<i>Cause</i> and <i>Experiment</i> in Introductory Psychology: An Analysis of R.S. Woodworth's Textbooks

Winston, Andrew S.

doi:10.1207/s15328023top1502_3

Cited by 27 publications

(24 citation statements)

References 14 publications

(8 reference statements)

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“…However, these other methods took second stage in textbook descriptions of psychological research methods and increasingly came to be evaluated in terms of their degree of adherence to some of the core ideals of laboratory experiments. For historical accounts of the rise of experimentation and its effects on the production of psychological knowledge, see O'Donnell (1979), Danziger (1990), Winston (1988Winston ( , 2004, Evans (1990) and Morawski (1988). 2 Three exceptions to this disregard are examined in the present study.…”

Section: Dilemmas Of the Psychology Experimentermentioning

confidence: 99%

Reflexivity and the psychologist

Morawski

2005

History of the Human Sciences

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Psychologists tend to examine their activities in experimentation with the same objective scientific attitude as they routinely assume in the experimental situation. A few psychologists have stepped outside this closed expistemic practice to undertake reflexive analysis of the psychologist in the laboratory. Three cases of such critical reflexive analysis are considered to better understand the strategies and consequences of confronting what Steve Woolgar has called ‘the horrors of reflexivity’. Reflexive work of William James, Horace Mann Bond, and Saul Rosenzweig are examined: working in the early years of modern experimental psychology these scientists identified limitations in the dominant natural science model of experimentation. Attending to the scientist's own cognitions, social status, and unconscious processes respectively, James, Bond, and Rosenzweig criticized this natural science model and presented methodological and epistemic alternatives. The relative neglect of their constructive observations underscores the resistance to addressing psychology's reflexive dimensions.

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Section: Dilemmas Of the Psychology Experimentermentioning

confidence: 99%

Reflexivity and the psychologist

Morawski

2005

History of the Human Sciences

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“…For a more historical perspective, Thomas Teo's () study of German psychology textbooks in the beginning of the nineteenth century is a breath of fresh air. Andrew Winston's studies on textbook definitions and redefinitions of psychological experiments should be mentioned here (; Winston, ; Winston & Blais, ; MacMartin & Winston, ; Winston, ), as well as his study on the changes in presentation of race and heredity in introductory textbooks (Winston, Butzer, & Ferris, ).…”

Section: Introductionmentioning

confidence: 99%

Instructional Manuals of Boundary‐work: Psychology Textbooks, Student Subjectivities, and Disciplinary Historiographies

Flis¹

2016

J. Hist. Behav. Sci.

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This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology—first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post‐Kuhnian and post‐Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations.

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“…Coupled with a series of Latourian readings of psychology's textbooks from the second part of the twentieth century by Mary Smyth (2001aSmyth ( , 2001bSmyth ( , 2004, and the already mentioned investigations of the experiment through psychological textbooks by Winston (1988;Winston & Blais, 1996; especially the discourse analysis in MacMartin & Winston, 2000), Morawski's approach offers a solid basis for a historiography of psychology's textbooks that fits nicely in the current discourse espoused by Olesko and Bensaude-Vincent. Maybe it is not a boom evidenced in other disciplinary histories, but it is a definite presence that must be mentioned.…”

Section: Introductionmentioning

confidence: 94%

Instructional Manuals of Boundary-Work: Psychology Textbooks, Student Subjectivities, and Disciplinary Historiographies

Flis¹

2017

Preprint

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This article aims to provide an overview of the historiography of psychology textbooks. In the overview, I identify and describe in detail two strands of writing histories of introductory textbooks of psychology and juxtapose them to provide an integrated historiography of textbooks in psychology. One strand is developed by teachers of psychology-first as a general approach for investigating textbooks in a pedagogical setting, and then later upgraded into a full history of psychology textbooks in America. The other strand follows a more familiar perspective of historians of science and historians of psychology who build on various post-Kuhnian and post-Foucauldian perspectives on textbooks. I make an argument for integrating these two views for a more comprehensive historiography of textbooks in psychology, recasting textbooks as objects of research and sources that are interesting sui generis for historians of psychology in their investigations. C

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Cause and Experiment in Introductory Psychology: An Analysis of R.S. Woodworth's Textbooks

Cited by 27 publications

References 14 publications

Reflexivity and the psychologist

Reflexivity and the psychologist

Instructional Manuals of Boundary‐work: Psychology Textbooks, Student Subjectivities, and Disciplinary Historiographies

Instructional Manuals of Boundary-Work: Psychology Textbooks, Student Subjectivities, and Disciplinary Historiographies

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