By Veronica H.By Veronica H.EHAPEHAP

The History of The History of Modern Modern

European European PsychologyPsychology

How did European How did European Psychologists Psychologists

affect life in Europe affect life in Europe from the 19th from the 19th

Century to the 20th Century to the 20th Century?Century?

Origin of PsychologyOrigin of Psychology

• Psychology began in EuropePsychology began in Europe

• Progressed through many Progressed through many different thinkers with different different thinkers with different ideas and schools of thoughtideas and schools of thought

• This succession was affected by This succession was affected by Europe’s history as well as Europe’s history as well as Europe’s culture being affected Europe’s culture being affected by psychologyby psychology

Charles Darwin (1809-1892)Charles Darwin (1809-1892)• British naturalistBritish naturalist• Co-originator of the Co-originator of the

theory of evolutiontheory of evolution• Extremely influential in Extremely influential in

the development of the development of psychologypsychology

• Influenced much of Influenced much of European culture and European culture and mind-set mind-set “Social “Social Darwinism”Darwinism”

• Wrote Wrote Origins of Origins of SpeciesSpecies in 1859 in 1859

Darwin’s Research Darwin’s Research and Discoveriesand Discoveries

• Darwin took a five year journey to Darwin took a five year journey to investigate life on Islands, especially investigate life on Islands, especially the Galapagos Islandsthe Galapagos Islands– He collected organisms and fossilsHe collected organisms and fossils– Came up with the theory of evolutionCame up with the theory of evolution– Discovered that existing species were Discovered that existing species were

all related through decedents with all related through decedents with modification modification natural selection natural selection

Darwin’s Impact on European Darwin’s Impact on European SocietySociety

• Darwin’s idea of the Survival of the Darwin’s idea of the Survival of the fittest affected many European livesfittest affected many European lives– It changed the attitude of many people, It changed the attitude of many people,

making them much more competitive making them much more competitive and ruthlessand ruthless

– This change in attitude is shown through This change in attitude is shown through Realpolitique Realpolitique ruling, for example Queen ruling, for example Queen Elizabeth I of EnglandElizabeth I of England

– The idea behind Manifest Destiny is also The idea behind Manifest Destiny is also inspired by Darwininspired by Darwin

Quotes by Elizabeth IQuotes by Elizabeth I

A strength to harm is A strength to harm is perilous in the hand perilous in the hand of an ambitious head.of an ambitious head.

There is nothing There is nothing about which I am about which I am more anxious more anxious than my country, and than my country, and for its sake I am for its sake I am willing to die ten willing to die ten deaths, if that be deaths, if that be possible.possible.

Paul Pierre Broca (1824-1880)Paul Pierre Broca (1824-1880)

• Born in Sainte-Born in Sainte-Foy-La-Grande, Foy-La-Grande, FranceFrance

• Went to medical Went to medical school in Parisschool in Paris

• Was a professor Was a professor of surgical of surgical pathology at the pathology at the University of University of ParisParis

Broca’s Early WorksBroca’s Early Works

• Studied:Studied:– The history of cartilage and The history of cartilage and

bonebone– Cancer pathologyCancer pathology– Treatment of aneurysmsTreatment of aneurysms– Infant mortalityInfant mortality

• Made important contributions Made important contributions to the understanding of the to the understanding of the limbic systemlimbic system

Broca’s Research and DiscoveryBroca’s Research and Discovery

• Researched the location of the Researched the location of the production of speech production of speech research of research of the lateralization of brain functionsthe lateralization of brain functions

• Discovered the speech production Discovered the speech production center of the brain, located in the center of the brain, located in the frontal lobesfrontal lobes

• Region now known as Broca’s areaRegion now known as Broca’s area

Location of Broca’s areaLocation of Broca’s area

Method to Broca’s ResearchMethod to Broca’s Research

• He studied many aphasic patientHe studied many aphasic patient

– Most famous patient:Most famous patient: Nicknamed “Tan”Nicknamed “Tan” 1861 through post-mortem 1861 through post-mortem

autopsy determined that he had a autopsy determined that he had a lesion in the left cerebral lesion in the left cerebral hemisphere of his brainhemisphere of his brain

