Transcript The History of Modern European Psychology By Veronica H. EHAP How did European Psychologists affect life in Europe from the 19th Century to the 20th Century?

The History of
Modern
European
Psychology
By Veronica H.
EHAP
How did European
Psychologists
affect life in Europe
from the 19th
Century to the 20th
Century?
Origin of Psychology
• Psychology began in Europe
• Progressed through many
different thinkers with different
ideas and schools of thought
• This succession was affected by
Europe’s history as well as
Europe’s culture being affected
by psychology
Charles Darwin (1809-1892)
• British naturalist
• Co-originator of the
theory of evolution
• Extremely influential in
the development of
psychology
• Influenced much of
European culture and
mind-set  “Social
Darwinism”
• Wrote Origins of
Species in 1859
Darwin’s Research
and Discoveries
• Darwin took a five year journey to
investigate life on Islands, especially
the Galapagos Islands
– He collected organisms and fossils
– Came up with the theory of evolution
– Discovered that existing species were
all related through decedents with
modification  natural selection
Darwin’s Impact on European
Society
• Darwin’s idea of the Survival of the
fittest affected many European lives
– It changed the attitude of many people,
making them much more competitive
and ruthless
– This change in attitude is shown through
Realpolitique ruling, for example Queen
Elizabeth I of England
– The idea behind Manifest Destiny is also
inspired by Darwin
Quotes by Elizabeth I
A strength to harm is
perilous in the hand
of an ambitious head.
There is nothing
about which I am
more anxious
than my country, and
for its sake I am
willing to die ten
deaths, if that be
possible.
Paul Pierre Broca (1824-1880)
• Born in SainteFoy-La-Grande,
France
• Went to medical
school in Paris
• Was a professor
of surgical
pathology at the
University of
Paris
Broca’s Early Works
• Studied:
– The history of cartilage and
bone
– Cancer pathology
– Treatment of aneurysms
– Infant mortality
• Made important contributions
to the understanding of the
limbic system
Broca’s Research and Discovery
• Researched the location of the
production of speech  research of
the lateralization of brain functions
• Discovered the speech production
center of the brain, located in the
frontal lobes
• Region now known as Broca’s area
Location of Broca’s area
Method to Broca’s Research
• He studied many aphasic patient
– Most famous patient:
 Nicknamed “Tan”
 1861 through post-mortem autopsy
determined that he had a lesion in
the left cerebral hemisphere of his
brain
 The lesion covered the area which
controlled the speech production
Brain Studied by Broca
Brain of
patient with
motor
aphasia
Realization from Broca’s
Work
Speech production 
frontal lobes left
hemisphere of the
brain broca’s area
Wilhelm Wundt (1832-1920)
• Born in a small
German village called
Nekarau
• Known as the “Father
of Psychology”
• First man to be called
solely a psychologist,
without another name
given to him
Wundt’s Research
• 1879Wundt established the first
psychology laboratory at the
University of Leipzig
• He concentrated on psychological
research
– mostly studying human sensory
• Wundt used a systematic
methodological approach
• His research was a milestone in
establishing psychology as a science
Wundt’s Works
• Wrote Principles of Physiological
Psychology in 1874
• Created the structuralism which is
the structure of conscious
experiences
• His chief method of examination
was called introspection
– Which is just observation of
sensations
Edward B. Titchener (1867-1927)
• Titchener was a
student of Wilhelm
Wundt
• Put his own spin on
Wundt's psychology
of consciousness
• He attempted to
classify the
structures of the
mind like other
scientists would
Sigmund Freud (1856-1939)
• Born in Freiberg, Moravia
in the Czech Republic
• Moved to Vienna,
Austria when he was
four years old
• He graduated from the
medical school at the
University of Vienna in 1881
• Decided to specialize in neurology
Freud’s impact on European
Society
• Revolutionized ideas of how the
human mind works
• Established the theory that the
unconscious motives control
much of human behavior
• Advanced fields of psychiatry
and psychology
Freud’s Impact on European Art
Movement
• Freud’s theories influenced surrealism
– Freud preformed psychoanalysis
which was like the concept of many
paintings
 Exploring the inner depths of the
unconscious mind
 Freud’s ideas also were used by
many authors and artists as
subject matter
Freud’s Works
• Freud went to Paris in 1885 to study Jean
Martin Charcot, a famous neurologist
• Freud then returned to Vienna in 1886 and
