A H i s t o r y

o f P s y c h o l o g y

I N A U T O B I O G R A P H Y
A H i s t o r y

o f P s y c h o l o g y

I N A U T O B I O G R A P H Y

VOLUME IX

Edited by
Gardner Lindzey and
William M. Runyan

American Psychological Association • Washington, DC

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 C O N T E N T S

PREFACE Vll

1 Elliot Aronson 3
2 Albert Bandura 43

3 Gordon H. Bower 77

4 Jerome Kagan 115

5 Daniel Kahneman 155

6 Elizabeth F. Loftus 199

7 Walter Mischel 229

8 Ulric Neisser 269

9 Richard F. Thompson 303

APPENDIX: CONTRIBUTORS TO VOLUMES I - V I I I 335

INDEX 337
ABOUT THE EDITORS 353
 P R E F A C E

Gardner Lindzey and William M. Runyan

x his is Volume I X in a series that now spans more than 75 years.

The distinguished and diverse contributors were selected with the
assistance of many consultants, especially members of an Editorial
Advisory Committee composed of Nicole Barenbaum, Ludy Benjamin,
Jerome Bruner, Donald Dewsbury, William Estes, Raymond Fancher,
Donald Foss, Daniel Gilbert, Alan Kazdin, David Leary, Eleanor Mac-
coby, Hazel Markus, Dan McAdams, Wade Pickren, Larry Smith, and
Richard F. Thompson.

H i s t o r y o f This Series

When Edwin G. Boring, director of the Harvard Psychological

Laboratory and later chair of the psychology department, was finishing
his masterful A History of Experimental Psychology (1929, 1950 rev. ed.),
he thought it was impossible to get important facts about individuals'
scientific development except from them directly. He wrote a letter
on April 10, 1928, to Carl Murchison at Clark University proposing
a project involving psychologists' autobiographies. After an initial
meeting at Harvard's Emerson Hall, they soon composed a committee
consisting of Boring, Murchison, Karl Buhler of the University of
Vienna; Herbert S. Langfeld of Princeton; and John B. Watson of New
York City to invite chapters for the series.
Volume I appeared in 1930 with Murchison as editor, although
Boring was active behind the scenes. It included chapters by James
viii PREFACE

Mark Baldwin, Mary Whiton Calkins, Pierre Janet, William McDou-

gall, and others. A complete list of contributors to Volumes I through
V I I I , with years of publication, is provided in the appendix at the end
of this volume.
In the early 1960s on a visit to Cambridge, Gardner Lindzey asked
Boring whether he would be willing to participate in a revival of the
series. Although ambivalent, Boring agreed to another volume "if you
do all the work." When he returned to his office at the University of
Minnesota, Lindzey found several typed postcards from Boring on the
project, making it clear that he would not be doing all the work.
Lindzey was coeditor of Volume V with Boring in 1967 and editor of
Volumes V I (1974), V I I (1980), and V I I I (1989).
A t a memorial service for Ernest Hilgard at Stanford University on
March 24, 2002, William M. Runyan approached Lindzey and asked
if another volume of the series was in the works. Lindzey said no, and
he wasn't planning another one. Richard Atkinson, a member of the
editorial advisory board for Volume V I I I , stopped to say hello to
Lindzey, and Runyan, who had never met Atkinson, half jokingly
asked if he would "lean on" Lindzey to get him to consider editing
another volume. Many discussions later, Lindzey eventually said that
he would coedit another volume "if you do all the work." That has
not turned out to be the case, and Lindzey has been actively involved
in each stage of the project since then. After various ratings and
rankings, a list of about 100 names was narrowed down to a small
number of psychologists who were invited to contribute autobiogra-
phies. Those invited who provided chapters are Elliot Aronson, Albert
Bandura, Gordon H. Bower, Jerome Kagan, Daniel Kahneman, Eliza-
beth F. Loftus, Walter Mischel, Ulric Neisser, and Richard F. Thomp-
son. Each contributor was asked to prepare an autobiography "that
stressed professional aspects, relations with psychologists and other
scientists and humanists, relevant social and cultural contexts, and
personal values and motivations."
That this can be done in a great variety of ways is illustrated in
the following chapters. Different degrees of emphasis are placed on
reviewing scientific theory and research; work in relation to education
and career; work in relation to personal experience; or work and life
in relation to wider social, political, and cultural contexts.
 PREFACE ix

Nazi Germany, World War I I , and the prevalence of anti-Semitism

formed a historical context that affected many psychologists and their
families and is discussed in the autobiographies of Aronson, Kagan,
Kahneman, Loftus, Mischel, and Neisser. Some of the authors, although
not all, draw explicitly on their own theory and research in interpreting
their lives. Many authors commented that they found writing their
autobiographies a valuable experience.
An unusual feature of this volume is the inclusion of a eulogy for
Amos Tversky (1937-1996), read at his memorial service by his close
friend and collaborator Daniel Kahneman. It is evident that if death
had not intervened, Tversky would have been invited to contribute
an autobiography to this series and would have been awarded the
Nobel Prize.

Areas o f Psychology

The autobiographies in this volume, and in the series as a whole,

can be used to illuminate the history of different areas of psychology.
No story is more often told in the history of psychology than the shift
from behaviorism to cognitive psychology and to social cognitive
approaches.
This is a story told both within personality and social psychology
and in cognitive neuroscience. Both cognitive psychology and social
cognitive approaches want to differentiate themselves from radical
behaviorism—once seen as the scientific cutting edge but now seen
as excessively reductionistic—and to ally with the study of cogni-
tive processes.
Autobiographies can provide a valuable perspective on the network
of persons, publications, interpersonal relationships, and departmental
politics out of which different traditions in psychology have been and
are being formed. Although autobiographies can shed light on some
of these processes and events and need to be critically evaluated, much
remains unknown. Whole rooms of the castle remain shrouded in
darkness.
Consider, for instance, Karl Lashley (1890-1958). He was a leader
in early 20th-century neuroscience and pivotally important in the study
x PREFACE

