Results for 'Faculty psychology'

973 found
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  1.  39
    Lumps and Bumps:Kantian Faculty Psychology, Phrenology, and Twentieth-Century Psychiatric Classification.Jennifer Radden - 1996 - Philosophy, Psychiatry, and Psychology 3 (1):1-14.
    Because other cultures classify mental disorders very differently from ours, it behooves us to inquire into the philosophical and cultural sources of our own guiding nosological categories. This paper is a philosophical exploration into the historical and theoretical bases of the late nineteenth-century, Kraepelinian division between disorders of mood or affect, and schizophrenia, in which our present day nosological categories are rooted. By tracing the early nosologists’ divisions into eighteenth-century and Kantian faculty psychology, and following the fate of (...)
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  2. Commonsense Faculty Psychology: Reidian Foundations for Computational Cognitive Science.John-Christian Smith - 1985 - Dissertation, The University of Arizona
    This work locates the historical and conceptual foundations of cognitive science in the "commonsense" psychology of the philosopher Thomas Reid. I begin with Reid's attack on his rationalist and empiricist competitors of the 17th and 18th centuries. I then present his positive theory as a sophisticated faculty psychology appealing to innateness of mental structure. Reidian psychological faculties are equally trustworthy, causally independent mental powers, and I argue that they share nine distinct properties. This distinguishes Reidian 'intentionalism' from (...)
     
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  3.  39
    Faculty psychology and instinct psychology.G. C. Field - 1921 - Mind 30 (119):257-270.
  4.  58
    What Is “Faculty Psychology”?William D. Commins - 1933 - Thought: Fordham University Quarterly 8 (1):48-57.
  5. The Modularity of Mind: An Essay on Faculty Psychology.Jerry A. Fodor - 1983 - Cambridge, MA: MIT Press.
    One of the most notable aspects of Fodor's work is that it articulates features not only of speculative cognitive architectures but also of current research in ...
  6.  31
    Neurometaphorology: The new faculty psychology.Daniel N. Robinson - 1981 - Behavioral and Brain Sciences 4 (1):112-113.
  7.  38
    What ‘Will’ Won't Do: Faculty Psychology, Intentionality Analysis, and the Metaphysics of Interiority.Jeremy D. Wilkins - 2016 - Heythrop Journal 57 (3):473-491.
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  8.  17
    Acts and Dispositions in John Buridan’s Faculty Psychology.Jack Zupko - 2018 - In Nicolas Faucher & Magali Roques (eds.), The Ontology, Psychology and Axiology of Habits (Habitus) in Medieval Philosophy. Cham: Springer. pp. 333-346.
    John Buridan uses the concepts of actus and habitus in his psychology to explain the difference between actual or occurrent thoughts and the dispositions to think those same thoughts. But since mental qualities are immaterial, Buridan must finesse his account of material qualities to save the psychological phenomena. He argues that thoughts and dispositions are really distinct from the human soul and from each other, and that because a thought and its corresponding disposition are different kinds of quality, we (...)
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  9.  59
    Healthy Understanding and Urtheilskraft: The development of the power of judgment in Kant’s early faculty psychology.Matthew McAndrew - 2014 - Kant Studien 105 (3).
  10.  35
    Logic and the Workings of the Mind the Logic of Ideas and Faculty Psychology in Early Modern Philosophy.Patricia A. Easton - 1997
  11.  17
    Theoretical studies from the Harvard psychological laboratory: Faculty psychology.C. C. Pratt - 1929 - Psychological Review 36 (2):142-171.
  12. A Look at Inner Sense in Aquinas: A Long-Neglected Faculty Psychology.Anthony J. Lisska - 2006 - Proceedings of the American Catholic Philosophical Association 80:1-19.
