Students' basic philosophical assumptions in history of psychology: A measure and teaching tool

Teaching of Psychology

Volumn 24, Issue 1, 1997, Pages 39-41

  Cox, Brian D ^a  

^a HOFSTRA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031286585     PISSN: 00986283     EISSN: None     Source Type: Journal    
DOI: 10.1177/009862839702400110     Document Type: Article

References (9)

1. Bruner, J. (1965). The growth of mind. American Psychologist, 20, 1007-1017.
2. Diekhoff, G. M. (1982). Cognitive maps as a way of presenting the dimensions of comparison within the history of psychology. Teaching of Psychology, 9, 115-116.
3. Harris, B. (1979). Whatever happened to Little Albert? American Psychologist, 34, 151-160.
4. Hart, J. J. (1986). A strategy for teaching the history and systems of psychology. Teaching of Psychology, 13, 67-69.
5. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
6. Stocking, G. W. (1965). On the limits of "presentism" and "historicism" in the historiography of the behavioral sciences. Journal of the History of the Behavioral Sciences, 1, 211-218.
7. Sulloway, F. J. (1992). Freud, biologist of the mind. Cambridge, MA: Harvard University Press.
8. Waller, J. E. (1994). Philosophies of psychology: A discovery process for undergraduates. Teaching of Psychology, 21, 33-35.
9. Wight, R. D. (1993). Expanding coverage in the history course by toasting significant but often overlooked contributors. Teaching of Psychology, 20, 112.