of learning, memory, and the "search for the engram." His interests,
along with the work of many others, eventually developed into cogni-
tive neuroscience. Lashley was invited to write a chapter for this series
but declined. It seems likely that his colleague and ambivalent admirer,
Edwin G. Boring, asked him more than once. Boring portrayed Lashley
as the "greatest psychologist in the world" when arguing for his ap-
pointment at Harvard in 1935. Lashley's missing autobiography is
mentioned as a way of directing attention to what we do have in the
autobiographies in this series.
The life historical strands of the transition from learning theories
to cognitive psychology can be analyzed in A History of Psychology in
Autobiography from 1930 to the present. The series includes autobiogra-
phies by Edward L. Thorndike and John B. Watson (both included
in the 1936 volume) and autobiographies by learning theorists Edward
C. Tolman and Clark H u l l (1952 volume) and B. F. Skinner (1967
volume).
Reviews of these theories of learning were published by Ernest
Hilgard (1948), through Bower and Hilgard (1981, 5th ed.), with
Hilgard's autobiography in this series in 1974. In the present volume,
Bower reviews his life and selected recent developments in learning,
memory, and cognitive processes in contexts.
The rise of cognitive psychology is intertwined in this series with
the work and careers of Jerome Bruner and Herbert Simon (1980
volume), and in this volume, Gordon Bower, Elizabeth F. Loftus, and
Ulric Neisser. The turn from social learning theory to social cognitive
approaches is discussed by both Albert Bandura and Walter Mischel
in the present volume.
Cognitive dissonance theory is discussed in Elliot Aronson's account
of his encounter with Leon Festinger. In developmental psychology,
Jerome Kagan argues that it is not only objective events but the
symbolic interpretation of events that needs to be understood. Although
Kagan has argued for the importance of neuroscience and biological
temperament, he also argues for the irreducible importance of contexts
and psychological interpretation; understanding the mind requires
more than understanding the brain.
A History ofPsychology in Autobiography provides resources for interpre-
ting the life historical strands of other traditions as well. For example,
light can be shed on the history of social psychology with autobiogra-
 PREFACE xi

phies by William McDougall (1930 volume); Gordon Allport (1967

volume); Otto Klineberg, David Krech, and Theodore Newcomb (1974
volume); Roger Brown and Stanley Schacter (1989 volume); and Elliot
Aronson (this volume.) As one additional example, autobiographical
perspectives on abnormal and clinical psychology are provided in chap-
ters by Pierre Janet (1930 volume); Kurt Goldstein, Henry A. Murray,
and Carl Rogers (1967 volume); Hans Eysenck (1980 volume); Paul
E. Meehl (1989 volume); and in the present volume, Albert Bandura
and Walter Mischel.
An article was recently published on "The 100 Most Eminent Psy-
chologists of the Twentieth Century" (Hagbloom et al., 2002). It is
remarkable how many in this list of 100 have contributed chapters to
this series. Of the top 25 in that list, 15 have now written autobiogra-
phies for the series, including (in order on their list): B. F. Skinner,
Jean Piaget, Albert Bandura, Carl Rogers, Stanley Schacter, Edward
L. Thorndike, Gordon Allport, Hans Eysenck, Raymond B. Cattell,
John B. Watson, Donald O. Hebb, George A. Miller, Clark L. H u l l ,
Jerome Kagan, and Walter Mischel. We are pleased that many of these
articles, found in several volumes of the History of Psychology in Auto-
biography series, are now available to readers in APA's PsycBooks
database.
There are obviously many additional psychologists whose autobio-
graphical accounts would be of value. Fortunately, there are other
informative autobiographical series, including The Psychologists (Kra-
wiec, 3 vols., 1972, 1974, 1978); Studying Animal Behavior: Autobiogra-
phies of the Founders (Dewsbury, 1985); The History of Clinical Psychology
in Autobiography (Walker, 2 vols., 1991, 1993); A History of Develop-
mental Psychology in Autobiography (Thompson & Hogan, 1996); and
The History of Neuroscience in Autobiography (Squire, 5 vols., 1996 and
after). W i t h contributions cutting across each of these substantive areas
is Models of Achievement: Reflections of Eminent Women in Psychology
(O'Connell & Russo, 3 vols., 1983, 1988, 2001).
We thank the Center for Advanced Study in the Behavioral Sciences
and the School of Social Welfare at the University of California, Berke-
ley, for their institutional support, and we particularly thank Leslie
Lindzey for her invaluable assistance.
A H i s t o r y

o f P s y c h o l o g y

I N A U T O B I O G R A P H Y
 1

E l l i o t A r o n s o n

We work in the dark, we do what we

can, we give what we have. Our doubt
is our passion, and our passion is our
task. The rest is the madness of art.
—Henry James

w hen I was a senior at Brandeis University, I heard an invited

lecture by the distinguished nuclear physicist Leo Szilard. Szilard remi-
nisced about how in the 1930s he was teaching at the University of
Berlin when he gradually realized that Hitler's Germany was no place
for a Jew. One day he packed a valise, hopped on a train, and left the
country. The train was practically empty. The next day the train was
jam-packed, and it was stopped at the border and turned back. Szilard's
moral of this story was that "you don't have to be much smarter than
the average person—only a little bit smarter." In this instance, only
1 day smarter.
Well, maybe that is the case but my guess is that you also have to
be incredibly lucky. As I see it, there are essentially two ways to write
an autobiography. One is to take full credit for every good outcome:
" I was smart enough to go to this university, and work with this
professor, and then go to that graduate school so that I could work
with that great scholar, and then I wisely accepted that wonderful
job," and so on. The other way is to attribute everything to the
vicissitudes of chance: "My God, I have been incredibly lucky. At
every step of the way I simply happened to be in the right place at
4 A HISTORY OF PSYCHOLOGY IN AUTOBIOGRAPHY

