Senior Capstone:
History, Philosophy and Systems of Psychology

Fall 2022


Professor:

Dr. Linda M. Woolf

Office Hours:

  • 318 Interdisciplinary Science Building

  • Monday, Wednesday, and Friday, 11:00 - 11:50 a.m. or email through Canvas for an appointment.

  • Phone 314-246-7062

Text:

Catalog Description

Examines the contributions of philosophy, physics, physiology, and other disciplines and intellectual traditions to the development of the subject matter, problems, and methodology of contemporary psychology.

Expanded Course Description:

A perusal of the various journals in psychology or an examination of any psychology conference schedule seems to suggest that psychology is a highly disjointed discipline. However, psychology is unified through its historical traditions and systems of thought. In this course, we will explore the roots of modern psychological thought and methodology. We will trace these roots from their origins in philosophy and the natural sciences through the early schools of psychology and on into its current form. In addition to learning about the major schools and systems of psychology (e. g., Functionalism, Structuralism, Gestalt, etc.), we will explore how cultural and political forces shaped the development of various psychological theories. We will also examine the lives and works of the men and women whose work created psychology's foundation. Through these explorations, we will discover the common threads and patterns interwoven into the broad tapestry of psychology.

Course Objectives:

  1. Objective: To develop a basic understanding of the various processes of scientific development and change (e.g. paradigmatic theory, world hypotheses, Zeitgeist)

  2. Objective: To become familiar with the chronological history of ideas which has contributed to the field of psychology.

  3. Objective: To examine the historical context including political and cultural contexts within which the development of psychology as a discipline has taken place.

  4. Objective: To be able to place current psychological thought within that historical development and context.

  5. Objective: To recognize the role of women and people of color in the history of psychology, both as researchers and as subjects of research.

  6. Objective: To learn about the major figures and schools of thought in psychology's history.

  7. Objective: To be aware of the current changes occurring within psychology as a discipline and the history of some of the more recent subdisciplines within psychology.

  8. Objective: To critically evaluate and examine an individual or concept related to the history of psychology in more depth.

Course Outcomes:

  1. Outcome: Students will be able to discuss and contrast the various theories related to the manner in which changes occurs in the history of science (e.g. paradigmatic theory, world hypotheses, Zeitgeist)

  2. Outcome: Students will be able to outline and classify the history of major schools of psychology.

  3. Outcome: Students will be able to discuss and assess the historical context including political and cultural contexts within which the development of psychology as a discipline has taken place.

  4. Outcome: Students will be able identify and explain the place of current psychological thought within historical development and context.

  5. Outcome: Students will be able to discuss and interpret the role of women and people of color in the history of psychology, both as researchers and as subjects of research.

  6. Outcome: Students will be able to identify and compare the the major figures in psychology's history.

  7. Outcome: Students will become aware of the current changes occurring within psychology as a discipline and the history of some of the more recent subdisciplines within psychology. Students will be able to discuss and evaluate in depth the history of a single subdiscipline within the field of psychology.

  8. Outcome: Students will be able to present, in written format, and critically evaluate/examine an individual or concept related to the history of psychology in more depth.

Class Meetings:

The class will meet on Monday, Wednesday, and Friday from 10:00 - 10:50. Attendance is expected as material will be presented that is not in the book.

Attendance Policy: Attendance is strongly recommended as material will be presented that is not in the book and class discussion will enhance your understanding of the material. Due to the importance of not only class attendance but also class participation, class participation constitutes a significant percentage of your final grade.

Incoming Competency:

Prerequisites: PSYC 1100, PSYC 2825, and 18 credit hours of psychology; or permission of the instructor.    As this is a Capstone course, ideally you should be taking this course after completing the majority of your psychology coursework. As this is a Capstone course, ideally you should be taking this course after completing the majority of your psychology coursework.

Course Requirements:

Three exams, a short term paper, Focus on the Functionalist infographic, a No Longer Lost to History infographic, a Then & Now poster project, and class participation/discussion.

