Psychology 306, Fall 2003, Section 1

History of Modern Psychology, W 6-9:40, Stevenson Hall 3046
Professor: Victor Daniels. office Stv 3092D, hours T 10-11:30, W 4-5:30, Th 5-6


Reading is in the class reader, available at College Center Copy Shop on north side of East Cotati Avenue.




TOPIC (changes in reading & topic may occur)

Aug 27

Introduction & overview, Epistemologies, Greeks

to Associationists

Sept 3

Psy in Greek Phil., James,

psychophysics, structuralism, functionalism, and



forerunners of phenomenology

Sept 10

Yerkes &,Margulis

Early Russian psychology & beginnings of behaviorism

Watson, Wat. & Rayner

The counterconditioning-desensitization therapies

Sept 17

Kohler, Tolman

Gestalt Psychology's critique of behaviorism; perceptual and learning theories

Tolman's "purposive behaviorism"; operational definitions & baseline observation

Sept 24

Skinner, Allyon,

Skinner's "radical behaviorism," operant conditioning, applications of

Daniels & Horowitz

reinforcement and stimulus control features in daily life

Oct 1

Dollard & Miller;

Social Learning (Bandura, Rotter), Cognitive behavioral psy.


Masters et. al; Beck

assertiveness--social skills training

Oct 8

Freud, Erikson

Freud's psychoanalysis: presentation & evaluation; ego-psychology


Erikson's developmental psychoanalytic approach

Oct 15


Jung's analytical psychology; typological, archetypal, & spiritual perspectives

Oct 22


Adler's individual psychology, the inferiority complex, a relationship to society,

and the roots of humanistic psychology

Oct 29


Reich's "character armoring," and introduction of a strong somatic dimension

into psychoanalysis and therapy

Nov 5


The object-relations school of psychoanalytic theory;


Family systems therapy

Nov 12


Alice Miller's analysis of narcicissm and family dynamics

Horney's placement of the person in a broader cultural context

Nov 19


Erich Fromm's interrelation of person and culture; analysis of cultural


pathologies and articulation of alternatives

Nov 26


Dec 3

Marrow & Loye

From Field Theory to social cognition

Dec 10


Information processing models of cognition. Final exam.


Dec 17



READING: Please do the assigned reading by the date shown and come to class prepared to discuss it. Where they are available, I strongly recommend reading the online lecture notes and summaries prior to class, so that you can use the class to think, ask questions, and make comments rather than for your first take on the information

SUMMARY OF DUE DATES (changes may occur)

SEP. 3: Brief Greeks paper. (max 2 pages)
OCT. 1: PAPER 2 DUE. Design for a behavioral intervention, with baseline data.
OCT. 8: MIDTERM. Greeks through social learning and cognitive behavioral psy.
NOV. 19: PAPER 3 DUE. On the psychoanalytic tradition.
DEC. 10: FINAL EXAM. Freud through Fieldtheory & social cognition


A. Prerequisites:
  • Intro to Psychology (250 or equivalent)
  • College composition (Eng 101 or equivalent)
  • Critical Thinking (Phil 101 or equivalent)
  • GE math requirement is desirable
  • Status as a declared psychology major, unless empty seats are available
B. Course Objectives:
  • To provide a common base of knowledge and abilities for advanced courses
  • To become familiar with central issues in psychology's present and past, and the arguments surrounding them.
  • To provide first - hand knowledge, through reading original sources, of principal figures in 20th century psychology, and their contributions.
  • To develop skills, along with the accompanying perspectives, useful both in professional work and everyday life.
C. Other.

Online summaries and lecture notes will be provided on some (not all) of the material. Exams will include questions on material discussed in class as well as reading, so if you miss class it's wise to get the notes.

     5%   Paper 1
     20%  Paper 2  (takehome essay)
     20%  Midterm  (multiple choice)
     20%  Paper 3  (takehome essay)
     20%  Final exam (multiple choice)
     15%  Class participation and attendance. 

GUIDELINES FOR PAPERS. Suggested 3-5 pages each. Strive for clear,writing that makes its point well. Avoid empty verbiage and padding (no "snow jobs," please). I like concise writing in which many points are made in little space. Start with your first substantive point, say what you have to say, and stop.Forget introductions and summations (unless they're very clever and your literary self insists I do like catchy leads and endings.).Exceeding the assigned lengths will not bring extra points, but take the space you need in order to say what you have to say. Find your own reconciliation of these elements. Please type.

