psychologists-from-the-united-states

"… Hassan promotes the BITE model as a scientific method for identifying “destructive cults,” claiming it can distinguish legitimate religions from dangerous groups. In practice, however, the model functions less as a diagnostic tool than as a means of labeling any movement he opposes as a “cult.” Its criteria are so broad and indeterminate that they can be applied to political movements, established religions, or even public-health debates, depending on the evaluator’s preferences. The result is a subjective framework that reflects Hassan’s own moral and political prejudices."

"There is substantial evidence, over a wide attitudinal and experimental range, that perceptions, opinions and values are systematically ordered in modern societies....Modern society...is more or less unique in the extent to which it produces standardized contexts of experience."

"Perhaps it is symbolic that Brook Farm, initially the most American of our Utopian communities, perished in a holocaust and was never fully rebuilt. A parallel destiny has pursued not only the other attempts to implement Utopian vision in this country, but the Utopian spirit in American life as a whole. As thinkers, Americans rarely if ever now attempt to construct an imaginary society better than that in which they live; and at the same time, the faith that our society is in some sense a Utopia has surely disappeared....But if we define Utopia as any attempt to make imaginatively concrete the possibilities of the future, Utopias have not in our own day ceased to exist, but have merely been transvalued....Our visions of the future have shifted from images of hope to vistas of despair; Utopias have become warnings, not beacons. Huxley's Brave New World, Orwell's 1984 and Animal Farm, Young's The Rise of the Meritocracy, and ironically even Skinner's Walden Two—the vast majority of our serious visions of the future are negative visions, extensions of the most pernicious trends of the present."

"With the age-old goal of universal prosperity within sight, we must question whether the methods—technological values and virtues, the instrumental goals of our affluent society—that help us approach this goal will serve to take us beyond it."

"This study examines the responses of mothers of girls about similarities and differences of their and . After these measures had been completed and scored, the investigator obtained zygosity diagnoses of the twins made by extensive blood‐group analyses. Of the 61 pairs of twins, 11 were misclassified by their mothers. Despite these mothers’ erroneous beliefs about the zygosity of their twins, they described the twins as having similarities and differences appropriate to their true degree of genetic relatedness."

"Sensory data are filtered through the knowing apparatus of the human senses and made into perceptions and s. The human mind is also constructed in a , and its knowledge is in part created by the social and cultural context in which it comes to know the world. Knowledge of the world is therefore always constructed by the human mind in the working models of reality in the sciences. Fleeting impressions of criminal behavior are elaborated by individuals into complete accounts that they believe to be "true." The wrong people are identified as the criminals, and events are construed in ways that are consistent with the observer's emotions and prejudices. Scientific theories are judged by their persuasive power in the community of scientists. They advance and decline through discussions among scientists. In social and developmental psychology, most of the models specify about human interactions have variables with neither temporal nor directional priorities that can escape challenge."

"Psychological science has a great deal to contribute to social welfare in all societies, because the world's most pressing social problems are behavioral in nature—, hunger, , , low worker productivity, poor educational outcomes, and so forth. Thus, psychological research can inform to improve approaches to these important s. The relationship of psychological science to public policy is often troubled, however, by misunderstandings about the role of science in the policy making process. Many scientists fear that their research results will be “misused” by others whose values differ from those of scientists. Thus, psychologists are reluctant to publish research results that can be used to support policies contrary to their own values and hesitate to ask research questions that can generate politically incorrect results. In this article, I argue that psychological science has a primary responsibility to ask dangerous questions and to report results honestly, without fear of their use; that research is not translated directly into public policies; and that psychological science should not be perverted either by fear of political consequences or by compromising truth in a quest for power. Three research examples are given to illustrate the different faces of temptation to pervert psychological science in a misguided hope that scientists' own values will be reflected in public policies."

"Social scientists are interested in two broad themes or aspects of . The first is how any society functions as an age structure and how changing over time affect economic, political, and other aspects of social organization. The second is how attitudes and roles change over the life cycle of the individual or in cohorts of individuals."

"Age is an underlying dimension of social organization, for in all societies the relations between individuals and between groups are regulated by age difference. Thus far, however, little systematic attention has been paid by sociologists or social psychologists to the ways in which age groups relate to each other in modern complex societies, to age-grading, to relations between generations, of to systems of norms which govern ."