All grades will be assigned on a scale of 0 - 100 with:

90 - 100A-,ASuperior Work
80 - 89B-,B,B+Good Work
70 - 79C-,C,C+Satisfactory Work
60 - 69D,D+Passing, but less than Satisfactory (not passing for the major)
Less than 60FFailing

Percent of Grade:

Examinations50%
Term Paper15%
Focus on the Functionalist5%
No Longer Lost to History5%
Then & Now Poster15%
Class Participation/Discussion10%

Examinations: Examination format will include multiple choice, short answer, and essay. They will cover material presented in lecture, readings, and discussion. Three examinations will be given. Exams will constitute 50% of your final grade.

POLICY STATEMENTS: All exams must be taken on by the date listed on the syllabus. Exams will be online and are open book, open notes. Due dates are included below.

Term Paper: Students will be required to write a term paper of 8-12 pages (approximately 2600 to 3600 words, excluding cover page, abstract, and references). The purpose of the paper is to provide you, the student, with an opportunity to explore an another area within the history and systems of psychology, in depth. You may, for example, you might want to explore a particular concept in the history of psychology or review the works of a key figure on a particular topic. You must include at least 5 older references (3 if primarily books) and 5 contemporary references. Your references must be from PRIMARY SOURCES and NOT others' works on the topic or individual. Secondary sources are not appropriate as references for this assignment. A half page abstract (description of your paper with references) is due by September 17 via Canvas. The final paper is due December 11.

Note: No papers will be accepted concerning Freud, Skinner, or any other theorist that is highly known or a current psychologist.

There are three primary goals for the capstone paper.

  • Too learn more about individuals or ideas that are important within the history of psychology but are less familiar to you. Demonstrating the ability to use databases and read and synthesize primary source material.
  • To connect those ideas to research in the area today. Demonstrating the ability to draw connections between the history of psychology to modern psychological science.
  • To write effectively and demonstrate use of APA format.

All papers must be submitted electronically in Word (.doc or .docx) format to Canvas

All papers must be typed, double-spaced, have 1 inch margins and in APA format. If you are in doubt as to what this means, see me for details.

or

Focus on the Functionalist: The functionalists form the foundation for most of psychological science and practice today! Each student will be responsible for creating a one page infographic highlighting an early functionalist psychologist and the impact of their work on the lives of people today. You will post your infographics in a Discussion to share with your colleagues in class. We can print out the infographics to share with the department!

No Longer Lost to History: Each student will be responsible for creating a one page infographic highlighting the works of an early psychologist who has been lost to history due to their status within a historically marginalized group. Let’s bright their accomplishments into the light! You will post your infographics in a Discussion to share with your colleagues in class. We can then also share these infographics with the department!

Then & Now Poster: Posters are a common presentation format at scientific conferences. For this poster, you will focus on a specific topic and highlight at least two scientific studies from the early days of psychology (prior to 1930s) from a specific area of psychology (e.g., early sports psychology) and then a comparison to two current studies on the same topic! You will present each and then have a section that compares and contrasts the research from then and now. Picture and graphics can be includes, as appropriate. Each student will have an opportunity to present their poster to the class and discuss. A PPT template for your poster will be available on Canvas.

Extra Credit Opportunity! For 10 quiz points each (10 is the maximum points possible for a single report but may be lower depending on the quality of the report), you may listen to a History of Psychology podcast and write a report about the podcast (3 podcast maximum - although if you do not like the points received on a podcast report, you may complete an additional podcast to replace the report with the lower grade). You need to include:

Podcasts can be found at http://www.yorku.ca/christo/podcasts/. These can also be downloaded through iTunes - just search podcasts for the This Week in the History of Psychology (Christopher Green).