    This paper investigates Aquinas’s thought on the vis cogitativa, in order to determine whether Aquinas’s use of the inner sense of the vis cogitative is an embarrassment , or whether it is rather an important element in Aquinas’s philosophy of mind that calls for serious study . An examination of Aquinas’s theory of inner sense reveals that, for Aquinas, the vis cogitativa has two cognitive functions: to be aware of an individual as an individual, and to recognize an individual as (...)
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  13. The psychology of faculty demoralization in the liberal arts: Burnout, acedia, and the disintegration of idealism.Steven James Bartlett - 1994 - New Ideas in Psychology 12 (3):277-289.
    A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.
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  14.  26
    Psychology Faculty Satisfaction and Compliance with IRB Procedures.Becky J. Liddle & Elizabeth W. Brazelton - 1996 - IRB: Ethics & Human Research 18 (6):4.
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  15.  24
    Psychology’s contemporary and all-time notables: Student, faculty, and chairperson viewpoints.Stephen F. Davis, Roger L. Thomas & Melanie S. Weaver - 1982 - Bulletin of the Psychonomic Society 20 (1):3-6.
  16.  76
    The “ Faculty “ of Imagination: an Enquiry Concerning the Existence of a General “ Faculty,” or Group Factor of Imagination. By H. L. Hargreaves. British Journal of Psychology. Monograph Supplements, X””. [REVIEW]Eliot D. Hutchinson - 1927 - Philosophy 2 (8):574.
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  17. Faculties in Ancient Philosophy.Klaus Corcilius - 2015 - In Dominik Perler (ed.), The Faculties: A History. Oxford: Oxford University Press. pp. 19-58.
    The chapter presents the basic ideas operative in the ancient conceptualization of faculties of the soul. Starting with a brief discussion of the Hippocratic methodology for individuating powers of bodies, it soon moves on to describe Plato’s division of the soul into three faculties as an adaption of that methodology. Aristotle’s version of faculty psychology, though in many respects continuing Plato’s project, is presented as different from Plato’s in crucial respects: whereas Plato made the soul the bearer and (...)
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  18.  34
    The Faculties: A History.Dominik Perler (ed.) - 2015 - Oxford: Oxford University Press.
    It seems quite natural to explain the activities of human and non-human animals by referring to their special faculties. Thus, we say that dogs can smell things in their environment because they have perceptual faculties, or that human beings can think because they have rational faculties. But what are faculties? In what sense are they responsible for a wide range of activities? How can they be individuated? How are they interrelated? And why are different types of faculties assigned to different (...)
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  19.  21
    Faculty misconduct in collegiate teaching.John M. Braxton - 1999 - Baltimore, Md.: Johns Hopkins University Press. Edited by Alan E. Bayer.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...)
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  20.  97
    Psychological Construction: The Darwinian Approach to the Science of Emotion.Lisa Feldman Barrett - 2013 - Emotion Review 5 (4):379-389.
    Psychological construction constitutes a different paradigm for the scientific study of emotion when compared to the current paradigm that is inspired by faculty psychology. This new paradigm is more consistent with the post-Darwinian conceptual framework in biology that includes a focus on (a) population thinking (vs. typologies), (b) domain-general core systems (vs. physical essences), and (c) constructive analysis (vs. reductionism). Three psychological construction approaches (the OCC model, the iterative reprocessing model, and the conceptual act theory) are discussed with (...)
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  21.  31
    The cross-disciplinary ethical responsibilities of psychology faculty.David J. Pittenger - 1994 - Ethics and Behavior 4 (3):199 – 208.
    This article discusses the ethical responsibilities that psychology faculty have when psychological information is seriously misrepresented or psychological techniques are misued by nonpsychology faculty. General values derived from the American Psychological Association's (APA) ethical principles are identified and reviewed. The APA ethical code recommends that psychologists limit the misrepresentation of psychological information and protect students from the misuse of psychological techniques. Examples from my experience are presented to illustrate these ethical principles and responsibilities.
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  22. Epistemic agency and the self-knowledge of reason: on the contemporary relevance of Kant’s method of faculty analysis.Thomas Land - 2021 - Synthese 198 (Suppl 13):3137-3154.
