| Term | Definition |
|---|
| Mary Ainsworth | studied attachment in infants using the "strange situation" model. Label infants "secure", "insecure" (etc.) in attachment |
| Solomon Asch | conducted famous conformity experiment that required subjects to match lines. |
| Albert Bandura | researcher famous for work in observational or social learning including the famous Bobo doll experiment |
| Alfred Binet | created first intelligence test for Parisian school children |
| Thomas Bouchard | studied identical twins separated at birth |
| Noam Chomsky | American theorist who believed that humans have an inborn or "native" propensity to develop language. (Native = Nature). |
| Hermann Ebbinghaus | the first person to study memory scientifically and systematically; used nonsense syllables and recorded how many times he had to study a list to remember it well; studied forgetting curve and overlearning |
| Erik Erikson | neofreudian whose theory of personality is a series of crisis pairs across the lifespan. psychosocial development theory |
| Sigmund Freud | austrian physician whose work focused on the unconscious causes of behavior and personality formation; founded psychoanalysis |
| John Garcia | researched taste aversion. Showed that when rats ate a novel substance before being nauseated by a drug or radiation, they developed a conditioned taste aversion for the substance. |
| Carol Gilligan | presented feminist critique of Kolhberg's moral development theory; believed women's moral sense guided by relationships |
| Harry Harlow | Studied attachment in monkeys with artificial mothers |
| William James | founder of functionalism; studied how humans use perception to function in our environment; wrote first psychology textbook - The Principles of Psychology |
| Jerome Kagan | conducted longitudinal studies on temperament (infancy to adolescence) |
| Ancel Keys | Conducted semi-starvation experiments to measure psych effects of hunger |
| Lawrence Kohlberg | famous for his theory of moral development in children; made use of moral dilemmas in assessment |
| Elizabeth Loftus | research on memory construction and the misinformation effect created doubts about the accuracy of eye-witness testimony |
| Abraham Maslow | humanistic psychologist known for his "Hierarchy of Needs" and the concept of "self-actualization" |
| Stanley Milgram | Conducted "shocking" (Ha!) experiments on obedience |
| Ivan Pavlov | described process of classical conditioning after famous experiments with dogs |
| Jean Piaget | known for his theory of cognitive development in children |
| Carl Rogers | humanistic psychologist; Contributions: founded person-centered therapy, theory that emphasizes the unique quality of humans especially their freedom and potential for personal growth, unconditional positive regard, fully functioning person |
| Stanley Schachter | study's in field of emotion; Contributions: 2 factor theory-physiological happens first, cognitive appraisal must be made in order to experience emotion. |
| B.F. Skinner | pioneer of operant conditioning who believed that everything we do is determined by our past history of rewards and punishments. he is famous for use of his operant conditioning aparatus which he used to study schedules of reinforcement on pidgeons and rats. |
| Edward Thorndike | pioneer in operant conditioning who discovered concepts in intstrumental learning such as the law of effect. Known for his work with cats in puzzle boxes. |
| John Watson | early behaviorist; famous for the "Little Albert" experiments on fear conditioning |
| Benjamin Lee Whorf | famous for describing concept of "liguistic determinism" |
| William Wundt | father of psychology, opened first psychology research lab in Leipzig, Germany which did research on workings of senses; applied scientific method to psychology; |
| Philip Zimbardo | social psychology; Contributions: proved that peoples behavior depends to a large extent on the roles they are asked to play; Studies: Stanford Prison Study-studied power of social roles to influence people's behavior |
| Hans Selye | psychologist who researched a recurring response to stress that he called the general adaptation syndrome |
| Karen Horney | neo-Freudian, psychodynamic; criticized Freud, stated that personality is molded by current fears and impulses, rather than being determined solely by childhood experiences and instincts, neurotic trends; concept of "basic anxiety" |
| Carl Jung | neo-Freudian, adopted ideas such as ego and superego from Freud, but disagreed on his theory of unconscious, and proposed a collective unconscious: Distinctive from the personal unconscious, the collective unconscious contains collective archetypes or representations; it is inherited from previous generations and contains universally shared ancestral experiences and ideas |
| Martin Seligman | psychologist in field of learning; Contributions: Positive Psychology, learned helplessness; Studies: Dogs demonstrating learned helplessness |
| Fritz Perls | founder of Gestalt therapy |
| Alfred Adler | Neo-Freudian; introduced concept of "inferiority complex" and stressed the importance of birth order |
| Albert Ellis | Developed "rational emotive behavior therapy" (REBT) |
| Aaron Beck | worked on cognitive therapy; studied how cognition's cause or maintain depression; developed a well known depression inventory |
| Gordon Allport | trait theory of personality; 3 levels of traits: cardinal, central, and secondary |
| Phineas Gage | his survival of a horrible industrial accident taught us about the role of the frontal lobes (okay, he's not really a psychologist...) |
| Walter Mischel | psychologist specializing in personality theory and social psychology. People high in the need for achievement are more future oriented and more likely to delay gratification in order to pursue long-term goals. Critic of trait theory. |
| Elizabeth Kubler-Ross | wrote "On Death and Dying"; developed 5 stage theory of grief |
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