Chapter 6: The Birth of the New Applied Psychology in America Flashcards

1
Q

Why was Hollingworth’s research on caffeine useful (four reasons)

A
  • background: conducted 3 major studies on Coca Cola and showed few harmful effects from caffeine in humans
  • excellent use of scientific methodology
  • one of earliest studies of psychopharmacology in humans
  • first research undertaken by a psychologist for a major corporation
  • one of earliest examples of a psychologist testifying as an expert witness in a trial (i.e. forensic psychology)
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2
Q

who was involved in answering the question about whether applied scientific psychology was useful outside the laboratory

A

Titchener –> said he stood for pure science without regard to utility, criticized applied use of psychology

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3
Q

what did people argue about the starting point of applied psychology

A
  • some said applied psychology emerged after WWI, but this wasn’t true
  • Hall’s work on child study movement was earliest example
  • shortly after this, psychological scientists started “selling” their product to the general public
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4
Q

describe the work on psychological abnormality in early 20th c. psychology

A
  • not uppermost in mind of early experimental psychologists
  • most interested in understanding the normal mind, rather than the “diseased” mind –> these people would not be able to introspect
  • psychological abnormality was already in domain of psychiatry and neurology (e.g. mental asylum movement led by psychiatrist)
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5
Q

what led to increased focus on psychological abnormality in the field of psychology

A
  • cities grew and families were packed into more densely populated areas
  • home care of “mentally disturbed” families became more of a problem
  • people in community felt threatened by these individuals
  • in asylums, used moral therapy
  • as numbers increased, moral therapy became less feasible
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6
Q

what is moral therapy

A

combination of occupational therapy, exercise, religious training, recreation, personal hygiene and participation in activities (e.g. gardening, music, etc.) –> this is how mental asylums decided to deal with most psychological cases and mental illnesses

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7
Q

who was Lightner Witmer

A
  • re-opened psychology lab at Penn after returning from Leipzig
  • first case was with a boy who had difficulty spelling –> believed memory might play a role and psychology could treat this
  • founded the first psychological clinic in the world –> brought up its success to the APA and hoped his field would establish training programs for people to treat difficult cases
  • named the field “clinical psychology”
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8
Q

describe the nature of Witmer’s psychological clinic

A
  • initially saw all cases himself
  • most were children brought in for learning disabilities or behavioural disorders
  • founded new journal called the psychological clinic –> detailed cases and diagnoses in case others wanted to open a similar clinic
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9
Q

describe Witmer’s “clinical method”

A
  • created specialized graduate program curriculum to prepare students for this practical work
  • team approach employing a physician and social worker
  • tested patient, rendered diagnosis, designing/conducting treatment
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10
Q

what were some of the tests done on children in Witmer’s clinical method

A
  • referred to clinic through school system
  • undergo anthropometric, optometric and psychometric examination
  • e.g. tests of memory, visual discrimination, etc.
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11
Q

why was a physician involved in Witmer’s clinical method

A

to rule out any kind of medical problem (e.g. ensuring normal vision and hearing, muscle movement, etc.)

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12
Q

what were the most common diagnoses that came from Witmer’s clinical method

A
  • educational handicap (e.g. learning disability or intellectual disability i.e. “feeblemindedness”) and disorders of conduct
  • “mentally or morally retarded children”
  • shifted to emphasis on intellectual giftedness
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13
Q

what were some of the specialty clinics added to Witmer’s clinical program

A
  • diagnosis and correction of speech defects
  • vocational guidance
  • counselling for university students
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14
Q

describe experimental psychology’s initial venture into the business world

A
  • initially was through the field of advertising
  • advertising was crucial with addition of telegraphs, magazines, railroads, and other new technologies
  • businesses wanted proof advertising was effective –> wanted expertise to help understand the motives, desires and behaviour of consumers
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15
Q

who was Walter Scott

A
  • earned doctorate with Wundt
  • founder of industrial/organizational psychology
  • wrote articles on the psychology of advertising (even though had no expertise in this field)
  • wrote about suggestion, perception, illusions, mental imagery, and value of return coupon
  • used knowledge on perception, motivation, etc. to apply to advertising
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16
Q

what were the two techniques Scott discussed in terms of applying suggestion to advertising

A
  • direct commands (i.e. “use this”) –> suggest a particular action without arousing competing actions
  • the return coupon –> suggested a direct action (cut out coupon, fill it out and mail it in)