    Each of Kant’s three Critiques offers an account of the nature of a mental faculty and arrives at this account by means of a procedure I call ‘faculty analysis’. Faculty analysis is often regarded as among the least defensible aspects of Kant’s position; as a consequence, philosophers seeking to inherit Kantian ideas tend to transpose them into a different methodological context. I argue that this is a mistake: in fact faculty analysis is a live option for (...)
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  23.  22
    Ethical issues related to the undergraduate-graduate-faculty mentoring triad in psychology.Samantha M. Margherio - 2021 - Ethics and Behavior 31 (2):102-118.
    ABSTRACT A triad approach to mentoring, involving an undergraduate student a graduate student and a faculty member, offers unique benefits to all involved. However, complexities and tensions within the triad also contribute to ethical dilemmas unique to this mentoring approach. The aims of this article are to review ethical dilemmas that members of the undergraduate-graduate-faculty triad may face when forming and navigating the triad, including a discussion of cultural considerations, and offer recommendations based on ethical guidelines in (...) Ethical Principles of Psychologists and Code of Conduct. (shrink)
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  24.  63
    Mencius's vertical faculties and moral nativism.Bongrae Seok - 2008 - Asian Philosophy 18 (1):51 – 68.
    This paper compares and contrasts Mencius's moral philosophy with recent development in cognitive science regarding mental capacity to understand moral rules and principles. Several cognitive scientists argue that the human mind has innate cognitive and emotive foundations of morality. In this paper, Mencius's moral theory is interpreted from the perspective of faculty psychology and cognitive modularity, a theoretical hypothesis in cognitive science in which the mind is understood as a system of specialized mental components. Specifically, Mencius's Four Beginnings (...)
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  25.  30
    Faculty-student collaborations: Ethics and satisfaction in authorship credit.Jeffrey C. Sandler & Brenda L. Russell - 2005 - Ethics and Behavior 15 (1):65 – 80.
    In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, 165 felt (...)
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  26.  36
    The Faculties of the Human Mind and the Case of Moral Feeling in Kant's Philosophy.Antonino Falduto (ed.) - 2014 - Boston: De Gruyter.
    In the past few decades a remarkable change occurred in Kant scholarship: the "other" Kant has been discovered, i.e. the one of the doctrine of virtue and the anthropology. Through the rediscovery of Kant's investigations into the empirical and sensuous aspects of knowledge, our understanding of Kant's philosophy has been enriched by an important element that has allowed researchers to correct supposed deficiencies in Kant's work. In addition, further questions concerning the nature of Kant's philosophy itself have been formulated: the (...)
  27. The Rational Faculty of Desire.T. A. Pendlebury & Jeremy Fix - forthcoming - In Carla Bagnoli & Stefano Bacin (eds.), Reason, Agency and Ethics. Oxford University Press.
    This essay is about the relationship between the notions of practical reason, the will, and choice in Kant’s practical philosophy. Although Kant explicitly identifies practical reason and the will, many interpreters argue that he cannot really mean it on the grounds that unless they are distinct, irrational and, especially, immoral action is impossible. Other readers affirm his identification but distinguish the will from choice on the same basis. We argue that proper attention to Kant’s conception of practical reason as a (...)
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  28.  12
    Peter T. Coleman, Ph. D. is the Director of the International Center for Cooperation and Conflict Resolution (ICCCR) at Teachers College, Columbia University, is Associate Professor of Psychology and Education at Teachers College, Columbia University, a member of the faculty of Columbia University's Earth Institute, Chair of the International Project on Conflict and Complexity (IPCC). [REVIEW]Michelle Fine - 2011 - In Peter T. Coleman (ed.), Conflict, Interdependence, and Justice: The Intellectual Legacy of Morton Deutsch. Springer. pp. 11.
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  29. Analytical essay on the faculties of the soul, 1760.Charles Bonnet - 2022 - New York, NY: Oxford University Press.
