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EPOCH Psychology history timeline This item contains selected online content. It is for use alongside, not as a replacement for the module website, which is the primary study format and contains activities and resources that cannot be replicated in the printed versions.
About this free course
This free course is an adapted extract from the Open University course DSE212 Exploring Psychology:
www.open.ac.uk/courses/modules/dse212.
This version of the content may include video, images and interactive content that may not be optimised
for your device.
You can experience this free course as it was originally designed on OpenLearn, the home of free
learning from The Open University –
www.open.edu/openlearn/health-sports-psychology/psychology/epoch-psychology-history-timeline/con-
tent-section-0
There you’ll also be able to track your progress via your activity record, which you can use to
demonstrate your learning.
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Contents Learning Outcomes 5 Introduction 6 1 Using EPoCH: an introduction 7 2 About the activities in this course 9 3 About Compendium 10 Activity 1: Using the timeline 11 Activity 2: Using the biographies 13 Activity 3: Exploring perspectives 16 Activity 4: Exploring topics 18 Activity 5: Using the figures, methods, perspectives, topics and context icons 20 4 Conclusion 22 Acknowledgements 22
Learning Outcomes
Learning Outcomes
After studying this course, you should be able to:
● understand how psychological enquiry exists within a broader social and historical
context
● describe different methods used by psychologists to investigate human behaviour
● identify the different perspectives that exist within psychology
● illustrate the range of topics investigated by psychologists.
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Introduction
Introduction
This course comprises an interactive resource originally developed for the Exploring
Psychology course, which was designed to provide more information about the people
referred to in this Open University course, and the different perspectives that exist within
psychology methods as well as the different methods used in psychological inquiry. It will
help you gain a sense of the historical location of the people, the cultural influences on
their thinking and how they are grouped together in terms of direct contact and influence
on each other. This course is associated with another OpenLearn course
‘Psychology in the 21st century’, and if you have not studied psychology before you would
be advised to first work through that course to obtain a framework from which to explore
the content of this resource.
The materials that have been used to form the Exploring Psychology's Context and
History: EPoCH resource associated with this course are presented using the knowledge
mapping software Compendium. No prior knowledge of Compendium is required to use
the resource – you may find it helpful, however, to access the Compendium maps initially
by following the link to the EPoCH resource and by using the associated hints and
instructions for each activity.
This OpenLearn course provides a sample of Level 2 Social sciences
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1 Using EPoCH: an introduction
1 Using EPoCH: an introduction
The following sections describe the Exploring Psychology's Context and History: EPoCH
resource and how you might use it. You will find a series of five activities that will guide you
through the actual use of the EPoCH timeline later in this course. Figure 1 shows the
EPoCH timeline – the opening screen of the EPoCH resource.
Figure 1 The EPoCH timeline
Explore the historical timeline
When you open the EPoCH resource you will see a historical timeline, from around
1750 to 2000, with the names of over 1000 people (figures featured in the Open
University's Exploring Psychology course material). The timeline indicates when each
person, mostly psychologists, began work and when they died (although a number are
contemporary). It also indicates what important social and historical events were taking
place at the time of their work. To explore the timeline, you can scroll up and down the
resource window. Figure 1 shows only one part of the timeline – there are entries listed
from A to Z.
Explore biographies of figures
You can access a biography by clicking on the name of a figure on the timeline. Some of
these accounts have been written by the person themselves and this allows a personal
insight into their life and work. Where the person is not contemporary or was unable to
contribute their own materials, members of the Open University's Exploring Psychology
course team have written the biography, citing their sources where appropriate. There is
usually a photo of the person next to their biography, and you can also learn who
influenced them, who has cited them as an influence, what methods they use(d), what
topics they were or are interested in and the social context in which they work(ed).
In some cases, there are also brief video clips associated with certain figures or audio
clips of speech they have made. You can access video and audio clips by clicking on the
relevant icons placed next to the picture of the person.
