Korte samenvatting per hoofdstuk bij the History of Psychology - van der Velde

According to Antipoff, intelligence tests should be considered as an evaluation of ‘the level of mental development’ of a given population. She developed a view of intelligence measured by tests as “civilized intelligence”. Thus, it could be that in certain countries children score lower, but this does not mean that these children are not as intelligent. Antipoff also distinguished between concrete and abstract thinking. This idea is related to the Soviet perspective, and to Vygotski’s ideas.Researchers in Belo Horizonte stated that there were a lot of abnormal children in public schools. Antipoff changed this to ‘exceptional’ children. She did not want to label children in a negative way. There were special classes developed for educationally retarded children, which involved children who repeated the same grade three or more times, and those who suffered from physical disabilities, perceptual defects, short attention span, or mental and emotional instability. These special classes had a maximum of 15 students each. In 1934, Antipoff published a study on ‘mental orthopedics’ for special classes. In this work, she suggested that the activities in these special classes should focus on the ‘Active School methods’: the education of these children should raise their natural interests, use concrete subjects, train them in basic skills, and be individualized. She also founded the Belo Horizonte Pestalozzi Society, which was aimed to help exceptional and socially disadvantaged children. The founders of this Pestalozzi society consisted of a heterogenous group. According to Antipoff, mental abnormality did not only reflect ‘limited intelligence’. Instead, children with lower IQ scores could also show personality problems. This makes sense, because the children that were living below the poverty line experience a lot of stressors,...

Leerdoelen:Met de belangrijkste historische opvattingen in de psychologie van 1600 tot 1950 kennismaken.Begrijpen dat psychologie als wetenschap en het psychologisch functioneren van mensen kan veranderen met de tijd.Begrijpen dat onder andere door de ontwikkelingen in de maatschappij opvattingen over wat ‘wetenschappelijk’ is bepaald worden. .Met de basisbegrippen uit de filosofie en de wereld kennismaken.Opvattingen over psychologie als wetenschap en het psychologisch functioneren van mensen verschillen door de tijd heen. De psychologie verandert altijd, momenteel gaat deze bijvoorbeeld richting de biologische kant. Ontwikkelingen in de wetenschap gaan gepaard met ontwikkelingen in de maatschappij. Thema’s die nu van belang zijn binnen de psychologie, hebben echter wel oorsprong in het verleden. Drie van zulke thema’s zijn:cognitie vs. emotiemind – body probleemnature – nurture debat Hierbij gaat het over ratio of emoties. Vroeger ging men uit van de ratio (het menselijk denkvermogen), in deze tijd meer van emoties.Descartes (1596 - 1650): “Ik denk, dus ik ben”. (Cognitie = denken). Met deze uitspraak wordt duidelijk dat Descates dualistisch was: hij scheidt de geest van het lichaam. Door middel van verschillende experimenten wordt het Descartes duidelijk dat hij er niet zeker van kan zijn dat hij een lichaam heeft, maar wel dat hij een geest heeft. Ook vindt Descartes dat de mens zich onderscheidt van de dieren door de ratio. Descartes stelt dat men letterlijk alles in twijfel moet trekken. Het moet echter wel, zelfs in al deze twijfel, duidelijk zijn dat...

Take the statement “I am my brain”. Would Descartes agree with this statement and why (not)?How do the views of empiricism and rationalism relate to thoe nature/nurture problem?Describe the fundamental difference between the medieval and the mechanicist outlook on knowledge.Consider the statement “true knowledge comes from introspection”. Would Francis Bacon agree with this stament? Why (not)?Consider the relationship between biology and psychology. Describe how a greedy reductionist and a sensible reductionist see this relationship differently.Describe how Descartes’ view on knowledge relates to that of Plato.Consider the research program of Buikhuisen and the protests against it. Do these fit into the cognition/emotion, mind/body, or the nature/nurture problem. Describe how.Consider materialism and dualism. Do these provide different perspectives on the cognition/emotion, mind/body, or the nature/nurture problem? Describe these different perspectives.Consider Damasio’s work (inspired by the tragic case study of Phineas Gage). Does this work inform the cognition/emotion, mind/body, or nature/nurture problem? Describe how.Describe the two things Hobbes’ considered to be the source of our behaviors. Descartes would disagree with the statement “I am my brain” due to his dualism. He argued that a human being is divided into two entities: the material body and the immaterial soul. While he ascribes even complex behavior to the body, he says thought is only due to the soul. Therefore, his popular statement “I think, therefore I am”...