The lesion covered the area which The lesion covered the area which controlled the speech production controlled the speech production

Brain Studied by BrocaBrain Studied by Broca

Brain of Brain of patient with patient with

motor motor aphasiaaphasia

Realization from Broca’s Realization from Broca’s WorkWork

Speech production Speech production frontal lobes left frontal lobes left hemisphere of the hemisphere of the brainbrain broca’s area broca’s area

Wilhelm Wundt (1832-1920)Wilhelm Wundt (1832-1920)

• Born in a small Born in a small German village called German village called Nekarau Nekarau

• Known as the “Father Known as the “Father of Psychology”of Psychology”

• First man to be called First man to be called solely a psychologist, solely a psychologist, without another name without another name given to himgiven to him

Wundt’s ResearchWundt’s Research

• 18791879Wundt established the first Wundt established the first psychology laboratory at the psychology laboratory at the University of LeipzigUniversity of Leipzig

• He concentrated on psychological He concentrated on psychological researchresearch

– mostly studying human sensorymostly studying human sensory

• Wundt used a systematic Wundt used a systematic methodological approachmethodological approach

• His research was a milestone in His research was a milestone in establishing psychology as a scienceestablishing psychology as a science

Wundt’s WorksWundt’s Works

• Wrote Wrote Principles of Physiological Principles of Physiological PsychologyPsychology in 1874 in 1874

• Created the structuralism which is Created the structuralism which is the structure of conscious the structure of conscious experiencesexperiences

• His chief method of examination His chief method of examination was called introspectionwas called introspection– Which is just observation of Which is just observation of

sensationssensations

Edward B. Titchener (1867-1927)Edward B. Titchener (1867-1927)

• Titchener was a Titchener was a student of Wilhelm student of Wilhelm Wundt Wundt

• Put his own spin on Put his own spin on Wundt's psychology Wundt's psychology of consciousness of consciousness

• He attempted to He attempted to classify the classify the structures of the structures of the mind like other mind like other scientists wouldscientists would

Sigmund Freud (1856-1939)Sigmund Freud (1856-1939)

• Born in Freiberg, Moravia Born in Freiberg, Moravia in the Czech Republicin the Czech Republic

• Moved to Vienna, Moved to Vienna, Austria when he wasAustria when he wasfour years oldfour years old

• He graduated from the He graduated from the medical school at the medical school at the University of Vienna in 1881University of Vienna in 1881

• Decided to specialize in neurologyDecided to specialize in neurology

Freud’s impact on European Freud’s impact on European SocietySociety

• Revolutionized ideas of how the Revolutionized ideas of how the human mind workshuman mind works

• Established the theory that the Established the theory that the unconscious motives control unconscious motives control much of human behaviormuch of human behavior

• Advanced fields of psychiatry Advanced fields of psychiatry and psychologyand psychology

Freud’s Impact on European Art Freud’s Impact on European Art MovementMovement

• Freud’s theories influenced surrealismFreud’s theories influenced surrealism

– Freud preformed psychoanalysis Freud preformed psychoanalysis which was like the concept of many which was like the concept of many paintingspaintings

Exploring the inner depths of the Exploring the inner depths of the unconscious mindunconscious mind

Freud’s ideas also were used by Freud’s ideas also were used by many authors and artists as many authors and artists as subject mattersubject matter

Freud’s WorksFreud’s Works• Freud went to Paris in 1885 to study Jean Freud went to Paris in 1885 to study Jean

Martin Charcot, a famous neurologistMartin Charcot, a famous neurologist• Freud then returned to Vienna in 1886 and Freud then returned to Vienna in 1886 and

started to work extensively on hysterical started to work extensively on hysterical patientspatients