    In the course of the eighteenth century, understanding human cognitive life came to be construed as something to be explored in terms of the physiology of the sensory organs, the nerves, and the brain: a form of naturalization that effectively moved cognition out of the realm of philosophy as it had traditionally been understood. Bonnet's Analytical Essay on the Faculties of the Soul was at the forefront of these developments, and this is its first English translation. Drawing on his earlier (...)
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  30. Friedrich Schlegel and Romantic Psychology: The Fragmentary Self as Ironic System.Jeffrey Reid - 2019 - Internationales Jahrbuch des Deutschen Idealismus / International Yearbook of German Idealism 2019 (Psychologie):269-92.
    Romantic psychology is first specified in counter-distinction to Enlightenment-informed faculty-psychology, whose scientific paradigm is fundamentally materialistic and mechanistic. Romantic psychology is then presented through Fr. Schlegel’s theory and practice of the literary fragment. In the fragment, we discover selfhood that is self-positing, powered by electro-chemical forces and enlivened by the stimulating Other. Romantic psychology determines the self as an ironic system, complete and yet organically open to other selves. It is phenomenological in nature and its (...)
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  31.  37
    The language faculty that wasn't: a usage-based account of natural language recursion.Morten H. Christiansen & Nick Chater - 2015 - Frontiers in Psychology 6:150920.
    In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually (...)
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  32. Animal Psychology and Human Nature: A Historical Perspective.David Konstan - 2024 - In Virpi Mäkinen & Simo Knuuttila (eds.), Moral Psychology in History: From the Ancient to Early Modern Period. Springer. pp. 17-31.
    In general, our concepts take shape by way of contrast. Geoffrey Lloyd commented almost 60 years ago on “the remarkable prevalence of theories based on opposition in so many societies at different stages of technological development,” and he illustrated in detail the tendency of the ancient Greeks to think in binary pairs. One fundamental distinction, found in a wide variety of cultures, is that between human beings and other animals, or, more simply, between humans and animals, which serves to identify, (...)
     
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  33. Evolutionary Psychology: An Exchange.Steven Pinker - unknown
    volutionary psychology is the attempt to understand our mental faculties in light of the evolutionary processes that shaped them. Stephen Jay Gould [NYR, June 12 and June 26] calls its ideas and their proponents "foolish," "fatuous," "pathetic," "egregiously simplistic," and some twenty-five synonyms for "fanatical." Such language is not just discourteous; it is misguided, for the ideas of evolutionary psychology are not as stupid as Gould makes them out to be. Indeed, they are nothing like what Gould makes (...)
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  34.  21
    The faculty of attention.Herbert Woodrow - 1916 - Journal of Experimental Psychology 1 (4):285.
  35. A study of Kant's Psychology with reference to the critical philosophy, A thesis accepted by the Philosophical Faculty of Yale University for the degree of Doctor of Philosophy, June Issued, also as mongraph supplement n° 4 to the Psychological Review, janv. 1897.Edward Franklin Buchner - 1898 - Revue de Métaphysique et de Morale 6 (4):5-6.
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  36. There is no moral faculty.Mark Johnson - 2012 - Philosophical Psychology 25 (3):409 - 432.
    Dewey's ethical naturalism has provided an exemplary model for many contemporary naturalistic treatments of morality. However, in some recent work there is an unfortunate tendency to presuppose a moral faculty as the alleged source of what are claimed to be nearly universal moral judgments. Marc Hauser's Moral minds (2006) thus argues that our shared moral intuitions arise from a universal moral organ, which he analogizes to a Chomskyan language faculty. Following Dewey's challenge to the postulation of the idea (...)
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  37.  47
    Assessing the Connection Between Students’ Justice Experience and Perceptions of Faculty Incivility in Higher Education.Dorit Alt & Yariv Itzkovich - 2015 - Journal of Academic Ethics 13 (2):121-134.
