Historical psychology claims that the mind has a history, that is, that our ways of thinking, reasoning, perceiving, feeling, and acting are not necessarily universal or invariable, but are instead subject to modifications over time and space. The theoretical and methodological foundations of this movement were laid in France by psychologist Ignace Meyerson in his book Les fonctions psychologiques et les œuvres, published in 1948. His program stressed the active, experimental, constructive nature of human behavior, spanning behavioral registers as diverse as the linguistic, the religious, the juridical, the scientific/technical, and the artistic. All these behaviors involve aspects of different mental functions that we can infer through a proper analysis of “works,” considered as consolidated testimonies of human activity. As humanity’s successive achievements, constructed over the length of all the paths of the human experience, they are the materials with which psychology has to deal. Meyerson refused to propose an inventory of functions to study. As unstable and imperfect products of a complex and uncertain undertaking, they can be analyzed only by avoiding the counterproductive prejudice of metaphysical fixism. Meyerson spoke in these terms of both deep transformations of feelings, of the person, or of the will, and of the so-called “basic functions,” such as perception and the imaginative function, including memory, time, space, and object. Before Meyerson the term “historical psychology” had already been used by historians like Henri Berr and Lucien Febvre, a founding member of the Annales school, who firmly envisioned a sort of collective psychology of times past. Meyerson and his disciples eventually vied with their fellow historians of the Annales school for the label of “historical psychology” and criticized their notions of mentality and outillage mental. The Annales historians gradually abandoned the label, although they continued to cultivate the idea that mental operations and emotions have a history through the new labels of a “history of mentalities” and, more recently at the turn of the century, a “history of emotions.” While Meyerson and a few other psychologists kept using the “historical psychology” label, however, mainstream psychology remained quite oblivious to this historical focus. The greatest efforts made today among psychologists to think of our mental architecture in terms of transformation over time and space are probably to be found in the work of Kurt Danziger and Roger Smith.
Noemi Pizarroso Lopez
Igor Grossmann and Franki Kung
The concept of wisdom is ancient and deeply embedded in the cultural history of humanity. However, only since 1980s have psychologists begun to study it scientifically. Taking a culturally and philosophically informed perspective, this article integrates insights from the quantitative science of wisdom. Analysis of epistemological traditions and research on folk theories of wisdom suggest cultural similarities in the domain of cognition (e.g., wisdom as reasoning ability and knowledge). These similarities can be contrasted with cultural differences concerning folk-theoretical affective and prosocial themes of wisdom, as well as expression of various wisdom-related themes, rooted in distinct sociocultural and ecological environments. Empirical evidence indicates that wisdom is an individually and culturally malleable construct, consistent with an emerging constructionist account of wisdom and its development. Future research can benefit from integration of ecological and cultural-historical factors for the meaning of wisdom and its expression.
Sven Hroar Klempe
The term “psychology” was applied for the first time in the 16th century. Yet the most interesting examples appeared in three different contexts. The Croatian poet and humanist Marko Marulić (ca. 1520), the German philosopher and Calvinist Johann Thomas Freig (1575), and the German Lutheran philosopher Rudolph Goclenius (1590). Marulić’s manuscript is likely lost, and neither of the other two defined the term. Even the interests of the three went apparently in different directions. Marulić focused on poetry and history, Freig on physica, and Goclenius on theological issues. Nevertheless, they had something in common, and this may represent the gate through which the ways they conceived the term can be understood. They all dealt with the soul, but also that it was a highly disputable concept and not uniformly understood. Another commonality was the avoidance or reinterpretation of Aristotle’s philosophy. The Florentines’ cultivation of Plato had influenced Marulić. Freig was a Ramist, thus, also a humanist who approached philosophical questions rhetorically. Goclenius belonged partly to the same movement. Consequently, they all shared a common interest in texts and language. This is just one, yet quite important aspect of the origin of psychology as a science. Thus, these text- and humanity-oriented aspects of psychology are traceable from the very beginning. This reaches a peak point when Alexander Baumgarten publishes his two volumes on aesthetics, as they were based on Christian Wolff’s Psychologia empirica (1732). They are also traceable in Kant’s critical phase, and even more in Wundt’s folkpsychology. Thus there is a more or less continuous line from the very first uses of the term psychology and some tendencies in social and cultural psychology. In other words, psychology is pursued along an historical line that ends up in the German, and not the British enlightenment.
Sarah Krichbaum, Adam Davila, Lucia Lazarowski, and Jeffrey S. Katz
The contemporary field of animal cognition began over 150 years ago when Charles Darwin posed questions regarding the abilities of the animal mind. Animal cognition is a science dedicated to understanding the processes and mechanisms that allow nonhumans to think and behave. The techniques that are used and the species that are studied are diverse. The historical questions originally proposed by ethologist Nikolas Tinbergen as a framework for studying animal behavior remain at the core of the field. These questions are reviewed along with the domains and methods of animal cognition with a focus on concept learning, memory, and canine cognition. Finally, ideas on how a field rich in tradition and methodological strength should proceed in the future are presented.