• Freud wrote many important and highly Freud wrote many important and highly influential pieces, some being:influential pieces, some being:

– The interpretation of DreamsThe interpretation of Dreams in 1900 in 1900– The Ego and the IdThe Ego and the Id in 1923 in 1923– Civilization and Its DiscontentsCivilization and Its Discontents in 1930 in 1930

Freud’s TheoriesFreud’s Theories

• Freud observed many patients on Freud observed many patients on how they behaved according to how they behaved according to their unconscious drives and their unconscious drives and experiencesexperiences

• Concluded that the unconscious Concluded that the unconscious plays a large role in shaping plays a large role in shaping someone’s behaviorsomeone’s behavior

• Thought that people used what he Thought that people used what he called defense mechanismscalled defense mechanisms

Freud’s Form of TherapyFreud’s Form of Therapy

• PsychoanalysisPsychoanalysis is a technique of is a technique of therapytherapy

– An analysis to explain the connections An analysis to explain the connections between the patients unconscious mind between the patients unconscious mind and their mental processesand their mental processes

• Free association- basic method of Free association- basic method of transference of informationtransference of information

• The patient, lays down and says The patient, lays down and says whatever comes to mindwhatever comes to mind

• Catharsis- the sudden release of emotionCatharsis- the sudden release of emotion

Couch used for PsychoanalysisCouch used for Psychoanalysis

Freud’s Freud’s famous couch famous couch in his London in his London clinicclinic

Freud’s Division of the BrainFreud’s Division of the Brain

• Freud believed that the brain was Freud believed that the brain was divided into three different partsdivided into three different parts

– The The IdId

– The The EgoEgo

– The The SuperegoSuperego

• Thought everyone was born with Thought everyone was born with certain natural drives which he certain natural drives which he called instinctscalled instincts

The IdThe Id• The The IdId is located in the nervous system is located in the nervous system• It is the part of the brain that controls the It is the part of the brain that controls the

instinctsinstincts– For example controls the desire for sexual For example controls the desire for sexual

pleasure pleasure

• It translates the person’s needs into It translates the person’s needs into motivational forces, instinctsmotivational forces, instincts

• The transformationThe transformation– needneedwish called the primary processwish called the primary process

• The Id works to satisfy the pleasure The Id works to satisfy the pleasure principleprinciple

The EgoThe Ego

• This part of the brain tries to resolve This part of the brain tries to resolve the conflicts between someone's the conflicts between someone's instincts and their external realityinstincts and their external reality

– An example is that it determines the An example is that it determines the socially acceptable method to get what socially acceptable method to get what someone wants someone wants

• The problem solving activity The problem solving activity performed is called the secondary performed is called the secondary processprocess

• It functions on the reality principleIt functions on the reality principle

The SuperegoThe Superego

• This section of the brain is the This section of the brain is the person’s conscienceperson’s conscience

• It controls the moral thoughts, It controls the moral thoughts, such as what is right and wrongsuch as what is right and wrong

• Two parts of the Two parts of the SuperegoSuperego::– Conscience: an internalization of Conscience: an internalization of

punishments and warningspunishments and warnings

– Ego ideal: driven by rewardsEgo ideal: driven by rewards

Freud’s Sexual Stages of Freud’s Sexual Stages of DevelopmentDevelopment

• Freud said that the sex drive is the most Freud said that the sex drive is the most important motivating forceimportant motivating force

• He created a psychosexual stage theory He created a psychosexual stage theory with stages starting from infancy until with stages starting from infancy until adulthoodadulthood

• Stages:Stages:– Oral StageOral Stage– Anal stageAnal stage– Phallic StagePhallic Stage– Latency StageLatency Stage– Genital StageGenital Stage

The Oral StageThe Oral Stage

• Lasts from birth to about Lasts from birth to about eighteen monthseighteen months

• The focus is of pleasure from The focus is of pleasure from the mouththe mouth

– An example is infants An example is infants sucking and biting sucking and biting