One final thing to note is that you can do the same search on individual figures by going to
the ‘Figures’ icon above the timeline.
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1 Using EPoCH: an introduction
Explore methods, perspectives, topics and context
You can also search to learn more about the methods, perspectives, topics and contexts
by clicking on the relevant buttons above the timeline. So, to find out more about a
particular method (e.g. qualitative methods), you would simply click on the ‘Methods’ icon
and then click on the ‘Qualitative’ icon from the list of methods. The icons used on the
EPoCH resource are shown in Figure 2.
Figure 2 The icons used in the EPoCH resource
The material about methods, perspectives and topics has been devised in order to give
you a relatively brief summary of each of these but these are not designed to give full
details or critical evaluation.
Getting started
To help start your exploration of this resource, we have devised a series of activities within
this course. Once you've completed these, use the time you have left for this course to
gain a sense of how diverse psychology is, to become familiar with the figures, the
perspectives, the methods and the topics.
Help
Within the EPoCH resource you'll see a help icon. If you select it you'll see information
relating to the EPoCH resource. Figure 3 shows the help screen
Figure 3 The help screen
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2 About the activities in this course
You now have the opportunity to interact with the five activities. We suggest that you start
at activity one and work your way through the others in sequence. By doing this you will
build up not only your knowledge of psychologists and their work but also your use of the
EPoCH timeline as well as utilizing the Compendium knowledge maps.
Time
Each activity may take up to one hour to complete. Once you become familiar with using
the EPoCH resource the time you spend investigating it to find answers to the activity
questions may diminish as you learn how to access the relevant information more
effectively and efficiently.
You may find it helpful to print out the activities or keep this course open in a separate
window whilst the EPoCH resource is also open in another window.
Here is a summary of the activities in this course:
Activity 1: Using the timeline
Activity 2: Using the biographies
Activity 3: Exploring perspectives
Activity 4: Exploring topics
Activity 5: Using the figures, methods, perspectives, topics and context icons
A final thought before you start the activities
The activities are designed primarily to help you explore the history and context of
psychology but they also involve you in using Compendium knowledge maps. A brief
description of Compendium can also be found in the next section.
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3 About Compendium
The EPoCH resource has been presented using the knowledge mapping software
Compendium. It is a software tool for visual thinking. You can use it to cluster and connect
icons linked to ideas, concepts, arguments, websites and documents.
Compendium can be used for personal reflection as you study or work on a problem and
you can share your maps with others… your summary of a topic, or a learning path
through, say, an OpenLearn free course.
Figure 4 The Compendium software
In this course, however, we have designed a series of activities that help you: Explore
Psychology's Context and History (EPoCH). We used Compendium to link together
information about various aspects of psychology and have presented them in a series of
knowledge maps. You do not need to download the Compendium software to access
EPoCH as the resulting knowledge maps are presented as a series of web pages.
Finally, it is important to remember that it is not necessary to download Compendium in
order to use the EPoCH resource. The materials have been presented as a series of
linked web pages and simply require a web browser to display them.
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Activity 1: Using the timeline
This activity requires you to use the EPoCH timeline to find the answers to the questions
listed below. Remember that as well as scrolling from left to right (i.e. backwards and
forwards in time) you can also scroll up and down the timeline – revealing the full listing of
psychologists and researchers included in the EPoCH resource.
Hint:
The EPoCH resource presents information about individual researchers, their contexts
and methods as well as details about psychological topics and perspectives. Each of
these aspects can be accessed by clicking on the named icons.
The resource is, in fact, a Compendium knowledge map with many different connections.
Note that you can access the same information by taking a number of different routes.
Biography information, for example, is visible when you click on an individual's name in
the timeline. You'll then see information about that person as well as their connections to
other psychologists and psychological contexts.
One approach to question 1, for example, might be to examine the timeline and look for
psychologists who were born in, or near, 1939, the start of the Second World War. Click on
each individual's name and then read the associated text to discover the name of the
individual who carried out research at the Tavistock clinic in the early 1950s.