the right time." But both are true. In my case, most of the good things
that happened to me were the result of being in the right place at the
right time in my career, in my choice of a life partner, and in the
friendships I formed. I also was adept at making pretty good use of
the opportunities that presented themselves.
My major good fortune was to fall under the influence of a series
of magnificent mentors, most notably Abraham Maslow, David McClel-
land, Leon Festinger, and Gardner Lindzey. But my earliest mentor
was my big brother Jason, 21/? years my senior. Jason was strong-
willed, charismatic, and brilliant. Undeterred by all the evidence to
the contrary, he saw in me a bright and talented youngster with a lot
of potential. During the first 18 years of my life, he was just about
the only one to think so. He taught me how to throw, catch, and hit
a baseball and to dribble a basketball. He taught me that hard work
could be fun and that having fun was important. He taught me to
take myself seriously, but not too seriously. By example, he showed
me the joy of poking fun at my own foibles and blunders and that
humor could be found in anything, even in tragedy. Also by example,
he taught me how to play the hand I was dealt, in poker as in life,
like a mensch, that is, with a minimum of whining or complaining.
I was born on January 9, 1932, in Chelsea, Massachusetts, a slum
city just across the Mystic River from Boston. Chelsea was brimful of
junkyards, rag shops, and oil storage tanks. When I was 3 years old,
my family took a huge step up and moved to the adjacent, equally
slummy city of Revere, a seaside town nestled between a horse track
and a greyhound racing track. Because of this location, Revere was
teeming with small-time gamblers, bookies, and assorted Runyonesque
characters. The saving grace of Revere was that it was on the ocean,
and accordingly, it had a pretty good swimming beach and a boardwalk
with a real honest-to-goodness wooden roller coaster. These proved to
be extremely important to me. So my advice to young people is, if
you have to live in a slum, make sure it's on the ocean.
My father emigrated from Russia in 1911 when he was 8 years old.
He quit school at the age of 13 and began earning his living by
peddling socks and underwear from a pushcart in Boston. Eventually
he earned enough money to open a small dry goods store, where he
peddled socks and underwear from behind the counter. He was a
compulsive gambler who would bet on anything from horses to dogs
 ELLIOT ARONSON 5

to baseball to how many cars would pass by a certain spot within a

3 minute period. The year I entered kindergarten was the year that
my father lost his store and the bank foreclosed on our home, leaving
my father unemployed and the family destitute. I have vivid memories
of going to bed hungry and early so that we could ward off the cold
in our unheated flat by covering ourselves with blankets and overcoats,
of stuffing my shoes with cardboard to cover the holes in the soles
because we couldn't afford to have the shoes repaired, and of never
having new clothes but always wearing those that my older brother
had outgrown. I also remember our family moving in the middle of
the night because we were in arrears in our rent payment. My mother
blamed our poverty on my father's gambling and never forgave him
for it. My father attributed our poverty to the Great Depression and
to the fact that his blue-collar customers had lost their jobs and he
needed to extend them credit ("What else could I do? These were my
only customers."). That was why, in his view, he eventually couldn't
pay his rent and lost the store. I was never sure which account was
more accurate. It was almost certainly a mixture of both.
My father eventually landed a job with the W P A working on
highway construction. When the war came, he got a better paying
job as a semiskilled factory worker. He also worked as an agent for a
small-time bookie in the numbers racket. In 1949, when I was a junior
in high school, my father contracted leukemia. A few months later,
just before he died, I overheard a conversation he had with my mother
in which he expressed regret at dying so young and leaving the family
without any money in the bank or any source of income. He particularly
regretted leaving his children financially vulnerable. He said that he
wasn't worried about "the big guy" (my brother Jason, whom he
described as a real go-getter), but he was deeply concerned about "the
little guy" (me) because I was so shy that he felt that without his
support I wouldn't amount to much. He had every reason to be worried.
Indeed I was a very shy child and adolescent. At family gatherings I
was ignored because my uncles and aunts did not find me interesting
to talk to. In school I never volunteered to speak up, and when called
on I stammered and blushed and was barely able to respond to the
question being asked.
Ten years after my father's death I was at a going-away party that
my friends were throwing for me. I had just received my doctorate in
326 A HISTORY OF PSYCHOLOGY IN AUTOBIOGRAPHY

In our ongoing project on stress and hippocampal LTP, Tracey Shors

completed a lovely study showing that stress impairment of LTP is
truly psychological. Animals were given shock escape training—they
learned rapidly—and yoked animals were given identical shocks but
could do nothing about it. The escape animals showed little subsequent
impairment of LTP (hippocampal slice), but the yoked animals, who
could not control the situation, showed marked impairment of LTP
(Shors, Seib, Levine, & Thompson, 1989). More recently, Jeansok K i m
and Mike Foy showed that behavioral stress enhanced subsequent L T D
(hippocampal slice) and that both stress impairment of LTP and en-
hancement of L T D required N M D A receptor activation. In current
work with Mike Foy and in collaboration with our colleague Michel
Baudry, we discovered that acute application of physiological levels of
estrogen to the bath enhanced LTP, prevented stress impairment of
LTP, prevented stress enhancement of L T D , and reversed age enhance-
ment of L T D (e.g., Foy et al., 1999).

Fear L e a r n i n g

Finally, we have also been interested in that other basic aspect of

associative learning: conditioned fear. We collaborated with Jean Shih
in showing that monoamino oxidose-KO mice exhibit markedly en-
hanced conditioned fear but no change in eyeblink conditioning. W i t h
Larry Swanson, we explored enhanced expression of enkephalin m R N A
levels and expression of cFOS in the amygdala. In a collaborative study
with my former student Laura Mamounas and a graduate student,
Ingrid Liu, we found that mice heterozygous for BDNF showed no
conditioned fear to context but normal fear to tone. Furthermore,
context fear could be rescued by application of BDNF to the
hippocampus.
I return now to the cerebellar story, which is remarkable in several
ways. We have shown that the essential memory trace for this basic
form of association learning is indeed localized to a very specific region,
the first such demonstration in the mammalian brain. Interestingly,
the memory trace develops at the locus that codes the actual movement
(eyeblink) in the interpositus. A similar result holds for limb flexion
conditioning—the locus is in the interpositus where this movement
 RICHARD F. THOMPSON 327

is coded. So at least for the associative learning of precisely timed

adaptive movements, the circuit is prewired in the cerebellum but
must be strengthened (e.g., make more synapses) by training to be-
come effective.
Once we discovered that the interpositus nucleus was necessary for
the conditioned eyeblink response, and knowing the circuitry for the
cerebellum and its associated brain stem connections (see Figure 9.1),
we were able to make a large number of specific predictions based on
our model of how the system should work to yield all the properties
of Pavlovian conditioning, all of which proved to be correct. Much of
this work was done in collaboration with a brilliant postdoc, Mark
Gluck, now a professor at Rutgers University.
The essential circuitry for classical conditioning of the eyeblink
response is shown in Figure 9.1, along with the site of memory trace
formation in the interpositus nucleus and a putative site of plasticity
in cerebellar cortical neurons. The nature of the memory is defined by
this circuit; the circuit is the memory. The CS activates the sensory
afferent pathways to the site(s) of trace storage in the cerebellum,
which activates the efferent pathways to the motor nuclei and the
learned behavior. The content of the memory, the conditioned eyeblink
response, is completely denned and completely predictable from the
essential circuit and the memory trace in the interpositus nucleus.
We still do not know the detailed nature of the memory trace in
the interpositus and how it is formed. It w i l l be necessary to identify
all the steps in the causal chain from initial activation of the neurons
at the beginning of training to the final form of the memory trace,
from the biochemical-genetic processes to the structural changes in
the synapses and neurons that code the permanent memory trace.