The Anal StageThe Anal Stage• Lasts from about eighteen Lasts from about eighteen

months to three or four years oldmonths to three or four years old

• The focus is now on the anusThe focus is now on the anus

– Children have a fixation with Children have a fixation with going to the bathroomgoing to the bathroom

– Same time as when children Same time as when children are potty trainedare potty trained

The Phallic StageThe Phallic Stage

• Lasts from three or four Lasts from three or four years old to around years old to around seven years oldseven years old

• The focus of pleasure is The focus of pleasure is now on the genitalianow on the genitalia

The Latent StageThe Latent Stage

• This period could last This period could last from any age as young from any age as young as five years old to as five years old to pubertypuberty

• Sexual urges are Sexual urges are suppressedsuppressed

The Genital StageThe Genital Stage

• This stage begins at puberty and This stage begins at puberty and lasts throughout an adults lifelasts throughout an adults life

• It represents the resurgence of the It represents the resurgence of the sex drive in adolescencessex drive in adolescences

• Focuses mostly on pleasure from Focuses mostly on pleasure from sexual intercoursesexual intercourse

Conclusions of Freud’s Conclusions of Freud’s Psychosexual StagesPsychosexual Stages

• Freud believed that everyone goes Freud believed that everyone goes through these stagesthrough these stages

• He believed if the normal pattern of He believed if the normal pattern of psychosexual development was psychosexual development was interrupted they would be stuck in an interrupted they would be stuck in an earlier, more immature stage, earlier, more immature stage, contribute to mental illnesses in contribute to mental illnesses in adulthoodadulthood theory is known as theory is known as Theory Theory of Psychosexual Development of Psychosexual Development

Freud’s Defense MechanismsFreud’s Defense Mechanisms

• Freud’s interpretations of how people cope Freud’s interpretations of how people cope with stresses in their liveswith stresses in their lives

• Eleven most common defense mechanisms:Eleven most common defense mechanisms:– Denial: blocking external events from Denial: blocking external events from

awarenessawareness– Repression: not being able to recall a Repression: not being able to recall a

threatening situation, person, or eventthreatening situation, person, or event– Isolation: involves stripping the emotion from a Isolation: involves stripping the emotion from a

difficult memory or threatening impulsedifficult memory or threatening impulse– Displacement: the redirection of an impulse Displacement: the redirection of an impulse

onto a substitute targetonto a substitute target– Projection: see your own unacceptable Projection: see your own unacceptable

behaviors in other peoplebehaviors in other people

Defense Mechanisms (cont.)Defense Mechanisms (cont.)– Reaction Formation: changing an unacceptable Reaction Formation: changing an unacceptable

impulse into its oppositeimpulse into its opposite– Undoing: gestures or rituals which are meant to Undoing: gestures or rituals which are meant to

cancel out unpleasant thoughtscancel out unpleasant thoughts– Introjections/ Identification: copying someone else Introjections/ Identification: copying someone else

because you think it is better than yourselfbecause you think it is better than yourself– Regression: movement back in psychological time Regression: movement back in psychological time

when someone is faced with stresswhen someone is faced with stress– Rationalization: cognitively distorting the facts to Rationalization: cognitively distorting the facts to

make an event or impulse less threatening to the make an event or impulse less threatening to the personperson

– Sublimation: transforming an unacceptable Sublimation: transforming an unacceptable impulse to a productive productimpulse to a productive product

From From The Interpretation of The Interpretation of DreamsDreams, 1900, 1900

The interpretation of dreams is The interpretation of dreams is the royal road to a knowledge of the royal road to a knowledge of the unconscious activities of the the unconscious activities of the mind.mind.