When you are ready to answer the activity questions and explore the EPoCH resource:
Click here to access the EPoCH resource
Activity 1
1. Which developmental psychologist was born at the start of the Second World War
and what did she research at the Tavistock Clinic in the early 1950s?
2. Who started work in 1838 and who influenced this person?
3. In which decade did the ‘Anti-psychiatry movement’ begin and what book
exemplified this movement?
4. Which began first, the use of the ‘Information Processing Metaphor’ or ‘Post
modernism/French Social Theory’ in psychology and which of these asserts that
we live in a fragmented world with multiple realities?
5. Which psychologist started work in 1928 and what led him to develop the concept
of ‘optic flow’?
You can compare your findings with the following answers by clicking 'Reveal answer'
below.
Answer
1. Mary Ainsworth worked at the Tavistock clinic in the early 1950s, mainly working
on research into the effects of 'maternal deprivation’.
2. Francis Galton started work in 1838 and he was influenced by Charles Darwin.
3. 1960 and ‘Myth of Mental Illness’ by Thomas Szasz.
4. The use of the ‘Information Processing Metaphor’ began first and ‘Post
modernism/French Social Theory’ asserts that we live in a fragmented world with
multiple realities.
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5. James Jerome Gibson and his study of pilots when taking off and landing led him
to develop the concept of ‘optic flow’.
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Activity 2: Using the biographies
Even if you have not studied psychology before, you may well have heard of Sigmund
Freud. Use his biography to answer the following questions.
Hint:
Biographies contain information about individual psychologists. Some descriptions are
longer than others – in the case of Sigmund Freud the biography is extensive. You may
find it helpful to read the entire text first before attempting to answer the questions in this
activity. Figure 5 shows an example of Simon Baron Cohen's biography.
Figure 5 An example of biography details in the EPoCH resource
You'll notice also that when the EPoCH resource is open an alphabetical list of
psychologists and researchers also appears on the left hand side of the resource. You can
click on the map icon next to their name at any time to explore their biographical details
further. See Figure 6 to see part of the list.
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Figure 6 An excerpt from the psychologist and researchers list
In addition if you click on the plus sign to the left of thehelp icon you'll reveal all the
connections (in EPoCH) to that person – often this can be a very comprehensive list. To
hide the list click on the minus sign adjacent to the map icon.
When you are ready to answer the activity questions and explore the EPoCH resource:
Click here to access the EPoCH resource
Activity 2
1. Who did Freud influence?
2. What perspective is associated with Freud's work?
3. Who impressed Freud?
4. With whom did Freud publish Studies in Hysteria?
5. Who offered Freud $25,000 or ‘anything he cared to name’ and why?
You can compare your findings with the following answers by clicking 'Reveal answer'
below.
Answer
1. Lots of people, to name the first few: Mary Ainsworth, Michael Billig, John Bowlby,
Martin Conway and Erik Erikson
2. Psychoanalytic
3. Charcot
4. Josef Breuer
5. The Chicago Tribune to psychoanalyse two murderers who had caught the
headlines in the USA
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Activity 3: Exploring perspectives
Eighteen psychological perspectives are presented in the EPoCH resource. Each
perspective is also linked to relevant individual psychologists who have been associated
with that particular perspective. These are shown in Figure 7.
Figure 7 The psychological perspectives presented in the EPoCH resource
Hint:
To complete the following activity questions you need to select the 'Perspectives' icon
above the timeline and then explore the relevant perspectives.
Notice also that each icon has an asterisk adjacent to it. This indicates that there is some
explanatory text associated with the perspective. You may find it helpful to read this text
before attempting to answer the questions listed below.
When you are ready to answer the activity questions and explore the EPoCH resource:
Click here to access the EPoCH resource
Activity 3
1. Which perspective involves the measurement of psychological variables such as
intelligence, aptitude and personality type?
