“Psychology has a long past but only a short history.” With these few words, Hermann Ebbinghaus, one of the great thinkers in psychology, aptly captured the essence of this field’s development. Since time immemorial, men and women have pondered over questions that are psychological in nature. From the early Egyptians to the ancient Greek philosophers, there has been no letup in efforts to understand human thought and behavior. If you were given a psychology homework assignment to document the full history of the field, you would probably be toiling on it for ages. Yet, in spite of its long past, the formal history of psychology dates back only 133 years to 1879 – the year when Wilhelm Wundt opened the doors of the first psychology laboratory in Leipzig, Germany. As a result of this significant move, Wundt is widely regarded as the founder of psychology. He was also the first person to refer to himself as a psychologist. Yet, this was just the beginning of Wundt’s contributions to the field. He went on to become the first of several spirited speakers to engage in an ongoing debate over what should be the focus of psychology. The history of psychology is indeed short, but it has never been short of drama. With that said, let the drama unfold… Continue reading
Author Archives: K. Coomarsingh
Development of Social Cognition Part 1: The Impact of Gestalt Psychology
Many core tenets of modern day social cognition have their roots in the Gestalt tradition. As an example, let us consider the matter of context. Theory and research within social cognition begins with the knowledge that humans do not exist in vacuums: at any given moment, there are multiple social forces impinging on the individual and these must be given adequate consideration. As such, the importance of context is a theme which runs throughout the entire field of social cognition. Yet this emphasis on context is by no means new. Gestalt psychologists had long recognized its importance decades before and it was their initial interest in this factor which was later built upon in social cognition. Continue reading
What is Depression?
Ever felt “down in the dumps?” Ever had a “case of the blues?” Ever been completely “down and out?” If you answered yes to any of these questions, then relax. You only proved that you’re normal. Whether it’s the result of a major break-up, the loss of a pet, or those crazy female hormones that will get any boyfriend/husband walking on eggshells, sadness is normal. Ask anyone you meet and chances are they will tell you that at some point in their life, they’ve felt depressed. But “feeling depressed” is not the same thing as “having depression.” While a depressed mood must be present for a diagnosis of depression, it is only one of the many symptoms of this disorder. In other words, “feeling depressed” is necessary but not sufficient for a diagnosis of depression. Continue reading
What is Social Cognition?
Social cognition is a sub-field within the larger discipline of social psychology and has been defined as “the study of mental processes involved in perceiving, attending to, remembering, thinking about, and making sense of the people in our social world” (Moscowitz, 2005, p.3). While some psychologists are content with analyzing only overt behavior, researchers in the field of social cognition prefer to dig deeper. Social behavior, from their perspective, is not directly determined by environmental factors that are external to the individual. Rather, it results from the internal cognitive processes which influence our interpretation of the social context. No social reality exists beyond that which we actively construct in our minds and it is this cognitive construction of social reality – our social cognition- that ultimately determines our behavior in social situations. Continue reading
Impact of Parenting Styles on Children and Adolescents
According to Baumrind’s theory, the way in which children are raised has a major impact on their functioning and well-being. She noted that the manner in which parents meet the joint needs of children for nurturance and limit-setting greatly influences their degree of social competence and behavioural adjustment (Baumrind, 1991, cited in Slicker, 1998). Of the four parenting styles mentioned in Baumrind’s typology, authoritative parenting appears to have the most positive behavioural and emotional outcomes. Children of such parents tend to be more socially competent and responsible, more self-reliant and confident and less susceptible to both internalizing and externalizing problems than children exposed to other parenting styles. (Patock-Peckham & Morgan-Lopez, 2007). Continue reading
Family Structure and Aggression among Children/Adolescents
Several features of the home environment are known to have a significant impact on aggression among children and adolescents. One feature that has received much attention in the psychological literature is family structure. Sheline, Skipper and Broadhead (1994, cited in Summers and Bakken, 2006) found that when compared to non-violent children, violent youngsters are about six times more likely to have unmarried parents and 11 times as likely to live with their fathers only. Other studies suggest that a lack of contact with fathers may also increase aggression. Pfiffner, McBurnett, and Rathouz (2001, cited in Summers & Bakken, 2006), for example, found a gradual rise in violent behavior starting with youths who lived with both parents, increasing for those who had some contact with their fathers and increasing further for those who had no contact with their fathers. Similarly, Fagan and Rector (2000, cited in Smith & Green, 2007), found that children from father-absent households usually harbor feelings of hostility, associate with deviant peers and get involved in negative activities. Continue reading