-- Sigmund Freud-- Sigmund Freud

A letter by FreudA letter by Freud• A letter written from A letter written from

Freud to Wilhelm Fliess, Freud to Wilhelm Fliess, a Berlin physiciana Berlin physician

• These letters make a These letters make a record of Freud's self record of Freud's self analysisanalysis

• They document the They document the process through which process through which he arrived at some of his he arrived at some of his most persuasive and most persuasive and controversial ideas controversial ideas

• In this particular letter, In this particular letter, that he wrote after his that he wrote after his father died, he describes father died, he describes himself as being himself as being torn up torn up by the rootsby the roots

Depictions from Depictions from Interpretation of Interpretation of DreamsDreams

• An illustration An illustration in in The The Interpretation of Interpretation of DreamsDreams..

• It is depicting a It is depicting a French nurses French nurses dream, in order dream, in order to help herto help her

Carl Gustav Jung Carl Gustav Jung (1875- 1961)(1875- 1961)

• He was born in He was born in Kesswil, SwitzerlandKesswil, Switzerland

• Was the first Was the first president of the president of the International International Psychoanalytic Psychoanalytic AssociationAssociation

• Founder of analytical Founder of analytical psychologypsychology

• Successor of Successor of Sigmund FreudSigmund Freud

Jung’s WorksJung’s Works• He broke with Freud in 1912, when he publishedHe broke with Freud in 1912, when he published

Psychology of the UnconsciousPsychology of the Unconscious– It focused on the two dimensions of the It focused on the two dimensions of the

unconsciousunconscious The personal part, encompasses the The personal part, encompasses the

repressed or forgotten content of an repressed or forgotten content of an individual's mental and material lifeindividual's mental and material life

The “The “collective unconscious”, collective unconscious”, which Jung which Jung referred to as the acts and mental patterns referred to as the acts and mental patterns shared either by members of a culture or shared either by members of a culture or universally by all human beingsuniversally by all human beings

• He also wrote In He also wrote In Psychological Types in Psychological Types in 19211921

Alfred Adler Alfred Adler (1870-1937)(1870-1937)• He was born in Vienna, He was born in Vienna,

AustriaAustria• He grew up in Vienna He grew up in Vienna

and became ill with and became ill with pneumonia as a childpneumonia as a child

• He followed through He followed through with his decision and with his decision and received his M.D. received his M.D. degree in1895 he at the degree in1895 he at the University of ViennaUniversity of Vienna

• Founder of individual Founder of individual psychologypsychology

• Rejected Freudian Rejected Freudian theoriestheories

Adler’s AchievementsAdler’s Achievements• In 1898, he wrote his first book which In 1898, he wrote his first book which

his main beliefs of his school of his main beliefs of his school of thought were based thought were based

– Focusing on the necessity of Focusing on the necessity of looking at man as a whole, reacting looking at man as a whole, reacting to his/her environmentto his/her environment

• In 1912 Adler published, In 1912 Adler published, The Neurotic The Neurotic ConstitutionConstitution

• His next book was His next book was Understanding Understanding Human Nature Human Nature in 1927in 1927

Adler’s Spread of HelpAdler’s Spread of Help• His efforts were halted by World His efforts were halted by World

War IWar I

• He served as a doctor with the He served as a doctor with the Austrian ArmyAustrian Army

• Adler founded several child Adler founded several child guidance clinics in Viennaguidance clinics in Vienna

• Adler’s help in Vienna stimulated Adler’s help in Vienna stimulated the development of similar clinics the development of similar clinics in other countries throughout in other countries throughout EuropeEurope

Jean Piaget Jean Piaget (1896-1980)(1896-1980)

• Born in Neuchatel, Born in Neuchatel, SwitzerlandSwitzerland

• He studied natural He studied natural sciences at the sciences at the University of University of Neuchatel and Neuchatel and received his PhDreceived his PhD

• He went to Zurich for He went to Zurich for a semester and a semester and became interested in became interested in psychoanalysispsychoanalysis

Piaget TheoriesPiaget Theories

• He was interested in the He was interested in the nature of thought itselfnature of thought itself

