By Noel Sheehy
This booklet makes a speciality of fifty significant influential figures on psychology, starting from the earliest days of the self-discipline two hundred years in the past to the current day. It offers concise biographical details on each one philosopher, after which proceeds to check their contributions to the evolution of psychology as a self-discipline, and gives a remark on their rules and works. Accessibly written and with courses to extra interpreting, Fifty Key Thinkers in Psychology is a useful source for the scholar, practitioner and common reader alike.
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Extra resources for Fifty Key Thinkers in Psychology (Routledge Key Guides)
R. B. (2000) Handbook of Contemporary Learning Theories, Erlbaum. BARTLETT, FREDERICK CHARLES (1886–1969) A theorist of human cognition, Bartlett popularised the concept of schema as a basic unit of thought. Bartlett’s childhood was spent in Stow-on-the-Wold, situated about thirty miles from Oxford and eighty-five from London, where his father ran a successful footwear outlet. The local grammar school was defunct, so it was his parents’ intention that he and his older brother should go to boarding school.
While regarding this approach as a useful re-conceptualisation of earlier findings on the role of coding in memory, Baddeley’s approach was to accept the limitations of earlier unitary concepts of STM proposed by Broadbent and others, which he then elaborated into a multicomponent model of working memory. Baddeley and Hitch (1974) proposed that STM comprised at least three components: a Central Executive and two subsidiary systems—the Articulatory Loop (later re-named the phonological loop) and the Visuo-Spatial Scratch-pad.
Asch was one of the founding members of the Institute for Cognitive Studies at Rutgers University, established in 1966. The Solomon Asch Center of the University of Pennsylvania was created in 1998 with the purpose of advancing training and research in the areas of ethnic group conflict and violence. Much of Asch’s distinctive contribution can be linked to the ideas of his most significant mentor, Max Wertheimer, whom he succeeded at the New School after Wertheimer’s death. It was Wertheimer who introduced Asch to the fundamentals of Gestalt psychology; and it was Asch, along with Lewin, who offered a Gestalt alternative to the then prevailing behavioural explanations of social phenomena.