A Summary On Theodore Simon

Throughout the span of history, psychology has always existed. Humans have always pondered why we think, act, and see the world as we do. Most information we have on the very foundations of psychology come from philosophers and physicists such as Plato, Aristotle, Descartes, and Gustav Fechner. Today I’ll be comparing two very different psychologists: John B. Watson and Carl Rogers. Although these two display different feelings and approaches to their field, they share the same roots. Keeping this in mind, I believe it’s important to understand that evaluating the likeness of contrasting branches

He claims that right before WW2 there were 3 main objectives to psychology: curing mental

Sir Francis Galton (1869, 1883) quantified traits that were assumed to be correlated, and developed the first comprehensive test of intelligence. By the end of the 19th century, the foundation was laid for modern day intelligence testing (Wicket, 1998). In 1905, the French psychologist Alfred Binet published the first modern intelligence test to identify students who needed special help in coping with the school curriculum (Neiser, et al. 1996). Shortly thereafter in 1908 and 1911, Alfred Binet and Theodore Simon published revisions of the Binet intelligence test (Wicket). The mental age concept was adopted to express the results in adequate units. The concept is based on an individual’s performance in comparison to the average performance of individuals in a specific chronological age group (Kaplin, & Saccuzzo).

Theodore Roethke was born in Saginaw, Michigan on May 25, 1908 to Otto Roethke and Helen Huebner. Along with uncle, his mother and father owned a local greenhouse, where Roethke spent a lot of his childhood days working and playing. He referred to the greenhouse as “my symbol for the whole of life, a womb, a heaven-on-earth” ( ). The greenhouse played a huge role in his poetry. Roethke implies that only after death of the self can people come to realize the true purpose of life, love. Roethke always had stored in the back of his mind “the idea that personal selves were not the focus of time on earth”( ). Therefore, people must experience the death of their selves before they can truly live.

Wilhelm Wundt was born in Mannheim, Germany on the 16th of August 1832. He grew up surrounded by a very intellectual family. Wundt was very distant from both his parents and a very lonely child in his early years in general. When his father suffered a stroke his assistant thought Wundt until the age of 13. At the age of 13 he entered into a Gymnasium. He failed his first year but graduated at the age of 19. (Nutty 2011) After graduating he went on to study medicine. After

even as one of the most generally influential psychologists of the 20th century” (DR. DIETZ’S BOOK)

26) Which early American psychologist taught philosophy at Harvard, studied medicine, had strong interests in literature and religion, and wrote one of the most important psychology texts ever, The Principles of Psychology, in 1890?

More than two centuries have passed since the thirteen original American colonies freed themselves from British rule and became the United States of America. The founding fathers established a federal republic governed by a Constitution which recognises the rights of citizens and establishes the election of its leaders. These basic principles of law separate the governing Powers into judicial, legislative, and executive branches which limit and control each other's powers. Throughout the years the presidents who can serve only two elected terms have brought to their office their own visions for improving the nation's domestic and foreign policies and have just left their lasting legacies. Theodore Roosevelt, the twenty-sixth president, who

Binet was involved in creating one of the more recent forms of intelligence test, referred to as the Stanford-Binet Intelligence Scale. A similar test is that formulated by Wechsler (Neisser et al. 1996). These led to the measure of IQ (“intelligence quotient”) being founded, where an individual’s “mental age is divided by their chronological age and multiplied by 100” (Gardner 2006, p. 3). The tests measure intelligence through verbal and non-verbal tasks, assessing scholastic aptitude, school achievement and specific abilities (Neisser et al. 1996, p. 78).

In the early 1900s, IQ test was originally developed by the French psychologist, Alfred Binet.

“Roethke was a great poet, the successor to Frost and Stevens in modern American poetry, and it is the measure of his greatness that his work repays detailed examination” (Parini 1). Theodore Roethke was a romantic who wrote in a variety of styles throughout his long successful career. However, it was not the form of his verse that was important, but the message being delivered and the overall theme of the work. Roethke was a deep thinker and often pondered about and reflected on his life. This introspection was the topic of much of his poetry. His analysis of his self and his emotional experiences are often expressed in his verse. According to Ralph J. Mills Jr., “this self interest was the primary matter of

When Neisser (1979) claimed that the individual items in a Binet-type test functions like the individual dimensions of chairs, he was implying the effectiveness of prototypical intelligence measurements. According to him, a person who scores highly in tests is also likely to be good in school and other academic areas. Such correlation convinces the pychometrician that the test acts as the unit of measurement with regards to similarity to the original prototype. However, according to the Roschian concept, the only way to measure intelligence similarity is by resemblance to the proper prototype, which is done best through cumulating similarities over different dimensions. Therefore, the only possible way to measure intelligence similarity is

     Scientific research in child development flourished from the early 1900’s. One major stimulus was the introduction (1916) by the American psychologist Lewis Terman of the test known today as the Stanford-Binet Intelligence Test. This test led to a number of studies about children’s intellectual development. In the 1920’s scientists at more than a dozen leading universities began large-scale observational studies of children and heir families; these included the Berkeley Growth Study at the University of California (started in 1929 and still active today), the Fels Growth Study at Antioch College, and the Harvard Growth Studies. All used the longitudinal method, in which the same children are observed and tested at over a specific time period (The Volume Library 1990: Volume 2).

Franz Joseph Gall created the main principles of phrenology, which was the first scientific theory of brain localization. His theories were based entirely on observation and natural philosophy. Phrenology was the study of associating an individual’s personality characteristics and mental abilities based on the shape of their skull. It was incomparably influential throughout the first half of the 19th century thanks to Gall and his many successors. Some of the main tenants of phrenology were later confirmed by scientific experiments and technology.

In 1905 Binet and Simon tested their measurements on another fifty children whom their school teachers considered to be of average intelligence for their ages. This test was to enable Binet to examine the levels of intelligent behaviors between children of the same age. Some of the tests on Binets scale were very simple, including asking a child to follow the direction of movement of a lighted match, and then maybe slightly harder was to repeat back a three digit sequence of numbers or sentences. There were a few harder tests involved which would require a child to make a sentence out of maybe three or four words, or to reproduce a drawing from memory.