started to work extensively on hysterical
patients
• Freud wrote many important and highly
influential pieces, some being:
– The interpretation of Dreams in 1900
– The Ego and the Id in 1923
– Civilization and Its Discontents in 1930
Freud’s Theories
• Freud observed many patients on
how they behaved according to
their unconscious drives and
experiences
• Concluded that the unconscious
plays a large role in shaping
someone’s behavior
• Thought that people used what he
called defense mechanisms
Freud’s Form of Therapy
• Psychoanalysis is a technique of
therapy
– An analysis to explain the connections
between the patients unconscious mind
and their mental processes
• Free association- basic method of
transference of information
• The patient, lays down and says
whatever comes to mind
• Catharsis- the sudden release of emotion
Couch used for Psychoanalysis
Freud’s
famous couch
in his London
clinic
Freud’s Division of the Brain
• Freud believed that the brain was
divided into three different parts
– The Id
– The Ego
– The Superego
• Thought everyone was born with
certain natural drives which he
called instincts
The Id
• The Id is located in the nervous system
• It is the part of the brain that controls the
instincts
– For example controls the desire for sexual
pleasure
• It translates the person’s needs into
motivational forces, instincts
• The transformation
– needwish called the primary process
• The Id works to satisfy the pleasure
principle
The Ego
• This part of the brain tries to resolve
the conflicts between someone's
instincts and their external reality
– An example is that it determines the
socially acceptable method to get what
someone wants
• The problem solving activity
performed is called the secondary
process
• It functions on the reality principle
The Superego
• This section of the brain is the
person’s conscience
• It controls the moral thoughts,
such as what is right and wrong
• Two parts of the Superego:
– Conscience: an internalization of
punishments and warnings
– Ego ideal: driven by rewards
Freud’s Sexual Stages of
Development
• Freud said that the sex drive is the most
important motivating force
• He created a psychosexual stage theory
with stages starting from infancy until
adulthood
• Stages:
–
–
–
–
–
Oral Stage
Anal stage
Phallic Stage
Latency Stage
Genital Stage
The Oral Stage
• Lasts from birth to about
eighteen months
• The focus is of pleasure from
the mouth
– An example is infants
sucking and biting
The Anal Stage
• Lasts from about eighteen
months to three or four years old
• The focus is now on the anus
– Children have a fixation with
going to the bathroom
– Same time as when children
are potty trained
The Phallic Stage
• Lasts from three or four
years old to around
seven years old
• The focus of pleasure is
now on the genitalia
The Latent Stage
• This period could last
from any age as young
as five years old to
puberty
• Sexual urges are
suppressed
The Genital Stage
• This stage begins at puberty and
lasts throughout an adults life
• It represents the resurgence of the
sex drive in adolescences
• Focuses mostly on pleasure from
sexual intercourse
Conclusions of Freud’s
Psychosexual Stages
• Freud believed that everyone goes
through these stages
• He believed if the normal pattern of
psychosexual development was
interrupted they would be stuck in an
earlier, more immature stage,
contribute to mental illnesses in
adulthood theory is known as Theory
of Psychosexual Development
Freud’s Defense Mechanisms
• Freud’s interpretations of how people cope
with stresses in their lives
• Eleven most common defense mechanisms:
– Denial: blocking external events from
awareness
– Repression: not being able to recall a
threatening situation, person, or event
– Isolation: involves stripping the emotion from a
difficult memory or threatening impulse
– Displacement: the redirection of an impulse
onto a substitute target
– Projection: see your own unacceptable
behaviors in other people
Defense Mechanisms (cont.)
– Reaction Formation: changing an unacceptable
impulse into its opposite
– Undoing: gestures or rituals which are meant to
cancel out unpleasant thoughts
– Introjections/ Identification: copying someone else
because you think it is better than yourself
– Regression: movement back in psychological time
when someone is faced with stress
– Rationalization: cognitively distorting the facts to
make an event or impulse less threatening to the
person
– Sublimation: transforming an unacceptable
impulse to a productive product
From The Interpretation of
Dreams, 1900
The interpretation of dreams is
the royal road to a knowledge of
the unconscious activities of the
mind.