Conclusion

In this work, I feel we have uncovered the most basic principle

about how memories are formed and stored in the brain: by the
strengthening of already existing connections among neurons. Synapses
become stronger; more synapses are formed, but always among neurons
that are already connected to one another, albeit weakly. In this sense,
all memories are localized in the brain. For complex memories there
328 A HISTORY OF PSYCHOLOGY I N AUTOBIOGRAPHY

may be many strengthened connections i n many loci, but they are s t i l l

localized. The alternative, that memories are formed by the g r o w t h of
entirely new neural pathways, is not supported by evidence. A l t h o u g h
the formation of new neurons may play a role i n learning and memory
(e.g., Shors et al., 2001), they occur at localized places i n the brain,
the places where the memories are presumably being formed.
This principle—memories are formed by strengthening preexisting
connections—is clearly counter to Lashley's principles of mass action
and equipotentiality. Prior to his classic 1929 study, Lashley actually
favored what m i g h t be termed a "switchboard" theory of memory,
consistent w i t h Watson's views. However, he picked a poor m o d e l —
learning of very complex mazes (his principles really only appeared to
apply for his Type I I I maze)—to test his notions.
H e b b (1949) attempted to account for Lashley's results by developing
the notion of "cell assemblies"—complex networks widely distributed
i n the brain that code memories by strengthening many synapses. O u r
results and conclusions strongly disagree w i t h the notion of memory
networks widely distributed i n the brain. However, Hebb's view is
not inconsistent w i t h memories being organized i n terms of m u c h more
localized cell assemblies, for example, i n cerebellum, hippocampus,
cerebral cortex, and basal ganglia. I n a general sense the " H e b b syn-
apse," the notion that memories are stored by the strengthening of
connections among neurons, is alive and w e l l today and entirely consis-
tent w i t h our evidence.
I n concluding, I w o u l d like to credit yet another major figure
i n the recent history of brain and memory, Jerzy Konorski. I n his
extraordinary 1948 book, Conditioned Reflexes and Neuronal Organization,
he argued that functional connections between neurons mediating
conditioned responses "can be established only on the basis of preexist-
ing 'potential connections,' formed as a result of the expression of
the genetic programs during ontogenesis" (Konorski, 1948, p. 87).
Konorski would be pleased by our discoveries.
 RICHARD F. THOMPSON 329

S e l e c t e d P u b l i c a t i o n s b y R i c h a r d F. T h o m p s o n 2

Bao, S., Chen L., Kim J. J., & Thompson, R. F. (2002). Cerebellar cortical inhibition
and classical eyeblink conditioning. Proceedings of the National Academy of Sciences
of the United States of America, 99, 1592-1597.
Berger, T. W., Alger, B. E., & Thompson, R. F. (1976, April 30). Neuronal substrate
of classical conditioning in the hippocampus. Science, 192, 483-485.
Berger, T. W., Rinaldi, P. C , Weisz. D. J., & Thompson, R. F. (1983). Single-unit
analysis of different hippocampal cell types during classical conditioning of the
rabbit nictitating membrane response. Journal of Neurophysiology, 50, 1197-1219-
Berry, S. D., & Thompson, R. F. (1979, July 13). Medial septal lesions retard
classical conditioning of the nictitating membrane response in rabbits. Science,
205, 209-211.
Chen, C , Kano, M., Abeliovich, A., Chen, L., Bao, S., Kim, J. J., et al. (1995).
Impaired motor coordination correlates with persistent multiple climbing fiber
innervation in PKCy mutant mice. Cell, 83, 1233-1242.
Chen, L., Bao, S., Lockard, J. M., Kim, J. J., & Thompson, R. F. (1996). Impaired
classical eyeblink conditioning in cerebellar lesioned and Purkinje cell degenera-
tion (pcd) mutant mice. Journal of Neuroscience, 16, 2829-2838.
Chen, L., Bao, S., Qiao, X., & Thompson, R. F. (1999). Impaired cerebellar synapse
maturation in waggler, a mutant mouse with a disrupted neuronal calcium channel
Y subunit. Proceedings of the National Academy of Sciences of the United States of
America, 96, 12132-12137.
Christian, K. M., & Thompson, R. F. (2003). Neural substrates of eyeblink condition-
ing: Acquisition and retention. Learning & Memory, 10, 427-455.
Farel, P. B., & Thompson, R. F. (1976). Habituation of a monosynaptic response
in frog spinal cord: Evidence for a presynaptic mechanism. Journal of Neurophysiol-
ogy, 39, 661-666.
Foy, M. R., Xu, J., Xie, X., Brinton, R. D., Thompson, R. F., & Berger, T. W.
(1999). 17(3-estradiol enhances NMDA receptor-mediated EPSPs and long-term
potentiation. Journal of Neurophysiology, 81, 925-929.
Gluck, M. A., Allen, M. T., Myers, C. E., & Thompson, R. F. (2001). Cerebellar
substrates for error correction in motor conditioning. Neurobiology of Learning and
Memory, 76, 314-341.
Gomi, H., Sun, W., Finch, C. E., Itohara, S., Yoshimi, K., & Thompson, R. F.
(1999). Learning induces a CDC2-related protein kinase, KKIAMRE. Journal of
Neuroscience, 19, 9530-9537.
Groves, P. M., & Thompson, R. F. (1970). Habituation: A dual-process theory.
Psychological Review, 77, 419-450.
Kettner, R. E., & Thompson, R. F. (1985). Cochlear nucleus, inferior colliculus,
and medial geniculate responses during the behavioral detection of threshold-