Podcast reports may be submitted at any point in the semester until December 15. Absolutely NO reports will be accepted following that deadline. Keep this deadline in mind and don't wait until the last minute. Absolutely no extensions will be granted regardless of the legitimacy of the problem that may arise (e.g., computer crashes, power outages, illness, etc.). All papers must be submitted electronically in Word format to Canvas

Policy Statements:

Use of Electronic Devices in the Classroom: It is important that we build space in class to create a respectful and inclusive environment. One way we can do that is by turning off all cell phones before entering the room. That way we can be fully present and engage with one another during the semester. If we spend our time text messaging, watching Tiktok videos, etc., we are being dismissive of those around us. The phone becomes more important than they are. So let us work to spend time learning together. Certainly, laptops/tablets may be used in class but should only be utilized for class related activities (e.g., taking notes). Please be aware that according to research published in Psychological Science has demonstrated that taking hand-written notes leads to better processing of information and higher exam scores!

Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment but also may be turned over to the appropriate university source for disciplinary action and a grade of F for the course. In addition, cheating on exams will also result in the same fate.

See the Canvas Course writing page for more information about plagiarism, including the dangers of paraphrasing too closely and inappropriate quoting.

It should be noted that, as is common in many university courses, little time will be spent lecturing on topics adequately addressed by the text. If we are to have thoughtful and productive conversations, it is helpful if everyone has read the material prior to class and prepared to ask questions, challenge ideas, and engage in active learning. While every attempt will be made to explain or expand upon particularly difficult areas, the primary purpose of classroom lecture is to enhance, rather than to duplicate, the textbook material.

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion. This is a matter of creating an equitable space for you to learn.

Rarely will I approve a late withdrawal from the class. However, if you are experiencing an emergency or serious challenges, please let me know to see what accommodations may be possible.

This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class. Note that such changes are unlikely but have been know to happen due to weather or a pandemic!

It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document. Make sure you endeavor to keep up with assignments and deadlines. Only under rare emergencies will an Incomplete be issued for this class.


Additional Web Resources!

Course Outline

The schedule below provides a general guideline to the semester and is flexible based on any need for additional discussion of a particular topic.

Optional Web resources are provided as a starting point for those who want to learn more about specific topics or theories discussed in class.

Week EndingTopic and Readings
August 26 Introduction to the class
Introducing Psychology's History

Readings:

Additional Web Resources:

September 2 Introducing Psychology's History
The Philosophical Context

Readings:

  • Chapters 1 - 2

September 9 The Scientific Context

Readings:

  • Chapter 3

September 16Wundt and German Psychology

Readings:

  • Chapter 4

Additional Web Resources:

September 23Darwin' Century: Evolutionary Thinking

Readings:

  • Chapter 4 & 5

Additional Web Resources:

September 30American Pioneers

Readings:

  • Chapter 6

Exam One should be completed during this week. Chapters 1-5 and other assigned readings and videos

Additional Web Resources:

October 7Structuralism and Functionalism

Readings:

  • Chapter 7

Additional Web Resources:

October 14Applying the New Psychology

Focus on Functionalist Infographic Due

Readings:

  • Chapter 8

Additional Web Resources:

October 28Applying the New Psychology
Gestalt Psychology

No Longer Lost to History Infographic Due

Readings:

  • Chapters 8 & 9

Additional Web Resources:

November 4Gestalt Psychology

Readings:

  • Chapter 9

November 11 The Origins of Behaviorism

Exam Two should be completed during this week. Chapters 6-9 and other assigned readings and videos

Readings:

  • Chapter 10

Additional Web Resources:

November 18The Evolution of Behaviorism

Readings:

  • Chapter 11

Additional Web Resources:

November 25Mental Illness and Treatment

Readings:

  • Chapter 12

Additional Web Resources:

December 2Psychology's Practitioners

Readings:

  • Chapter 13

Additional Web Resources:

December 9Finish up Practioners

Class Poster Presentations

Paper Due: December 11

December 15 Exam Three should be completed during this week by Thursday. Chapters 10-13 and other assigned readings and videos





To Linda M. Woolf's Web page