    IntroductionIncivility is defined as an interpersonal misconduct involving disregard for others and a violation of norms of respect . This phenomenon has been extensively investigated in workplaces . However, only a few studies have focused their attention on the academic setting, investigating both student and faculty general incivilities .While previous studies’ theoretical framework was mainly informed by organizational and psychosocial theories , this study suggests viewing incivility through the lens of justice psychology, which examines individual justice concerns . (...)
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  38.  8
    Embracing life: toward a psychology of interdependence.David Goff - 2018 - Princeton, New Jersey: ICRL Press.
    Our story is changing. The Universe has given our species everything we need to actualize our potential. Evolution is knocking at our doors. The connected life is here. We are being fed this minute with the very nutrients that can assure that we live the lives that fulfill us and that serve the greater whole. Our natural inheritance, combined with the pattern that connects us with the rest of Life, calls us to be fully ourselves. This has always been the (...)
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  39.  22
    Ontology of the soul and faculties of knowledge. Soul, body and knowledge in Ramon Llull’s psychological work.Celia López Alcalde - 2016 - Anuario Filosófico 49 (1):73-95.
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  40.  86
    Teaching Psychology Research Methodology Across the Curriculum to Promote Undergraduate Publication: An Eight-Course Structure and Two Helpful Practices.Stuart McKelvie & Lionel Gilbert Standing - 2018 - Frontiers in Psychology 9:424314.
    Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating a research report, but we (...)
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  41.  11
    Kant’s Transcendental-Psychological Approach to Metaphysics.Chong-Fuk Lau - forthcoming - International Journal of Philosophical Studies:1-22.
    The paper reinterprets Kant’s Copernican revolution as a transcendental-psychological transformation in the approach to metaphysics. It tackles the prevalent scholarly view that Kant’s theory of the faculty of cognition appears incompatible with his broader metaphysical framework of transcendental idealism, primarily due to difficulties in integrating cognitive faculties such as sensibility and understanding within the dichotomy of appearances and things in themselves. The paper proposes that Kant’s transcendental psychology is neither a metaphysical-rational doctrine of the noumenal mind, nor an (...)
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  42.  17
    The Relationship Between Psychological Detachment and Employee Well-Being: The Mediating Effect of Self-Discrepant Time Allocation at Work.XiaoTian Wang, Aimei Li, Pei Liu & Ming Rao - 2018 - Frontiers in Psychology 9:424316.
    Although research has demonstrated the benefit of psychological detachment for employee well-being, the explanatory mechanisms related to work behaviors underlying this effect remain underdeveloped. Addressing this research gap, we consider self-discrepant time allocation (preferred–actual allocation) as a mediating mechanism through which psychological detachment affects employee well-being. We hypothesize that psychological detachment is associated with self-discrepant time allocation at work. Specifically, we suggest that employees with low detachment tend to allocate more time than preferred to work activities that demand fewer self-regulatory (...)
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  43. Naive psychology and the inverted Turing test.S. Watt - 1996 - Psycoloquy 7 (14).
    This target article argues that the Turing test implicitly rests on a "naive psychology," a naturally evolved psychological faculty which is used to predict and understand the behaviour of others in complex societies. This natural faculty is an important and implicit bias in the observer's tendency to ascribe mentality to the system in the test. The paper analyses the effects of this naive psychology on the Turing test, both from the side of the system and the (...)
     
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  44.  26
    The Faculty of Language Integrates the Two Core Systems of Number.Ken Hiraiwa - 2017 - Frontiers in Psychology 8.
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  45.  34
    Augustine’s Moral Psychology.Jesse Couenhoven - 2017 - Augustinian Studies 48 (1):23-44.
    This essay addresses common misunderstandings about the part of Augustine’s theological anthropology one might call his “moral psychology.” It particularly seeks to distance Augustine’s mature account of human agency from influential faculty psychologies. I argue that it is misleading to talk about Augustine’s view of the “will,” given what we typically mean by that term, and that “choice” is not central to Augustine’s account of human freedom. These claims hold not least because of the way Augustine thought about (...)