2 A much more extensive list of the author's publications is given in Thompson (2003).
330 A HISTORY OF PSYCHOLOGY I N A U T O B I O G R A P H Y

level auditory stimuli in the rabbit. Journal of the Acoustical Society of America,
77, 2111-2127.
Kim, J. J., Clark, R. E., & Thompson, R. F. (1995). Hippocampectomy impairs
the memory of recently, but not remotely, acquired trace eyeblink conditioned
responses. Behavioral Neuroscience, 109, 195-203.
Kim, J. J., Krupa, D. J., & Thompson, R. F. (1998, January 23). Inhibitory cerebello-
olivary projections mediate the "blocking" effect in classical conditioning. Science,
279, 570-573.
Knowlton, B. J., & Thompson, R. F. (1992). Conditioning using a cerebral cortical
CS is dependent on the cerebellum and brainstem circuitry. Behavioral Neuroscience,
106, 509-517.
Krupa, D. J., Thompson, J. K., & Thompson, R. F. (1993, May 14). Localization
of a memory trace in the mammalian brain. Science, 260, 989-991-
Lavond, D. G., Hembree, T. L., & Thompson, R. F. (1985). Effect of kainic acid
lesions of the cerebellar interpositus nucleus on eyelid conditioning in the rabbit.
Brain Research, 326, 179-183-
McCormick, D. A., Lavond, D. G., Clark, G. A., Kettner, R. E., Rising, C. E., &
Thompson, R. F. (1981). The engram found?: Role of the cerebellum in classical
conditioning of nictitating membrane and eyelid responses. Bulletin of the Psycho-
notnic Society, 18, 103—105.
McCormick, D. A., Steinmetz, J. E., & Thompson, R. F. (1985). Lesions of the
inferior olivary complex cause extinction of the classically conditioned eyeblink
response. Brain Research, 359, 120-130.
McCormick, D. A., & Thompson, R. F. (1984, January 20). Cerebellum: Essential
involvement in the classically conditioned eyelid response. Science, 223, 296—299-
Patterson, M. M., Cegavske, C. F., & Thompson, R. F. (1973). Effects of classical
conditioning paradigm on hind-limb flexor nerve response in immobilized spinal
cats. Journal of Comparative and Physiological Psychology, 84, 88—97.
Shibuki, K., Gomi, H., Chen, L., Bao, S., Kim, J. J., Wakatsuki, H., et al. (1996).
Deficient cerebellar long-term depression, impaired eyeblink conditioning and
normal motor coordination in GFAP mutant mice. Neuron, 16, 587-599-
Shors, T. J., Seib, T. B., Levine, S., & Thompson, R. F. (1989, April 14). Inescapable
versus escapable shock modulates long-term potentiation in the rat hippocampus.
Science, 244, 224-226.
Solomon, P. R., Vander Schaaf, E. R., Thompson, R. F., & Weisz, D. J. (1986).
Hippocampus and trace conditioning of the rabbit's classically conditioned nicti-
tating membrane response. Behavioral Neuroscience, 100, 729—744.
Steinmetz, J. E., Lavond, D. G., Ivkovich, D., Logan, C. G., & Thompson, R. F.
(1992). Disruption of classical eyelid conditioning after cerebellar lesions: Damage
to a memory trace system or a simple performance deficit? Journal of Neuroscience,
12, 4403-4426.
Swain, R. S., Shinkman, P. G., Nordholm, A. F., & Thompson, R. F. (1992).
Cerebellar stimulation as an unconditioned stimulus in classical conditioning.
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somatic sensory, and visual projection to association fields of cerebral cortex in
the cat. Journal of Neurophysiology, 26, 343—364.
Thompson, R. F., & Krupa, D. J. (1994). Organization of memory traces in the
mammalian brain. Annual Review of Neuroscience, 17, 519—549.
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Thompson, R. F., & Spencer, W. A. (1966). Habituation: A model phenomenon for
the study of neuronal substrates of behavior. Psychological Review, 73, 16-43.
Tracy, J., Thompson, J. K., Krupa, D. J., & Thompson, R. F. (1998). Evidence of
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response in rabbits as a model system for the study of brain mechanisms of
learning and memory in aging. Experimental Aging Research, 11, 109—112.
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 A P P E N D I X :

C O N T R I B U T O R S T O

V O L U M E S I - V I I I

Volume I (1930)
Carl Murchison, Ed., Clark University Press
J. M. Baldwin J. Jastrow W. Stern
M. W. Calkins F. Kiesow C. Stumpf
E. Claparede W. McDougall H. C. Warren
R. Dodge C. E. Seashore T. Ziehan
P. Janet C. Spearman H. Zwaardemaker

Volume II (1932)
Carl Murchison, Ed., Clark University Press
B. Bourdon K. Groos W. B. Pillsbury
J. Drever G. Heymans L. M. Terman
K. Dunlap H. Hoffding M. F. Washburn
G. C. Ferrari C. H. Judd R. S. Wood worth
S. I. Franz C. L. Morgan R. M. Yerkes

Volume III (1936)

Carl Murchison, Ed., Clark University Press
J. R. Angell J. Frobes E. L. Thorndike
F. C. Bartlett O. Klemm J. B. Watson
M. Bentley K. Marbe W. Wirth
H. A. Carr G. S. Myers
S. De Sanctis E. W. Scripture

335
336 APPENDIX

Volume IV (1952)
E. G. Boring et al., Eds., Clark University Press
W. V. D. Bingham A. Gesell J. Piaget
E. G. Boring C. L. Hull H. Pieron
C. L. Burt W. S. Hunter C. Thomson
R. M. Elliott D. Katz L. L. Thurstone
A. Gemelli A. Michotte E. C. Tolman

Volume V (1967)
E. G. Boring and Gardner Lindzey, Eds., Appleton-Century-Crofts
G. W. Allport K. Goldstein H. A. Murray
L. Carmichael J. P. Guilford S. L. Pressey
K. M. Dallenbach H. Helson C. R. Rogers
J. F. Dashiell W. R. Miles B. F. Skinner
J. J. Gibson G. Murphy M. S. Viteles

Volume VI (1974)
Gardner Lindzey, Ed., Prentice-Hall
F. H. Allport O. Klineberg O. H. Mowrer
F. A. Beach J. Konorski T. M. Newcomb
R. B. Cattell D. Krech S. S. Stevens
C. H. Graham A. R. Luria
E. R. Hilgard M. Mead

Volume VII (1980)

Gardner Lindzey, Ed., Freeman
A. Anastasi F. A. Geldard C. E. Osgood
D. E. Broadbent E. J. Gibson R. R. Sears
J. S. Bruner D. O. Hebb H. A. Simon
H. J. Eysenck Q. McNemar

Volume VIII (1989)

