Cross-references
Six threads strung across the folders: each note gathers the sheets a topic connects beyond the boundaries of any one school.
- Topic 01Obedience and AuthorityHow participation becomes a matter of course the Learning and Personality folder explains from a third side. Festinger's dissonance predicts that one draws one's conviction after what one has already done — whoever has pressed the first switch finds reasons for the second. And Bandura's moral disengagement names the manoeuvres by which decent people get responsibility off their hands: rename, distribute, minimise, dehumanise. Neither line explains the beginning of obedience, but its continuation.44 sheetsSchools: Psychoanalysis, Social Psychology, Learning & Personality
- Topic 02The Replication CrisisSince the 2010s the open question has been how many of psychology's established findings survive repetition. In 2015 the Open Science Collaboration published an attempt to replicate 100 studies from three leading journals; in around a third of cases the originally significant result could be shown again, and the effect sizes came out considerably smaller on average.52 sheetsSchools: Behaviorism, Cognitive Psychology, Social Psychology, Clinic & Therapy
- Topic 03Research EthicsThe Development folder supplies this question with its hardest case, and without an experimenter: the Romanian institutional children adopted into England after 1989 are the experiment no one would have been allowed to run — severe early deprivation, varying duration, decades of follow-up. What was learned from it about catching up and about what remains is robust, and it was paid for with suffering that research did not cause but did use. The ethics of such natural experiments — who may observe what they could not prevent — stands beside Milgram and Zimbardo as this topic's quieter half.52 sheetsSchools: Behaviorism, Development, Social Psychology, Clinic & Therapy
- Topic 04The UnconsciousThe oldest measurement of this topic stands not in Freud but in Ebbinghaus's syllable records: the savings method measures what goes faster on relearning even though the recollection itself has long vanished — a memory beneath the reportable, decades before any concept of the implicit. And William James reserved, in the Principles, a fringe for consciousness — that which runs along without being meant. The beginnings of the field did not assert the unconscious; they measured it in passing.36 sheetsSchools: Psychoanalysis, Cognitive Psychology
- Topic 05Stimulus and ResponseThe first organised dissent came not from cognitive psychology but from Berlin: the Gestalt school disputed, as early as 1912, that perceiving and thinking can be assembled from stimulus-response building blocks. Wertheimer's apparent motion showed an impression contained in no single stimulus, and Köhler's chimpanzees solved tasks for which no reinforcement history held the ready answer — insight as restructuring rather than chaining. Behaviourism never refuted this objection, only outvoted it; the cognitive turn inherited it.40 sheetsSchools: Gestalt & Field, Behaviorism, Cognitive Psychology
- Topic 06The Third ForceHumanistic psychology expressly understood itself as a third force alongside psychoanalysis and behaviourism, and the objection it raised against both was the same: their picture of the human being was derived from the sick and from rats and therefore turned out systematically too dark. Maslow put that as a programme, Rogers as a method, Frankl as an anthropological position.44 sheetsSchools: Psychoanalysis, Behaviorism, Humanistic Psychology
- Topic 07Development and AttachmentNo question in this archive has come a longer way than what early experience makes of a person. At the start stood a doctrine that reasoned backwards from the consulting room: what the adult on the couch recounts betrays what must have happened to the child. At the end stand coding systems, longitudinal studies spanning decades and a twenty-minute laboratory procedure. The road between runs through war, theft and a break with one's own school.36 sheetsSchools: Psychoanalysis, Development
- Topic 08Learning from ModelsThe doctrine this theme ran up against was the strictest of its day. Behaviourism explained behaviour from consequences: what is reinforced occurs more often, and whoever does nothing learns nothing either. Watson had conditioned fear, Skinner had surveyed the schedules of reinforcement — a closed building with no room in the plans for mere watching.24 sheetsSchools: Behaviorism, Learning & Personality
- Topic 09Measurement and MethodThis archive has a quiet thesis, and it stands in nearly every file: it is not the better idea that prevails but the more testable one. What can be put into numbers and reproduced by strangers gets tested, corrected and taken into guidelines; what hangs on the person of its inventor gets admired and dies with him. This theme collects the evidence.40 sheetsSchools: Beginnings, Development, Clinic & Therapy
- Topic 10Therapy and Its EffectDoes it help anyone? It is the question this archive runs toward, and it is younger than the field likes to admit. Psychoanalysis treated for half a century without counting its successes; its form of proof was the interpreted single case, and whoever asked for control groups was held to be naive. That treatment must let itself be measured like a drug is an achievement of the century's second half — and three folders of this archive tell how it came about.44 sheetsSchools: Psychoanalysis, Humanistic Psychology, Clinic & Therapy
Register
Every file against every theme — a dot means: this file touches this theme.
| Case file | 01 | 02 | 03 | 04 | 05 | 06 | 07 | 08 | 09 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| 001 Freud | – | – | – | – | – | |||||
| 002 Jung | – | – | – | – | – | |||||
| 003 A. Freud | – | – | – | – | – | |||||
| 004 Pawlow | – | – | – | – | – | |||||
| 005 Watson | – | – | – | – | – | |||||
| 006 Skinner | – | – | – | – | – | |||||
| 007 Neisser | – | – | – | – | – | – | – | |||
| 008 Kahneman | – | – | – | – | – | – | – | |||
| 009 Loftus | – | – | – | – | – | – | – | |||
| 010 Milgram | – | – | – | – | – | – | – | |||
| 011 Asch | – | – | – | – | – | – | – | |||
| 012 Zimbardo | – | – | – | – | – | – | – | |||
| 013 Rogers | – | – | – | – | – | – | – | – | ||
| 014 Maslow | – | – | – | – | – | – | – | – | ||
| 015 Frankl | – | – | – | – | – | – | – | – | ||
| 016 Klein | – | – | – | – | – | |||||
| 017 Wundt | – | – | – | – | – | – | – | – | – | |
| 018 James | – | – | – | – | – | – | – | – | – | |
| 019 Ebbinghaus | – | – | – | – | – | – | – | – | – | |
| 020 Wertheimer | – | – | – | – | – | – | – | – | – | |
| 021 Lewin | – | – | – | – | – | – | – | – | – | |
| 022 Köhler | – | – | – | – | – | – | – | – | – | |
| 023 Piaget | – | – | – | – | – | – | – | |||
| 024 Bowlby | – | – | – | – | – | – | – | |||
| 025 Ainsworth | – | – | – | – | – | – | – | |||
| 026 Allport | – | – | – | – | – | – | – | – | ||
| 027 Festinger | – | – | – | – | – | – | – | – | ||
| 028 Bandura | – | – | – | – | – | – | – | – | ||
| 029 Beck | – | – | – | – | – | – | ||||
| 030 Ellis | – | – | – | – | – | – | ||||
| 031 Seligman | – | – | – | – | – | – | ||||
| 032 Tversky | – | – | – | – | – | – | – | |||
| 033 Horney | – | – | – | – | – | |||||
| 034 Gibson | – | – | – | – | – | – | – |
01 Obedience and Authority02 The Replication Crisis03 Research Ethics04 The Unconscious05 Stimulus and Response06 The Third Force07 Development and Attachment08 Learning from Models09 Measurement and Method10 Therapy and Its Effect