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  46.  87
    Kant on the faculty of apperception.Patricia Kitcher - 2017 - British Journal for the History of Philosophy 25 (3):589-616.
    Although I begin with a brief look at the idea that as a faculty of mind, apperception must be grounded in some power of the soul, my focus is on claims about the alleged noumenal import of some of Kant’s particular theses about the faculty of apperception: it is inexplicable, immaterial, and can provide evidence that humans are members of the intelligible world. I argue that when the claim of inexplicability is placed in the context of Kant’s standards (...)
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  47.  55
    Faculty before folk.Justin Leiber - 1998 - Behavioral and Brain Sciences 21 (4):579-580.
    Pace Atran, (1) folk physics, (2) folk biology, and (3) folk psychology rest on informationally encapsulated modules that emerge before language: a gifted austic person who can see objects and animals perfectly well can nonetheless be incommunicatively mind blind.
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  48.  35
    Psychology and psychical research in France around the end of the 19th century.Régine Plas - 2012 - History of the Human Sciences 25 (2):91-107.
    During the last third of the 19th century, the ‘new’ French psychology developed within ‘the hypnotic context’ opened up by Charcot. In spite of their claims to the scientific nature of their hypnotic experiments, Charcot and his followers were unable to avoid the miracles that had accompanied mesmerism, the forerunner of hypnosis. The hysterics hypnotized in the Salpêtrière Hospital were expected to have supernormal faculties and these experiments opened the door to psychical research. In 1885 the first French (...) society was founded. The research carried out by this society may seem surprising: its members – Charles Richet in particular – were interested in strange phenomena, like magnetic lucidity, ‘mental suggestion’, thought-reading, etc. Very quickly, psychologists applied themselves to finding rational explanations for these supposedly miraculous gifts. Generally, they ascribed them to unconscious or subconscious perceptual mechanisms. Finally, after a few years, studies of psychical phenomena were excluded from the field of psychology. However, during the 4th International Congress of Psychology, which took place in Paris in 1900, the foundation of an institute devoted to the study of psychical phenomena was announced, but Pierre Janet and Georges Dumas founded within it the Société Française de Psychologie, from which psychical research was excluded. As for Charles Richet, disappointed by the psychologists, he devoted himself to the development of a new ‘science’ which he called ‘Métapsychique’. Several hypotheses have been put forward to account for this early research undertaken by the French psychologists, pertaining as much to parapsychology as to scientific psychology. (shrink)
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  49. Empirical, rational, and transcendental psychology: Psychology as science and as philosophy.Gary Hatfield - 1992 - In Paul Guyer (ed.), The Cambridge companion to Kant. New York: Cambridge University Press. pp. 200–227.
    The chapter places Kant's discussions of empirical and rational psychology in the context of previous discussions in Germany. It also considers the status of what might be called his "transcendental psychology" as an instance of a special kind of knowledge: transcendental philosophy. It is divided into sections that consider four topics: the refutation of traditional rational psychology in the Paralogisms; the contrast between traditional empirical psychology and the transcendental philosophy of the Deduction; Kant's appeal to an (...)
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  50. Striking at the Heart of Cognition: Aristotelian Phantasia, Working Memory, and Psychological Explanation.Javier Gomez-Lavin & Justin Humphreys - 2022 - Medicina Nei Secoli: Journal of History of Medicine and Medical Humanities 34 (2):13-38.
    This paper examines a parallel between Aristotle’s account of phantasia and contemporary psychological models of working memory, a capacity that enables the temporary maintenance and manipulation of information used in many behaviors. These two capacities, though developed within two distinct scientific paradigms, share a common strategy of psychological explanation, Aristotelian Faculty Psychology. This strategy individuates psychological components by their target-domains and functional roles. Working memory and phantasia result from an attempt to individuate the psychological components responsible for flexible (...)
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