Gardner Lindzey, Ed., Stanford University Press
R. G. Barker L. M. Jurvich P. E. Meehl
R. Brown D. Jameson G. A. Miller
L. J. Cronbach B. Inhelder C. Pfaffman
W. K. Estes R. D. Luce S. Schacter
F. Heider E. E. Maccoby
 I N D E X

Adaptive Control of Thought (ACT), Ulric Neisser and APA Task Force,
104 295
Advances in Personality Science (Cervone American Psychological Society, 54
& Mischel), 264 Amnesiacs, 324-325
Adversarial collaboration, 190—191 Amygdala, 137, 138, 147
Affect and Accuracy in Recall (Winograd Anderson, John, 102-104
& Neisser), 293 Anima, 140
Against My Better Judgment (Brown), Animal learning, 92-94
141 Anthony, Sharon, 89-90
Agency, 66-71 Anti-semitism, 7
and biology, 70-71 APA. See American Psychological
collective, 66 Association
moral, 69-70 Applied Psychological Research Unit
personal, 66 (Cambridge, England), 167-168
socially mediated, 66 Arcus, Doreen, 137
The Age of Propaganda (Pratkanis & Aristotle, 24
Aronson), 37 Aronson, Elliot, 2-39
Aggression anti-semitism experienced by, 7
familial transmission of, 56 blindness of, 36-38
televised, 57—61 Brandeis University, 3, 8-11
Akerlof, George, 184, 186 Center for Advanced Study in
Alger, Bradley, 314 Behavioral Sciences (Palo Alto),
Allais paradox, 176 31
All-or-none model, 96-97 childhood, 4-7
Allport, Gordon, 241, 249, 258 and condom use studies, 34—35
Alpert, Richard (Dick), 13, 14, 243 and dissonant self-concept, 21—22
American Psychiatric Association, 54 and Leon Festinger, 13-17
American Psychological Association Harvard University, 18-22
(APA) and initiation rites, 16—17
Albert Bandura as president of, and jigsaw classroom, 28—30
53-54 and Gardner Lindzey, 25

337
338
Aronson, Elliot, continued
and Abraham Maslow, 9—11
and David McClelland, 11-13
photograph, 2
and reinforcement theory, 24—25
and sensitivity training groups,
27-28
shyness of, 5, 6
and social activism, 26
Social Animal text, 26, 30—31, 38
Stanford University, 13—18
University of California, Santa Cruz,
32-36
University of Minnesota, 22-25
University of Texas, 25—30
Wesleyan University, 11-13
Aronson, Jason, 4, 5, 7, 38-39
Aronson, Vera, 10, 11, 13, 24, 27
Asserting Yourself(Bower & Bower),
93
Association for the Advancement of
Psychology, 54
Association theory, 103
Associative network theory, 104-105
Atkinson, Richard (Dick), 52, 94, 97,
98, 204
Attention, 128
Attention and Effort (Kahneman), 163,
170-171
Attention in Learning (Trabasso &
Bower), 96
Austen Riggs Clinic (Stockbridge,
Massachusetts), 162-163
Austin, Texas
fair housing ordinance in, 26
school desegregation in, 28-30
Availability heuristic, 174
Avoidant style, 126
Awareness, 324, 325
Ayduk, Ozlem, 263
Bahrick, Lorraine, 288
Baird, Michael, 307
Banaji, Mahzarin (Marzu), 222
INDEX
Bandura, Albert, 42-72
APA president, 53-54
and behavior modification, 61—65
childhood, 43-46
and cultural influence, 67
and effects of televised violence on
children, 57-61
and fortuity, 49-50
and Walter Mischel, 244-245
photograph, 42
and self-efficacy belief system,
65-67
and self-regulation, 68—69
and social cognitive theory, 69—72
social modeling, 55-57
Stanford University, 51-53, 55-57,
61-65
University of British Columbia, 46
University of Iowa, 46—49
Wichita Guidance Center, 51
Bao, Shaowen, 323
Barmack, Joseph, 235
Barsalou, Larry, 110
Beach, Frank A., 117, 121, 124
Beatty, Jackson, 166
Beauty and Consolation (documentary),
223
Becklen, Bob, 288
Behavioral economics, 183-187
Behaviorist psychology, 118, 119
Behavior modification, 61-65, 93
Behavior therapy, 93
The Bell Curve (Herrnstein & Murray),
295
Benton, Arthur, 46, 47
Berger, Theodore, 314
Bergmann, Gustav, 47, 48
Berkowitz, Len, 60
Bernstein, Dan, 214, 220
Berscheid, Ellen, 23
Beyond Freedom and Dignity (Skinner),
64
Big Five, 251, 260
Bijou, Sid, 47
 INDEX
Bing Nursery School (at Stanford
University), 246-247
Biopsychology, 309
Birth to Maturity (Kagan & Moss),
126-127
Black, John, 109
Blanchard, Ed, 62
Block, Jack, 162, 255
Blocking, 322
Blum, Jerry, 166
Boas, Franz, 233
Bogart, Leo, 60
Boring, E. G., vii, 275
Bower, Gordon H., 76-111, 204
adolescence, 80—82
and animal learning, 92-94
childhood, 80
and connectionist modeling of
category learning, 106-108
and emotional factors, 104—106
and human associative memory
theory, 102-104
and Elizabeth Loftus, 218
and mathematical learning theory,
86-87
and mathematical models of
learning, 94-97
and Walter Mischel, 244
and mnemonic devices, 101—102
and narrative memory, 108-110
and organizational factors in
memory, 99-101
parents as role models, 78-80
photograph, 76
and religion, 85-86
and short-term memory, 97-99
Social Science Research Council
summer workshop, 90—91
Stanford University, 52, 91-111
University of Minnesota, 84—87
Western Reserve University, 82-84
Yale University, 87-89
Brandeis University
Elliot Aronson at, 3, 8—11
339
Ulric Neisser at, 280-282
Brander, James, 185
Brewer, Joseph, 51
Broadcast industry, 58—61
Brogden, Wulf, 304, 305, 312
Brown, Judson, 46, 47, 309
Brown, Roger, 141
Bruck, Maggie, 213
Bruner, Jerry, 20, 145, 276
Bush, Bob, 86, 87
Cairns, Robert, 56
California earthquake (1989), 293
California Supreme Court, 219
Camerer, Colin, 186
Cantor, Nancy, 247-248
CAPS. See Cognitive Affective
Personality System
Career Burnout (Pines & Aronson), 37
Carleton College study, 251-253, 257
Carlsmith, Merrill, 19-20
Category learning, connectionist
modeling of, 106-108
Ceci, Steve, 213
Cell assemblies, 328
Center for Advanced Study in the
Behavioral Sciences (Palo Alto)
Elliot Aronson at, 31
Daniel Kahneman at, 180
Elizabeth Loftus at, 206
Ulric Neisser at, 286-288
Richard Thompson at, 315-319
Cerebellar cortex, 322-323
Cerebellum, 316-318, 323, 326-327
Cervone, Daniel, 255, 264
Challenger (space shuttle) disaster,
292-293
Chen, Lu, 323
Child development, second year of,
131-135
Child Development and Personality
(Mussen, Conger, & Kagan),
122-123
Chillicothe, Ohio VA Hospital, 238
340 INDEX

