices of other socioculturally situated speakers. Voices of the Mind attempts to build upon this theoretical foundation, persuasively arguing for the essential bond between cognition and culture.

This book has been considered important throughout the human history, and so that this work is never forgotten we have made efforts in its preservation by republishing this book in a modern format for present and future generations. This whole book has been reformatted, retyped and designed. These books are not made of scanned copies and hence the text is clear and readable.

The Caring Child provides the most current account of our understanding of the motivations behind prosocial behaviors and how these motives develop and are elicited. Eisenberg broadens our concept of the moral potential of children and shifts the focus from censoring antisocial behaviors to the active promotion of kindness and caring in children.