Lawrence A. Shapiro
Philosophical functionalism, as distinct from the psychological school of functionalism that enjoyed popularity around the turn of the 20th century, is a theory about the nature of mental states. That is, functionalism offers an account of which conditions must be satisfied for something to count as a belief, or a desire, or a pain, or an itch, or a fear, or a memory. Functionalism is thus a metaphysical doctrine about mental states, that is, a doctrine concerning what makes something a mental state. “Metaphysical,” in this context, should not be taken to suggest anything mysterious. Chemistry is a metaphysical doctrine in just the same sense as functionalism: it is a theory that offers an account of which conditions must be satisfied for something to count as, say, a pure chemical substance rather than a mixture. As philosophical theories go, functionalism has been fantastically successful. Its contemporary form traces to seminal work that H. Putnam initiated in the 1960s, and it remains in early 21st century the most widely accepted theory of the nature of mental states among philosophers in the Anglo tradition. According to functionalism, the conditions necessary and sufficient for something to be a mental state are specified in terms of functional role. Functionalists have disagreed about the correct basis on which functional descriptions of mental states should rest, with the result that functionalism is better conceived as a family of closely related theories about the nature of mental states rather than a single uniform view. Briefly, the idea of functional role can be usefully illustrated by consideration of an artifact, such as a corkscrew, the nature of which is defined in terms of the function of removing corks. What it is to be a corkscrew is to perform this functional role. Likewise, the functionalist claims, what it is to be a mental state is to perform the functional role characteristic of a belief, or a desire, or a pain, and so on.
Karen Z. H. Li, Halina Bruce, and Rachel Downey
Research on the interplay of cognition and mobility in old age is inherently multidisciplinary, informed by findings from life span developmental psychology, kinesiology, cognitive neuroscience, and rehabilitation sciences. Early observational work revealed strong connections between sensory and sensorimotor performance with measures of intellectual functioning. Subsequent work has revealed more specific links between measures of cognitive control and gait quality. Convergent evidence for the interdependence of cognition and mobility is seen in patient studies, wherein cognitive impairment is associated with increased frequency and risk of falling. Even in cross-sectional studies involving healthy young and older adults, the effects of aging on postural control and gait are commonly exacerbated when participants perform a motor task with a concurrent cognitive load. This motor-cognitive dual-task method assumes that cognitive and motor domains compete for common capacity, and that older adults recruit more cognitive capacity than young adults to support gait and posture. Neuroimaging techniques such as magnetic resonance imaging (MRI) have revealed associations between measures of mobility (e.g., gait velocity and postural control) and measures of brain health (e.g., gray matter volumes, cortical thickness, white matter integrity, and functional connectivity). The brain regions most often associated with aging and mobility also appear to subserve high-level cognitive functions such as executive control, attention, and working memory (e.g., dorsolateral prefrontal cortex, anterior cingulate). Portable functional neuroimaging has allowed for the examination of neural functioning during real-time walking, often in conjunction with detailed spatiotemporal measures of gait. A more recent strategy that addresses the interdependence of cognitive and motor processes in old age is cognitive remediation. Cognitive training has yielded promising improvements in balance, walking, and overall mobility status in healthy older adults, and those with age-related neurodegenerative conditions such as Parkinson’s Disease.
Aidan Moran, Nick Sevdalis, and Lauren Wallace
At first glance, there are certain similarities between performance in surgery and that in competitive sports. Clearly, both require exceptional gross and fine motor ability and effective concentration skills, and both are routinely performed in dynamic environments, often under time constraints. On closer inspection, however, crucial differences emerge between these skilled domains. For example, surgery does not involve directly antagonistic opponents competing for victory. Nevertheless, analogies between surgery and sport have contributed to an upsurge of research interest in the psychological processes that underlie expertise in surgical performance. Of these processes, perhaps the most frequently investigated in recent years is that of motor imagery (MI) or the cognitive simulation skill that enables us to rehearse actions in our imagination without engaging in the physical movements involved. Research on motor imagery training (MIT; also called motor imagery practice, MIP) has important theoretical and practical implications. Specifically, at a theoretical level, hundreds of experimental studies in psychology have demonstrated the efficacy of MIT/MIP in improving skill learning and skilled performance in a variety of fields such as sport and music. The most widely accepted explanation of these effects comes from “simulation theory,” which postulates that executed and imagined actions share some common neural circuits and cognitive mechanisms. Put simply, imagining a skill activates some of the brain areas and neural circuits that are involved in its actual execution. Accordingly, systematic engagement in MI appears to “prime” the brain for optimal skilled performance. At the practical level, as surgical instruction has moved largely from an apprenticeship model (the so-called see one, do one, teach one approach) to one based on simulation technology and practice (e.g., the use of virtual reality equipment), there has been a corresponding growth of interest in the potential of cognitive training techniques (e.g., MIT/MIP) to improve and augment surgical skills and performance. Although these cognitive training techniques suffer both from certain conceptual confusion (e.g., with regard to the clarity of key terms) and inadequate empirical validation, they offer considerable promise in the quest for a cost-effective supplementary training tool in surgical education. Against this background, it is important for researchers and practitioners alike to explore the cognitive psychological factors (such as motor imagery) that underlie surgical skill learning and performance.