Choice behavior, 240 Craik, Fergus, 102

Choice problems, 177, 181 Creativity, 56—57
Chunking, 99-101 Crick, Francis, 138-139
City College of New York, 235-236 "Cultural and Cognitive Discontinuity'
Clark, Eve, 102 (Neisser), 282
Clark, Herb, 102 Culture
Clark, Kenneth, 235 and cognitive discontinuity, 282
Clark, Robert, 324, 325 and social cognitive theory, 67
Cleveland State Mental Hospital,
83-84 Darley, John, 19, 23
Clinical psychology, xi Daum, Irene, 319
Clinical Versus Statistical Prediction Dawkins, Peter, 123-124
(Meehl), 160 Daycare, effects of infant, 135-136
A Clockwork Orange (film), 64 Dean, John, 290
Cognition and Reality (Neisser), De Busk, Robert, 69
287-288 Decision-making studies, 176—180,
Cognitive Affective Personality System 187-188
(CAPS), 260-262 Decision utility, 189
Cognitive Psychology (Neisser), 283-284 Declarative memory modeling,
Cognitive neuroscience, ix 324-325
Cold pressor test, 306 Delay of gratification, 241, 243, 246-
Collective agency, 66 247, 256, 262-263
Columbia University, 255—264 Demjanjuk, John, 199-200
Computational modeling, 102—103 Dictator game, 185
Concepts and Conceptual Development Dieting technique, 220-221
(Neisser), 291 Dissonance theory, 15—16, 21
The Conceptual Self in Context (Neisser & Doodling, 12
Jopling), 295 Downey, Geraldine, 257
Conditioned Reflexes and Neuronal Dual-process model, 173
Organization (Konorski), 328 Dual reward-punishment effect, 88
Condom use studies, 34-35 Duhem, Pierre, 136
Conger, John, 122 Dunlop, John, 145
Conjunction fallacy, 187
Connectionist modeling of category Earthquakes, 293
learning, 106-108 Ebbesen, Ebbe, 246
Conservative Bayesians, 167 Economics, 179-180, 183-187
Consistency paradox, 252—253 Edwards, Ward, 167
Constructionism, 44 Efron, Edith, 58
Constructive processes, 284 Eich, Eric, 105
Cornell University, 285-286 Eisenberg, Leon, 60
Comsweet, Tom, 162 Either/Or (Kierkegaard), 304
Corwin, David, 216 Electronic mail, 287
Counterattitudinal advocacy, 34 Electroshock therapy, 11, 84
Counterfactual thinking, 188 Emerson, Ralph Waldo, 133
 INDEX
Emory Cognition Project, 291—294
Emory University, 291-296
Emotion-state-dependent memory,
104-106
Emotion units, 105
Endowment effect, 182
Engram, 313, 315
Erikson, Erik, 163
Error correction, 107
Ervin, Susan, 163—164
ESP. See Extrasensory perception
Estes, William (Bill)
and Gordon Bower, 86, 90-91, 94
and Elizabeth Loftus, 204
at Stanford University, 52
and Richard Thompson, 305
Ethical issues, 133
Ethical Issues in Behavior Modification
(Stolz), 65
Ethnicity, 135-136
Etzioni, Amitai, 162
Eugenics, 119
Evolved social cognitive approach, 71
Exclusive distinction rule, 108
Experienced utility, 188-189
Experimental design, 19
Extensionality, 181
Extrasensory perception (ESP),
275-276
Eyeblink response, 147, 311, 313-319,
323-325
Eyewitness memory, 206-211
Factor analytic approach, 251
Fair housing ordinance, 26
Fairness, 184-185
False feedback technique, 220
False food memory, 220-221
False Memory Syndrome Foundation
(FMSF), 292
Familial informant false narrative
procedure, 213
Farber, Isador, 47
Farber, Jim, 285
341
Fear learning, 326-327
Federal Trade Commission, 57
Fels Research Institute (Yellow
Springs), 124-127
Festinger, Leon
and Elliot Aronson, 13-17, 20-21,
33-34
and Walter Mischel, 243, 244
at Stanford University, 52
Fienberg, Steve, 211
Fillmore, Charles, 102
Film Board of Canada, 60
Finley, Gordon, 130
Fischoff, Baruch, 163
Fivush, Robyn, 292
Fixed-space displacement model, 97
Flashbulb memories, 292-293
Flight training program, 165-166
Flynn, Jim, 296
Flynn effect, 296-297
FMSF (False Memory Syndrome
Foundation), 292
Forgas, Joe, 106
Fortuity, 49-50
Foundations of Physiological Psychology
(Thompson), 309
Foy, Michael, 325-326
Framing effect, 180-182
Franklin, George, 211-212
Frederick, S., 173-174
Frederick, Shane, 190
Freedman, Jonathan, 204-205
Free-recall learning, 100
Freud, Sigmund, 162
Freudian psychology, 118
Frick, Fred, 276
Fries, Liz, 222
Garcia-Coll, Cynthia, 135-136
Garry, Maryanne, 214, 222
Gestalt psychology, 276—277
Gewirtz, Jacob, 47
Ghiselli, Edwin, 160
Gibson, J. J., 285-286, 289
342 INDEX