2. Which perspective draws on disciplines outside psychology that include genetics,
social anthropology, palaeoanthropology, primatology and ethology?
3. What metaphor is appropriate for helping us to understand the mind according to
the Cognitive Psychology perspective?
4. Name two of the research designs used in developmental psychology?
5. Which of the figures associated with the Social Constructionist perspective was
born in New Zealand and currently works at The Open University?
You can compare your findings with the following answers by clicking 'Reveal answer'
below.
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Answer
1. The Psychometric perspective (which involves the measurement of psychological
variables such as intelligence, aptitude and personality type)
2. The Evolutionary perspective (which draws on disciplines outside psychology that
include genetics, social anthropology, palaeoanthropology, primatology and
ethology)
3. The computer metaphor.
4. Two of the research designs used in developmental psychology are:
○ longitudinal studies: where the same people are followed over time, and
their changes in behaviour plotted.
○ cross-sectional studies: these look at different people in different age
groups, examining their different capacities in terms of cognition, capacity for
social relationships etc.
5. Margie Wetherell (found by reading through the figures associated with this
perspective)
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Activity 4: Exploring topics
There are fifty-eight psychological topics presented on the EPoCH resource. This activity,
therefore, relies on your recent experience of using the Compendium knowledge maps as
well as your ability to interpret the questions efficiently. Figure 8 shows the wide variety of
topics listed.
Figure 8 The psychological topics presented in the EPoCH resource
Hint:
To complete the following activities you need to click on the 'Topics' icon above the
historical timeline. The question itself will include mention of the topic and to find the
complete answer you will have to explore the figures associated with the topic.
Once again you will notice that an asterisk is present adjacent to each named topic – the
associated text describes the topic.
In addition you may notice that many of the topics also have a number beneath them. This
indicates that there is a link to other parts of the EPoCH resource. If you click on the
number a list of links will appear – by clicking on name in that list you will be taken to the
biography of that person.
When you are ready to answer the activity questions and explore the EPoCH resource:
Click here to access the EPoCH resource
Activity 4
1. How have attitudes been sub-divided and who developed the theory of cognitive
dissonance?
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2. Which skills are affected by autism and who has been associated with this topic
and also with the development of a model of memory?
3. What is meant by ‘working memory’ and which female figure (influenced by Noam
Chomsky) conducted research into aspects of memory in everyday life that
included a large-scale study of Open University students?
4. What does non-verbal communication refer to and what topic is related?
5. Who are the major theorists of moral development and who systematically
observed his own children?
You can compare your findings with the following answers by clicking 'Reveal answer'
below.
Answer
1. Attitudes have been sub-divided into affective, behavioural and cognitive aspects.
Leon Festinger developed the theory of cognitive dissonance.
2. Autism affects physical, social and language skills. John Morton is best known for
a model of memory known as the ‘logogen model’.
3. Working memory holds information for a short period of time allowing it to be used
in cognitive processes (e.g. arithmetic or reading). Gillian Cohen has conducted
research on memory in everyday life including a large-scale study of Open
University students.
4. Non-verbal communication refers to aspects such as gestures, body posture and
facial expressions. Emotion is a related topic.
5. Piaget and Kohlberg are the major theorists of moral development, and Piaget
together with his wife, systematically observed his children.
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Activity 5: Using the figures, methods,
perspectives, topics and context icons
You can use the icons above the timeline to find the answers to the questions in this final
activity. Look out for key words (such as context, method etc.) to help you select the right
icon. Remember that each area may contain a wide variety of information. There are
seventeen methods listed in the EPoCH resource, for example, Figure 9 shows them.
Hint:
You'll have discovered from the last two activities that some of the icons presented in the
EPoCH resource also have extra links attached to them. These are represented either as
an asterisk or a number. Each can be explored by clicking on either the asterisk or
number.