"Studies of human behavior in different societies have helped the social scientist understand the relations between culture and personality and have helped him shake free his hypotheses about human behavior from particular sets of cultural biases. These points are as important in studying middle age and aging as in studying child development."

"The terminal phase of the life cycle is receiving increased attention from social scientists. While this may be caused by the student interested in the sociology of knowledge, it is nevertheless striking that in the past few years there has been a sudden multiplication of studies of perceptions of time, finitude, attitudes toward death, and other psychological and sociological aspects of death and dying (an interest which is reflected also in the professional literature of physicians, psychiatrists, nurses, and s)."

"The of are rapidly changing, thereby altering the traditional relations between age groups. Some observers think ageism is increasing in the United States; others, that it is decreasing. In either case, stereotypes of old age are now changing with the rise of the young-old—that is, the age group 55 to 75, who constitute 15 percent of the population—who are relatively healthy, relatively affluent, relatively free from traditional responsibilities of work and family and who are increasingly well educated and politically active. This group will develop a variety of new needs with regard to meaningful use of time and for maximizing the opportunities for both self-enhancement and community participation. The young-old have enormous potential as agents of social change in creating an age-irrelevant society and in thus improving the relations between age groups."

"In teaching our child the English language, we talked to her as an adult except that our words were simple and concrete. In general our practice has been not to correct her mistakes, trusting to the force of good example. As much as possible we have tried to have her words stand for real things; for instance, we took her to see pigs and bears and skunks, so that she would not get her conceptions merely from stories, pictures and s. Finally we make an effort to avoid the dead level of too simple language by at times dealing with familiar situations in new words."

"The concept of territory proves to be as old as the science of ornithology, since Aristotle was the first writer to mention it. This was pointed out by Lack (Condor, 46, 1944:108) who, however, did not follow the subsequent history of these observations. ... It was Aristotle, then, who declared that eagles partition out the land according to their needs for food, and this statement was incorporated into the books of Pliny, (in regard to ), Albertus Magnus (transferred to vultures), , , and Buffon."

"Each spring the drowsy trill of the called us and armed with pails and strainers and home-made nets, off we started to the nearby railroad . Here we found treasures: strings of toad eggs, s big and little, sedate s (which we believed were lizards), and alluring s, drab , and most tempting of all, . Caddis flies had fascinated me ever since I had read about them Charles Kingsley's (1863), and it was wonderful to find that these almost mythical creatures of English brooks were our neighbors here in our own waters."

"The most cherished of my life came in 1895 — 's Bird-Craft (1895). For the first time, I had coloured bird pictures. Many of these were adapted from Audubon's (1827); single birds, or occasionally a pair, sometimes in surprising attitudes, were depicted. In later years, when looking at the reproductions of Audubon's original plates, every now and then a picture has given me a little tug at the heart, recalling my childhood years of eager search. The simple descriptions, the charming discussions, the enthusiastic introductory chapters of Bird-Craft — all these I pored over and all but learned by heart."

"Ornithological Margaret Morse Nice (1883–1974) changed the course of American through her two pioneering field studies in 1937 and 1943 on the . Although students of understand her importance, few general readers recognize her name, much less significance. There are many reasons this omission should be remedied: her outstanding professional accomplishments, her ability to balance family and career, her management of gender issues, and her work in conservation, preservation, and the ."

"I'm not suggesting that teachers never tell the truth, only that it isn't necessary to do it all the time. Since coming to one's own conclusions is mostly how we learn, the real job of a teacher is to force students to come to sensible conclusions by confronting what they already believe with stuff that is antithetical to those beliefs. A confused person has only 2 choices. Admit he is confused and doesn't care, or resolve the confusion. Resolving the confusion invloves thinking. Teachers can encourage thinking by making sure students have something confusing to think about."

"intelligence comes about in part from real focus (goal-directed behavior); (this is why you have the absent minded professor caricature[.] it is a rare woman who is not first and foremost focussed on what others are thinking and feeling about her[.] hard to be brilliant if you are worrying if you look fat or why another woman hates you or why you dont own a kelly bag[.]"

"... Let me start with the top mistakes that teachers make. Some of these mistakes are forced on teachers by a badly designed education system, and some are ones that teachers make no matter what they are teaching or which system they are teaching in. Some of these are less than obvious, so let's consider them one-by-one."