• He called his work: He called his work: Genetic Genetic EpistemologyEpistemology

– the study of the the study of the development of development of knowledgeknowledge

Piaget’s Terms from his StudiesPiaget’s Terms from his Studies

• Schema- certain skills learned to deal Schema- certain skills learned to deal with ones environmentwith ones environment

• Assimilation- the act of copying a Assimilation- the act of copying a behavior learned from an old schema behavior learned from an old schema and repeating it on a new objectand repeating it on a new object

• Accommodation- accommodating an Accommodation- accommodating an old schema to a new objectold schema to a new object

• Adaptation- broad term for learning Adaptation- broad term for learning how to do many thingshow to do many things

Piaget’s Cognitive StagesPiaget’s Cognitive Stages

• Sensorimotor stageSensorimotor stage– From birth to two years oldFrom birth to two years old

• Preoperational stagePreoperational stage– From two years old to seven years From two years old to seven years

oldold• Concrete stageConcrete stage

– From seven years old to eleven From seven years old to eleven years oldyears old

• Formal stageFormal stage– Over eleven years oldOver eleven years old

Sensorimotor stageSensorimotor stage• Infant uses senses and motor abilities to Infant uses senses and motor abilities to

understand the worldunderstand the world• Between one and four months the child works Between one and four months the child works

on their primacy circular reactions:on their primacy circular reactions:– An action serves as a stimulus which makes the An action serves as a stimulus which makes the

infant repeat the same actioninfant repeat the same action Ex. Sucks their thumb, enjoys it so repeatsEx. Sucks their thumb, enjoys it so repeats

• Between four and twelve months uses Between four and twelve months uses secondary circular reactions:secondary circular reactions:

– Involves an action that has an outcome that Involves an action that has an outcome that makes the infant want to repeatmakes the infant want to repeat

Ex. Squeeze a rubber ducky, it quacks, so squeezes Ex. Squeeze a rubber ducky, it quacks, so squeezes again because they want to hear the quack againagain because they want to hear the quack again

Preoperational Preoperational StageStage• Now the child has mental Now the child has mental

representations and is able to representations and is able to pretendpretend

• Now thinks in images and symbolsNow thinks in images and symbols• Can not make logical sentences but Can not make logical sentences but

can use symbols and other things to can use symbols and other things to communicatecommunicate

– Ex. Creative playEx. Creative playuse the use the checker pieces as cookieschecker pieces as cookies

Concrete stageConcrete stage• Children understand logical Children understand logical

principals that apply to concrete principals that apply to concrete external objectsexternal objects

• Know that certain properties of an Know that certain properties of an object remain the same even when object remain the same even when the appearance may changethe appearance may change

– Conservation: the quantity remains the Conservation: the quantity remains the same despite changes in appearancesame despite changes in appearance

• Appreciate perspectives from another Appreciate perspectives from another point of view, not just their ownpoint of view, not just their own

Concrete stage (cont.)Concrete stage (cont.)

• Child learns classification and Child learns classification and seriation:seriation:

– Classification: refers to Classification: refers to whether a child can group whether a child can group things under one category things under one category

– Seriation: is the process of Seriation: is the process of putting things in orderputting things in order

Formal StageFormal Stage• Involves logical operations in abstract way, Involves logical operations in abstract way,

called hypothetical thinkingcalled hypothetical thinking• Learn to group possibilities in four different Learn to group possibilities in four different

ways:ways:– Conjunction: two things together make a Conjunction: two things together make a

differencedifference– Disjunction: one or the other thing affects Disjunction: one or the other thing affects

the outcomethe outcome– Implication: the formation of a hypothesis, Implication: the formation of a hypothesis,

if something happens then that will cause if something happens then that will cause something else to happensomething else to happen

– Incompatibility: the elimination of a Incompatibility: the elimination of a hypothesis, if something happens then hypothesis, if something happens then something else will not happen as a resultsomething else will not happen as a result

The EndThe End