Biographical

STEPHEN JAY GOULD teaches biology, geology and the history of science at Harvard University, where he has been on the faculty since 1967. He received an A.B. from Antioch College and a PhD. in paleontology from Columbia University. Well known for his popular scientific writings, in particular his monthly column in Natural History magazine, he is the author of 13 books.
Some creators announce their inventions with grand éclat. God proclaimed, "Fiat lux," and then flooded his new universe with brightness. Others bring forth great discoveries in a modest guise, as did Charles Darwin in defining his new mechanism of evolutionary causality in 1859: "I have called this principle, by which each slight variation, if useful, is preserved, by the term Natural Selection."

Stephen William Hawking was born on 8 January 1942 (300 years after the death of Galileo) in Oxford, England. His parents' house was in north London, but during the second world war Oxford was considered a safer place to have babies. When he was eight, his family moved to St Albans, a town about 20 miles north of London. At eleven Stephen went to St Albans School, and then on to University College, Oxford, his father's old college. Stephen wanted to do Mathematics, although his father would have preferred medicine. Mathematics was not available at University College, so he did Physics instead. After three years and not very much work he was awarded a first class honours degree in Natural Science.

Galton and subsequent investigators find wide divergences in people's subjective reports of mental imagery. Such individual differences might be taken to explain the peculiarly irreconcilable disputes over the nature and cognitive significance of imagery which have periodically broken out among psychologists and philosophers. However, to so explain these disputes is itself to take a substantive and questionable position on the cognitive role of imagery. This article distinguishes three separable issues over which people can be "for" or "against" mental images. Conflation of these issues can lead to theoretical differences being mistaken for experiential differences, even by theorists themselves. This is applied to the case of John B. Watson, who inaugurated a half-century of neglect of image psychology. Watson originally claimed to have vivid imagery; by 1913 he was denying the existence of images. This strange reversal, which made his behaviorism possible, is explicable as a "creative misconstrual" of Dunlap's "motor" theory of imagination.

This site includes biographical profiles of people who have influenced the development of intelligence theory and testing, in-depth articles exploring current controversies related to human intelligence, and resources for teachers.

"The basic thesis of gestalt theory might be formulated thus: there are contexts in which what is happening in the whole cannot be deduced from the characteristics of the separate pieces, but conversely; what happens to a part of the whole is, in clearcut cases, determined by the laws of the inner structure of its whole." Max Wertheimer, Gestalt theory.
Social Research, 11 (translation of lecture at the Kant Society, Berlin, 1924).

Knight Dunlap (1875-1949) has been called the "forgotten man" of American psychology. While some behavior therapists associate his name with "negative practice," he is probably unknown to the majority of psychologists. Although it is highly unlikely that Dunlap will ever be a household name, this page attempts to redress the neglect of Dunlap's many contributions to the history of American psychology.

While Müller ended his life as the experimentalist, he did not start out as one. His second doctoral subject was experimental physics (taught by Wilhelm Weber), but his dissertation of 1873 and his habilitation of 1876 (Müller, 1878a) would today be book-length versions of a Psychological Review articles, since there is no original data in either one. In the Habilitation, he defined much of the standard psychophysics that has been passed down to students (Haupt, 1995); recommended using both ascending and descending methods of limits to limit bias and the method of constant stimuli, which he extensively developed with the Müller weights, would seem to be another method designed to improve the usefulness of a threshold, but he did not provide any new experimental data. In the early papers on memory by Müller and Schumann, he seems to have originated a number of important procedural controls for the study of association. Kroh (1935, p. 155) puts Müller in the same group (first generation of psychologists) with Stumpf and Külpe, for which the transition to being an experimentalist was a significant step; a step that was not required for anyone trained as a physicist (Fechner) or physiologist (Wundt).

SOCIAL psychology has, as a rule, dealt with various phases of social experience from the psychological standpoint of individual experience. The point of approach which I wish to suggest is that of dealing with experience from the standpoint of society, at least from the standpoint of communication as essential to the social order. Social psychology, on this view, presupposes an approach to experience from the standpoint of the individual, but undertakes to determine in particular that which belongs to this experience because the individual himself belongs to a social structure, a social order.
-- from Mind, Self and Society from the Perspective of a Social Behaviorist

Hundreds of researchers have made significant contributions to cognitive science. What follows is a set of short academic biographies of people whom we believe should be counted on anyone's list of important contributors; the work of many of them is discussed in the Companion. Not every important figure is included; and some people are included, especially from the history of cognitive science, who would not describe, or could not have described, themselves as cognitive scientists despite their considerable impact on the field. We trust that the list will be useful to students doing research in cognitive science and to readers who wish to familiarize themselves with the work of specific contributors.

Few figures have had so decisive and fundamental an influence on the course of modern cultural history as Sigmund Freud. Yet few figures also have inspired such sustained controversy and intense debate. Freud's legacy continues to be hotly contested, as demonstrated by the controversy attracted by this exhibition even before its opening. Our notions of identity, memory, childhood, sexuality, and, most generally, of meaning have been shaped in relation to--and often in opposition to--Freud's work. The exhibition examines Freud's life and his key ideas and their effect upon the twentieth century.