"There are endless books about what every third grader must know that use the idea that factual knowledge is the basis of the ability to read as their justification. Unfortunately, the writers of these tracts have misunderstood the cognitive science behind those statements. It is difficult to read things when you don't understand what they are about, but it does not follow from that thatthe solution is to ram that knowledge down kids' throats and then have them read. It is much more clever to have them read about what they know and to gradually increase their knowledge through stories that cause them to have to learn more in order to make the stories understandable to them"

"Certain things need to be done again and again in life, but those things can be learned only in context, not as an abstraction. Different contexts must be provided in order to motivate students and to provide real world skills that will be remembered, not because they were studied and tested but because they were practicied again and again."

"I immediately decided that I would do whatever it took to make it into that 10 percent. My daughters, Laura and Erika, were just 18 and 22, far too young to say goodbye. I know some people make the decision to not use life-prolonging interventions, such as a feeding tube, noninvasive breathing support or a ventilator. Susan Spencer Wendel, author of the book, " Until I Say Good-Bye," has said she will not use any of these interventions. While I respect her decision, it is not right for me."

"knew little about the disease, commonly known as Lou Gehrig's disease. I asked, "Do people die?" He looked away and said, "Sometimes." I started to cry, knowing that "sometimes" meant "always." How could I have this awful disease? I ate healthy, exercised, was thin and was rarely sick."

"I remember the nurse practitioner, a long-time member of the team, said that refusing would be like writing "DNR" - do not resuscitate - on my chart. But I had researched the changes that tracheostomy would bring, and I just wanted to delay them a few months."

"I had hoped the weakness in my leg would be treatable, but my doctor shook his head. The intravenous immunoglobulin treatments he'd been giving me for a possible motor neuropathy weren't working, leading him to conclude I had "probable ALS.""

"Testing is not confined to the educational system. Volunteers for the United States military services must obtain passing scores on a test of general mental competence, the Armed Forces Qualifying Test (AFQT)."

"Concerns about intelligence are not confined to concerns about our leaders. Our school systems use cognitive tests to stream high school students into different pro¬ grams. Colleges use cognitive tests to screen applicants for higher education programs. These tests are never called “intelligence tests,” but they correlate highly with them."

"The study of intelligence is not an isolated academic topic; our intelligence has social consequences. We want our leaders to be intelligent, and exhibit concern if we think they are not. There were politically motivated attacks on the intelligence of Presidents Lincoln, Truman, Harding, and Ford. Seri¬ ous concerns about mental competence"

"Homer and Shakespeare lived in very different times, more than two thousand years apart, but they both captured the same idea; we are not all equally intelligent. I suspect that anyone who has failed to notice this is somewhat out of touch with the species."

"I would like to see all alumni of the University consider how they can continue the enrichment of the University for the future benefit of humanity. There are a number of mechanisms in place now to encourage continued engagement, but some which reach out to very new alumni, even before they are in a position to make significant financial commitments, would be effective in promoting continued involvement."

"I'd always had an interest in children. Always, from the time I was very small. I'd always thought I wanted to work with children, and psychology seemed a good field."

"I was a graduate student teaching and research assistant, in my opinion the best position for a graduate student because it provides the most intensive and closest exposure to the discipline which a student is pursuing."

"When I consider the faculty, students, staff, the alumni and the community engagement I see so many ways in which the University is a model for higher education nationwide, and possibly internationally. I find that exciting, and feel that efforts along those lines will continue because of the good results to date."

"[was] the most marvellous learning experience I have ever had -- in the whole sense of urgency, you know, of breaking down the segregation, and the whole sense of really, blasphemy, to blacks, was brought very clearly to me in that office."

"We found the children really didn't want to be black or even brown, then you began to wonder about the whole field of education, and what did it mean that all these children were in one place? You know, what kind of situation is this, that they're isolated from whites, and they can never learn that they're just as good as whites, they're just as bright as whites. They'll always think they're inferior. They'll always think that whites are superior to them."

"My academic study was in experimental, sensory psychology and my professional career was in vision research, both as a researcher and a laboratory manager."

"It is impossible to permanently avoid an internal war between adversarial parts of the self simply by trying to increase the degree of power held by only one part."

"When the theoretical questions are properly understood, proponents of race science, while entitled to their freedom of inquiry and expression, deserve the vigorous disapprobation they often receive."