-- Sigmund Freud
A letter by Freud
• A letter written from
Freud to Wilhelm Fliess,
a Berlin physician
• These letters make a
record of Freud's self
analysis
• They document the
process through which
he arrived at some of his
most persuasive and
controversial ideas
• In this particular letter,
that he wrote after his
father died, he describes
himself as being torn up
by the roots
Depictions from Interpretation of
Dreams
• An illustration
in The
Interpretation of
Dreams.
• It is depicting a
French nurses
dream, in order
to help her
Carl Gustav Jung (1875- 1961)
• He was born in
Kesswil, Switzerland
• Was the first
president of the
International
Psychoanalytic
Association
• Founder of
analytical
psychology
• Successor of
Sigmund Freud
Jung’s Works
• He broke with Freud in 1912, when he published
Psychology of the Unconscious
– It focused on the two dimensions of the
unconscious
 The personal part, encompasses the
repressed or forgotten content of an
individual's mental and material life
 The “collective unconscious”, which Jung
referred to as the acts and mental patterns
shared either by members of a culture or
universally by all human beings
• He also wrote In Psychological Types in 1921
Alfred Adler (1870-1937)
• He was born in Vienna,
Austria
• He grew up in Vienna
and became ill with
pneumonia as a child
• He followed through
with his decision and
received his M.D.
degree in1895 he at the
University of Vienna
• Founder of individual
psychology
• Rejected Freudian
theories
Adler’s Achievements
• In 1898, he wrote his first book which
his main beliefs of his school of
thought were based
– Focusing on the necessity of
looking at man as a whole, reacting
to his/her environment
• In 1912 Adler published, The Neurotic
Constitution
• His next book was Understanding
Human Nature in 1927
Adler’s Spread of Help
• His efforts were halted by World
War I
• He served as a doctor with the
Austrian Army
• Adler founded several child
guidance clinics in Vienna
• Adler’s help in Vienna stimulated
the development of similar clinics
in other countries throughout
Europe
Jean Piaget (1896-1980)
• Born in Neuchatel,
Switzerland
• He studied natural
sciences at the
University of
Neuchatel and
received his PhD
• He went to Zurich for
a semester and
became interested in
psychoanalysis
Piaget Theories
• He was interested in the
nature of thought itself
• He called his work: Genetic
Epistemology
– the study of the
development of
knowledge
Piaget’s Terms from his Studies
• Schema- certain skills learned to deal
with ones environment
• Assimilation- the act of copying a
behavior learned from an old schema
and repeating it on a new object
• Accommodation- accommodating an
old schema to a new object
• Adaptation- broad term for learning
how to do many things
Piaget’s Cognitive Stages
• Sensorimotor stage
– From birth to two years old
• Preoperational stage
– From two years old to seven years
old
• Concrete stage
– From seven years old to eleven
years old
• Formal stage
– Over eleven years old
Sensorimotor stage
• Infant uses senses and motor abilities to
understand the world
• Between one and four months the child
works on their primacy circular reactions:
– An action serves as a stimulus which makes the
infant repeat the same action
 Ex. Sucks their thumb, enjoys it so repeats
• Between four and twelve months uses
secondary circular reactions:
– Involves an action that has an outcome that
makes the infant want to repeat
 Ex. Squeeze a rubber ducky, it quacks, so squeezes
again because they want to hear the quack again
Preoperational Stage
• Now the child has mental
representations and is able to
pretend
• Now thinks in images and symbols
• Can not make logical sentences but
can use symbols and other things to
communicate
– Ex. Creative playuse the
checker pieces as cookies
Concrete stage
• Children understand logical principals
that apply to concrete external
objects
• Know that certain properties of an
object remain the same even when
the appearance may change
– Conservation: the quantity remains the
same despite changes in appearance
• Appreciate perspectives from another
point of view, not just their own
Concrete stage (cont.)
• Child learns classification and
seriation:
– Classification: refers to
whether a child can group
things under one category
– Seriation: is the process of
putting things in order
Formal Stage
• Involves logical operations in abstract way,
called hypothetical thinking
• Learn to group possibilities in four different
ways:
– Conjunction: two things together make a
difference
– Disjunction: one or the other thing affects
the outcome
– Implication: the formation of a hypothesis,
if something happens then that will cause
something else to happen
– Incompatibility: the elimination of a
hypothesis, if something happens then
something else will not happen as a result
The End