Figure 9 Psychological methods icons in the EPoCH resource
When you are ready to answer the activity questions and explore the EPoCH resource:
Click here to access the EPoCH resource
Activity 5
1. Discourse Analysis argues that the way in which we use language plays a major
role in how we behave and make sense of our social world, but with which method
is it associated: Experimental, Psycholinguistics or Qualitative?
2. What topic that transcends the experiences commonly examined in mainstream
psychology could be described as ‘the psychology of spiritual experience’?
3. Stanley Milgram and Phil Zimbardo are two famous figures in psychology. Can
you name the high school they both attended and find details of their famous
studies that examined obedience and the power of social situations?
4. Which perspective was developed in the late 1950s as a ‘third force’ in reaction to
the then prevailing disciplines of behaviourism and psychoanalysis and has had a
great influence on counselling psychology and various ‘human potential’
therapies?
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5. The context of having intellectual relatives in the family has opened doors for
several leading lights in psychology, can you name one?
You can compare your findings with the following answers by clicking 'Reveal answer'
below.
Answer
1. Qualitative.
2. Transpersonal psychology.
3. James Monroe High School – Milgram conducted obedience research and
Zimbardo the Stanford Prison Experiment.
4. Humanistic perspective.
5. William James or Pierre Janet (among many others).
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timeline/content-section-0?utm_source=openlearnutm_campaign=olutm_medium=ebook4 Conclusion
4 Conclusion
In this course, you have explored an interactive resource (EPoCH) to gain a better sense
of how the historical and social context influences psychological inquiry. By reading about
the different perspectives you have gained an understanding of the diversity of
psychology. By reading the biographies of figures you have learned how psychologists
are influenced by other others, how they use different methods and how they have
contributed to different topics.
In addition you have also gained an understanding of using the knowledge mapping
software Compendium and have seen how it can be used to present historical information
that relates to a known timeline.
If you enjoyed working through this course you may wish to investigate the Open
University's Social sciences courses.
You may also like to visit the website of The British Psychology Society.
Acknowledgements
This free course is an adapted extract from the course DSE212 Exploring psychology,
which is currently out of presentation.
The content acknowledged below is Proprietary (see terms and conditions) and is used
under licence.
Course image: Paul Townsend in Flickr made available under
Creative Commons Attribution 2.0 Licence.
Grateful acknowledgement is made to the following sources:
The Course Team would like to thank all those who have kindly donated their
photographs.
Every effort has been made to trace all copyright owners, but if any have been
inadvertently overlooked, the publishers will be pleased to make the necessary
arrangements at the first opportunity.
Biography – Edward Lee Thorndike, The New Encyclopaedia Britannica, vol. 11, 1995,
p. 728, Encyclopedia Britannica International Inc. Copyright © 1995 by Encyclopeaedia
Britannica, Inc.;
Extract from John Tooby Copyright © John Tooby;
Extract from: Copyright © David M. Buss;
Extract from: Copyright © Nicholas Humphrey
Biography – Anne Triesman from American Psychologist, vol. 64, no. 2, April 1991,
American Psychological Association, Inc. Copyright © American Psychological Associa-
tion, Inc.;
Extract from Stevens, R. (1983) Freud and Psychoanalysis: An Exposition and Appraisal,
Open University Press. Copyright © 1993 Richard Stevens;