"If it is ever documented conclusively, the genetic inferiority of a race on a trait as important as intelligence will rank with the atomic bomb as the most destructive scientific discovery in human history. The correct conclusion is to withhold judgment."

"Why don’t we accept racial stereotypes as reasonable hypotheses, okay to consider until they have been scientifically proven false? They are offensive precisely because they violate our intuition about the balance between innateness and self-determination of the moral and cultural qualities of human beings. No reasonable person would be offended by the observation that Africans have curlier hair than the Chinese, notwithstanding the possibility of some future environment in which it is no longer true. But we can recognize a contention that Chinese people are genetically predisposed to be better table-tennis players than Africans as silly, and the contention that they are smarter than Africans as ugly, because it is a matter of ethical principle that individual and cultural accomplishment is not tied to the genes in the same way as the appearance of our hair."

"Parts carry extreme beliefs and emotions in or on their "bodies" that drive the way they feel and act. … [T]his is how parts describe themselves—that they have bodies[,] and that their bodies contain emotions and beliefs that came into them and don't belong to them. Often, they can tell you the exact traumatic moment these emotions and beliefs came into or attached to them[,] and they can tell you where they carry what seem to them to be these foreign objects in or on their bodies."

"The scientific method consists of the use of procedures designed to show not that our predictions and hypotheses are right, but that they might be wrong. Scientific reasoning is useful to anyone in any job because it makes us face the possibility, even the dire reality, that we were mistaken. It forces us to confront our self-justifications and put them on public display for others to puncture. At its core, therefore, science is a form of arrogance control."

"The western mind — and perhaps the American mind in particular — has been trained to equate success with victory, to equate doing well with beating someone."

"Scientific skepticism is considered good. ... Under this principle, one must question, doubt, or suspend judgment until sufficient information is available. Skeptics demand that evidence and proof be offered before conclusions can be drawn. ... One must thoughtfully gather evidence and be persuaded by the evidence rather than by prejudice, bias, or uncritical thinking."

"The scientific method consists of the use of procedures designed to show not that our predictions and hypotheses are right, but that they might be wrong. Scientific reasoning is useful to anyone in any job because it makes us face the possibility, even the dire reality, that we were mistaken. It forces us to confront our self-justifications and put them on public display for others to puncture. At its core, therefore, science is a form of arrogance control."

"Most clients had parts that didn't trust the leadership of their Self in the outside world. These parts jumped in to handle many kinds of external experiences because they believed they had to protect the system. They were like parentified children who don't trust that their parent is capable and, consquently, bravely take on responsibilities for the welfare of the family that are beyond their capacities."

"Your emotions and thoughts … emanate from inner personalities I call parts of you. I’m suggesting that what seems like your explosive temper, for example, is more than a bundle of anger. If you were to focus on it and ask it questions, you might learn that it is a protective part of you that defends other vulnerable parts and is in conflict with the parts of you that want to please everyone. It might reveal to you that it has to stay this angry as long as you are so vulnerable and self-sacrificing. You might also learn that it has other feelings, such as fear and sadness, but that it feels as though it must stay in this role of being the angry one to protect you. If you asked it to, it could show you scenes of the point in your life when it was forced into its protective role. It might even show you an image or representation of itself, such as a dragon, volcano, or tough adolescent kid. Most importantly, it can tell you how you can help to release it so it is no longer stuck in this rageful role. With your help, it can change dramatically into a valuable quality so that you’re no longer plagued with a bad temper; instead, for example, you have an increased ability to assert yourself appropriately."

"When I asked these protective parts what they’d rather do if they trusted they didn’t have to protect, they often wanted to do something opposite of the role they were in. Inner critics wanted to become cheerleaders or sage advisors, extreme caretakers wanted to help set boundaries, rageful parts wanted to help with discerning who was safe. It seemed that not only were parts not what they seemed, but also they each had qualities and resources to bring to the client’s life that were not available while they were tied up in the protective roles."

"Writers have been philosophizing, moralizing, and eulogizing on the subject of "erotic," "passionate," "romantic" love (i.e., limerence) since Plato (and surely long before that). And more often than not, what is said is enough to make a limerent dissolve into the walls in embarrassment. It can be dangerous to stick your neck out on the subject of love—dangerous to your self-esteem and to your reputation."