–> both tried to stimulate compulsive obedience

17
Q

describe Scott’s discussion on the importance of mental imagery

A
  • discussed how mental imagery was an important means of suggestion
  • advertisements should describe objects so the consumer can hear/feel/taste/smell it
18
Q

what did Hollingworth study in the field of business

A
  • the effectiveness of advertising
  • e.g. looked at effectiveness of return coupons –> how many sales did they generate
  • components of buying behaviour
19
Q

what was Münsterberg’s focus in psychology

A
  • didn’t stay in James’s psychology lab for long
  • began writing articles for popular magazines
  • increased applied work and abandoned lab
  • industrial psychology, psychology and law, teaching, psychotherapy, psychology of motion pictures
  • major figure in applied psychology
20
Q

describe Münsterberg’s work on efficiency

A
  • promoted psychology as a science of human efficiency
  • key to business efficiency was matching skills and talents of worker to the requirements of the job –> more satisfied worker, better job productivity
  • believed there were assessment tools to discover the perfect match –> people believed he could ensure happier workers, safer work environments, and greater work production
21
Q

what is Münsterberg often labelled as

A

founded of industrial psychology

22
Q

who was Lillian Gilbreth

A
  • published book on psychology of management
  • did not publish with first name –> thought people would not buy book if knew author was female
  • worked with her husband in the efficiency movement
  • after husband passed, she continued research on homemaking (e.g. kitchen designing, how humans interact with equipment)
23
Q

describe Gilbreth’s technique of time-motion studies

A

used this as a way to analyze components of a job and make recommendations about adjustments/changes to increase efficiency

24
Q

describe the vocational guidance movement

A
  • growing concerns about school dropouts and juvenile delinquency
  • expansion of job choices with urbanization and technological advancements
  • wanted to help people make choices about their life’s work –> exploration and counselling
25
Q

what did Parsons outline as the three steps in choosing a career wisely

A
  • knowledge of yourself
  • knowledge of occupations
  • knowledge of the relationship between the two
26
Q

describe the argument about whether vocational guidance was part of the field of education or psychology

A
  • some thought teachers and administrators should provide the needed counselling
  • psychologists thought it should be in their field, especially with growing confidence in mental testing
  • could test individual differences in domains of personality and intellect and match them with occupations
27
Q

who was Henry Goddard

A
  • assembled various pieces of apparatus from psychological laboratory to test children at Vineland
  • wanted to develop a measure that differentiated children with an intellectual disability (current labels were “idiot” and “imbecile” and “moron”) –> idiot was lowest level, moron was highest
28
Q

who was Alfred Binet

A

his test became model for intelligence testing for rest of the 20th c.

29
Q

describe the usefulness of the Binet-Simon measuring scale for intelligence

A

correlated positively with performance in school subjects (unlike Cattell’s tests)

30
Q

describe the Stanford-Binet Intelligence test

A
  • leading instrument for intellectual assessment
  • unrivaled for 30+ years until Wechsler developed his tests
31
Q

describe the difference in how Goddard vs Terman used the Binet test of intelligence

A
  • Goddard used it for children with below average intelligence
  • Terman researched children who were gifted
  • Stanford-Binet test made ratio of mental age to chronological age (IQ)
32
Q

how were intelligence tests used in WWI

A
  • given to groups (rather than individuals)
  • Army Alpha and Army Beta tests
  • Beta was for those who did not speak English or who were illiterate
33
Q

who initiated the field of eugenics

A
  • Francis Galton (also did mental testing) –> designed to improve human race by offering incentives for the “best and brightest” people to marry (to increase their number in the population and facilitate human evolution)
  • Goddard was one of the leaders of this movement
34
Q

describe Goddard’s work in eugenics

A
  • work with the “feebleminded” caused him to see if everywhere he looked
  • published on the dangers to society of intellectually challenged individuals
  • led to enactment of eugenics laws
35
Q

what was outlined by eugenics laws

A
  • prevented marriage of individuals deemed mentally ill or intellectually challenged to ensure they would not reproduce
  • Goddard was not against the laws, but thought it was more humane to build facilities to segregate these individuals from the rest of society
  • mostly women and girls were affected by these laws (labeled “mentally ill” or “socially unfit”)
36
Q

describe how Goddard described eugenics in relation to immigrants

A
  • characterized immigrants as “undesirable”
  • used intelligence tests to evaluate immigrants suspected of feeblemindedness –> many were returned to their countries with this diagnosis
  • eventually became time-consuming to give these tests to all immigrants, so had “professionals” identify these individuals based on how their appeared (kind of physiognomy)
37
Q

what brought upon the end of the eugenics movement

A
  • Hitler complimented the US on its eugenic measures to improve American society
  • eugenic views were then found to be “tainted” in n unacceptable way to Americans
38
Q

describe Münsterberg’s work on the psychology of law

A
  • work in forensic psychology studying accuracy of memory and validity of eyewitness testimony
  • problems of false confessions, crime prevention, lie detection, jury decision-making, etc.
39
Q

describe Münsterberg’s work on the murder trial involving Ivens

A
  • Ivens was accused of murder
  • was diagnosed with an intellectual disability and was going to be executed
  • confessed to murder, later retracted confession
  • Münsterberg believed confession was obtained under duress and deception –> “false confession”
  • court ruled against this and hanged Ivens