Extract from ‘The web presence of Philip G. Zimbardo, Copyright © Professor Philip
Zimbardo;
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Extracts from Biographies of Major Contributors to Cognitive Science, reproduced by
permission of William Bechtel, Washington University;
Biography from Leda Cosmides Copyright © Leda Cosmides;
Extract from: Copyright © Chris Marvin
Extract ‘Rene Descartes 1596–1650’ from Grolier Multimedia Encyclopaedia, 1996;
Professor H. J. Eysenck – Obituaries, The Times, 8 September 1997. Copyright © The
Times;
Biography – Noam Chomsky, The New Encyclopaedia Britannica, vol. 3, 1995, p. 728,
Encyclopaedia Britannica International Inc. Copyright © 1995 by Encyclopaedia
Britannica, Inc.;
Biography – Raymond Bernard Cattell, The New Encyclopaedia Britannica, vol. 2, 1995,
p. 728, Encyclopaedia Britannica International Inc. Copyright © 1995 by Encyclopaedia
Britannica, Inc.;
Biography – Konrad Lorenz, The New Encyclopaedia Britannica, vol. 7, 1995, p. 728,
Encyclopaedia Britannica International Inc. Copyright © 1995 by Encyclopaedia
Britannica, Inc.;
Descartes: Mary Evans Picture Library
Noam Chomsky: Photograph by Billett Potter
John Bowlby: Courtesy of John Bowlby
Alfred Binet Source: University of Akron Archives
Jerome Brunner Source: Harvard University Archives
Edward Thorndike Source: Teachers College, Columbia University
Herman Ebbinghaus, Carl Rogers, Frederick W.Taylor, Abraham H. Maslow
Photograph by Ann Kaplan Source: Corbis-Bettman Archives
G. H. Mead Source: Maxwell Joseph
Ivan P. Pavlov Source: National Library of Medicine, Bethseda
Jane Goodall Source: Jane Goodall Institute, UK
Sir Frederic Bartlett Source: Department of Experimental Psychology, University of
Cambridge
George A. Kelly Source: Ohio State University Archives
Alexander Luria, Lev Vygotsky Source: Novosti (London)
Jean-Martin Charcot, Francis H. C. Crick, Konrad Lorenz Source: Hulton Archives
Hans J. Eysenck Courtesy of Mrs S. Eysenck
Amos Tversky Courtesy of Mrs B. Tversky
Fritz Heider Source: F.Heider, The Life of a Psychologist, 1983, University Press of
Kansas
Roger Sperry Source: The Nobel Foundation
Meredith Belbin Source: Belbin Associates, Cambridge
Mary S.Ainsworth Photograph by Bob Marvin, University of Virginia
Burrhus F.Skinner Source: B. F. Skinner Foundation
Antonio Damasio Photograph by Christian Steiner
Leon Festinger Photograph by Peter Moore
Jean Piaget Source: Archives Jean Piaget, Geneva
Endel Tulving Source: Trinity College, University of Toronto
23 of 24 http://www.open.edu/openlearn/health-sports-psychology/psychology/epoch-psychology-history- Wednesday 19 August 2020
timeline/content-section-0?utm_source=openlearnutm_campaign=olutm_medium=ebookAcknowledgements
Wilder Penfield Source: McGill University Archives, Montreal
Paul Ekman Source: Human Interaction Laboratory, U.C.S.F.
John B.Watson Source: Furman University, South Carolina
Solomon Asch Source: Solomon Asch Center, University of Pennsylvania
Hans Asperger Courtesy of Dr M. Asperger-Felder
Carl Gustav Jung Source: Mary Evans Picture Library
Simon Baron-Cohen Photograph by Gino Sprio
Anne Treisman Source: Department of Psychology, Princeton University
Francis Galton Sigmund Freud Copyrights Mary Evans Picture Library
Charles Darwin Sigmund Freud Copyrights Mary Evans Picture Library
Anna Freud Sigmund Freud Copyrights Mary Evans Picture Library
Pierre Janet Source: Gerardo Herreros
Self Falschung Source: Colin Thomas
Jerry Fodor: Source: Gyeongsang National University
James Jerome Gibson:
Source: College Ahuntsic
Erving Goffman:
Leo Kanner:
Source: College Ahuntsic
Elton Mayo: Source: Unkown
Karen Saywitz: permission from Karen Saywitz – Source:
David Geffen School of Medicine at UCLA
John Tooby: © Rob Kurzban and Glenn Geher
Aldert Vrij: permission from Aldert Vrij, University of Portsmouth
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