GUIDELINES FOR EXAMS. In evaluating exams, I take the class performance as a whole into account, so 80% might end up being the highest score and a strong A. I do not use a "real" curve which assigns a specified percentate of As, of Bs, etc. I try to focus the items on the main concepts and ideas, and on which ideas are associated with which thinkers. It pleases me when many of you all do well, whether on an exam or a paper.

What do I consider a poor paper? One that just parrots back material with no thoughtfulness attached. One that sounds just like everybody else's. One that puts me to sleep (yes, it happens). One that offers no interesting information about you or anyone else. One that was obviously tossed off in half an hour. One that's sufficiently vague that it's not clear that you know what you're talking about. One that does not refer to specific items that you have learned for this course.One that sounds like you wrote it for a different course and are trying to pass it off in this one.

LATE PENALTY on papers and exams: 1/2 grade per week. (Better late than never!)

CLASS ATTENDANCE AND PARTICIPATION. This includes both attendance & participation in the large class and attendance in the small group, if we have small groups.Please note:

If due to unavoidable life circumstances you have to stop coming to class, be sure you officially withdraw at the registrar's office. Then you would get a "W" which does not count against you. If you appear as still in the class on my final roster, I am required to give you a "U" (unauthorized withdrawal), which turns into an F on your record.
If you cannot complete the course work on time, you must fill out a "request for incomplete" form and give it to me. Otherwise, depending on the circumstances you will receive either a "U" or a final grade which counts the incompleted work as an F, which would surely lower your overall grade.
I recognize that some people can speak out easily in class and others have a harder time doing so. Therefore I often use a discussion format in which we go up and down the rows, or around the circle, and each one of you simply reads out loud a brief passage that had an impact for you. I have found that even shy, quiet students are able to do this. It may be something you really liked, something you hated or disagreed with, or something you didn't quite understand.If you want to add a comment of your own, that's just fine, but not required. All I ask is that you read aloud. (Please mark several passages to choose from, in case someone else has already read one that you thought of reading.) We will use this procedure with many but not all of the reading selections, without forewarning, so you should be prepared to read aloud every week. When you do, I will put a dot by your name on my roster, and this will contribute to your class participation evaluation at the end. Many dots, high. Few dots, low.
Other questions, comments, and discussion are also encouraged. If you're shy about speaking out, please work on doing so more. If you tend to be a big talker, say your piece but also make space for quieter students to speak out. If I bypass your waving hand and call on a quieter student, it's to try to involve everyone.

Whispering back and forth during lectures and discussions is a no-no (high school behavior). Pass notes instead. They're less disturbing.

The grades reflect the overall quality of class members ' work, so that if many do good work, grades will be higher than if many do poor work. Please do help each other; it's not a zero-sum game. (On the other hand, I have zero tolerance for cheating on exams or having someone write a paper for you. Don't tempt fate.) And please remember that a grade reflects only your performance on the assignment or in the class, not your worth as a person. Have a good semester.

THE WEBSITE. This is a source of supplementary material. There are summaries of some lectures and concepts, my own lecture notes for some lectures, and links to other interesting related sites. I have pretty much stopped giving out paper/hardcopy summaries, and encourage you to use the website instead. If you forget the URL, you can go to SSU to academic programs to psychology department to faculty to me. Or you can put 'Victor Daniels' into any search engine and my home page will probably come up right beneath the entry for Victor Daniels, aka Chief Thunder Cloud, a Cherokee who played Tonto in the original Lone Ranger movies.


DUE DEC. 9 (WED CLASS) OR 10 (TH CLASS). PLEASE TURN THIS IN ON TIME. (The late penalty will be strictly applied.)

1. Examine a specific existing social unit from the perspective of Erich Fromm and from that of Kurt Lewin. This might be a couple, family, club or gang, workplace, community agency or institution, or some other social body. Critique its present mode of functioning from the perspective of each theorist, from the standpoints of how well it meets participants needs and how well it functions as a social system.

2. Drawing on the ideas of Erich Fromm and Kurt Lewin, present a utopian design for some element of human culture. (A school, housing complex, neighborhood, company, or larger economic or political entity.) Make explicit reference to Fromm's and Lewin's concepts in your presentation.

To be eligible for a C, you must use either the reading or the on-line lectures as a basis for your answer.
To be eligible for a B, you must use both the reading and the on-line lectures.
To be eligible for an A, you must use the reading, the on-line lectures, and some of the links for each theorist.