Gilovich, Tom, 190 Hastorf, Al, 243, 244

Gladwin, Tom, 282 Hatfield, Elaine, 12, 23
Gleitman, Henry, 278, 283 Haupt, Howard, 209
Glenberg, Art, 110 Heart rate variability, 126
Gluck, Mark, 107-108, 327 Hebb, Donald, 117, 277, 305, 328
Goldberg, Lewis, 171, 260 Hebb rule, 107
Goldsen, Rose, 60 Hebb synapse, 328
Goldstein, Kurt, 158, 235 Hebrew University, Jerusalem
Goodbye Mr. Chips (film), 115 Daniel Kahneman at, 157-158,
Gormezano, I., 311 164-170
Gough, Harrison, 162 Amos Tversky at, 192
Gould, Jack, 60 Held, Richard, 280
Graesser, Art, 109 Helmreich, Bob, 26
Grafton, Scott, 319 Hennis, Tim, 209
Grant, David, 311 Henry, Frances, 238-239
Graphic expression, 12 Herrmann, Doug, 289
Greenbaum, Joe, 12 Herschkowitz, Norbert, 144
Greene, Edie, 211 Hertwig, Ralph, 174, 190
Greenwald, Tony, 19 Heuristics of judgment, 171—176, 190
Groves, Philip, 308 Hicks, Leslie, 316
Guatemala, 129-131 Hilgard, Ernest, viii, 88, 94, 104
Guided mastery, 62-63, 65-66 Hippocampus, 138, 314-315,
Guyer, Mel, 217, 218 324-326
Hirst, Bill, 288
Haber, Ralph, 13 HIV/AIDS epidemic, 34-35, 71
Habituation theory, 307-309 Hoffman, Paul, 171
Hall, Calvin, 83, 312 Holmer, Paul, 85
HAM. See Human associative memory Hostility, 237
Handbook of Social Psychology (Lindzey), Hull, Clark, 46, 84, 278
25 Human Associative Memory (Anderson &
The Handbook of Social Psychology Bower), 102, 103
(Aronson & Carlsmith), 19 Human associative memory (HAM),
Harkness, Sara, 131 102-103
Harlow, Harry, 311 Hyman, Ira, 296
Harsch, Nicole, 293 Hypnosis, 104, 283
Hartley, Ruth, 58 Hypocrisy paradigm, 35
Harvard University
Elliot Aronson at, 18-22 If . . . then . . . patterns, 259, 261
Jerome Kagan at, 127-129, 145 Illusion of validity, 159
Daniel Kahneman at, 166 "The Imitation of Man by Machine"
Walter Mischel at, 241-243 (Neisser), 282
Ulric Neisser at, 274-277, Immigration laws, 119
279-280 Inattentional blindness, 288
Richard Thompson at, 313—315 Incremental theory of learning, 96—97
 INDEX 343

Infant daycare, effects of, 135-136 and specificity, 144-147

Inhibition to the unfamiliar, 125 and temperament, 135-136
Inhibitory interneuron, 307—308 Yale University, 115, 117-121
Initiation rites, 16—17 Kahn, S. David, 275-276
Inkeles, Alex, 131 Kahneman, Daniel, 154-195
Innovation, 56-57 adolescence, 157
Intelligence, 287, 289 and adversarial collaboration,
"Intelligence: Knowns and Unknowns" 190-191
(Neisser et al.), 295 Austen Riggs Clinic, 162-163
Interpretation of Dreams (Freud), 162 and behavioral economics, 183-187
Introduction to Personality (Mischel), 251 Center for Advanced Study, 180
Introductory Psychology (Hilgard), 88 childhood, 155-157
Intuition, 173-174 and experienced utility, 188-189
Invariance, 181 and framing effect, 180-182
Israel Defense Forces, 158—161, 192 Harvard University, 166
Hebrew University, Jerusalem, 157-
James, Henry, 3 158, 164-170
James, Tom, 136 and heuristics of judgment,
James, William, 52 170-176
Jane Doe case, 216-220 military service, 158-161
Jigsaw classroom, 28—30 and one-question studies, 164—165
Johnson, Lyndon, 61 Oregon Research Institute, 170-171
Johnson-Laird, Phil, 109 photograph, 154
Johnston, Moira, 215 Princeton University, 188
Jopling, David, 295 professional training, 164-167
Judgment and prospect theory, 176-180
covariation in, 252—253 and pupil dilation, 166
heuristics of, 171-176, 190 and reward/punishment, 165-166
Jung, Carl, 126, 140 and Amos Tversky, 167-170,
191-195
Kagan, Jerome, 114-149 University of British Columbia,
childhood, 116-117 184-187
Fels Research Institute (Yellow University of California, Berkeley,
Springs), 124-127 162-164, 186, 188
Guatemala sabbatical, 129-131 University of Michigan, 166
Harvard University, 127-129, 145 Kandel, Eric, 308
and high- and low-reactive infants, Kayzer, Wim, 223
137-141 Kearsley, Richard, 135
military service, 123-124 Kelly, George A., 236, 237
Ohio State University, 122-123 Kendler, Howard, 47
photograph, 114 Kennedy, John, 285
and reduction, 141-144 Kenya, 131
and second year of development, Kettner, Ronald, 316
131-135 Kierkegaard, Soren, 85-86, 304
344
Kihlstrom, John, 111
Kim, Jeansok, 322-324, 326
Kinetic depth effect, 278
Kintsch, Walter, 103
Klapper, Joseph, 60
Klein, Robert, 129, 130
Knetsch, Jack, 184, 185, 188
Knowing and Remembering in Young
Children (Fivush), 291-292
Knudsen, Eric, 321
Koehler, Wolfgang, 277
Konorski, Jerzy, 328
Krauss, Robert M., 255
Krupa, David, 322
Laboratory for Research in Social
Relations (University of
Minnesota), 22
Lacey, John and Beatrice, 125-126
Laibson, David, 186
Lake Atitlan, Guatemala, 129
Lakoff, George, 102
Laney, Cara, 220
LaRouche, Lyndon, 64
Larsen, Otto, 60
Lashley, Karl, ix, 328
Lavond, David, 317, 321
Lawrence, Douglas, 92
Lazarus, Richard, 162
Learning
animal, 92-94
cognitive social, 249-251
connectionist modeling of category,
106-108
fear, 326-327
free-recall, 100
mathematical learning theory, 87,
204
mathematical models of, 94—97
new models of, 310—312
observational, 67
social, 236-237
statistical, 86-87
Richard Thompson and, 309-310
INDEX
Leary, Timothy, 242-243
Leibowitz, Yeshayahu, 158
Leldayet, Kenya, 131
Levin, Harry, 285
Levine, Seymore, 325
Lewin, Kurt, 27, 158
Licklider, J. C. R., 276
Life historical, x, xi
Linder, Darwyn, 23, 24
Lindzey, Gardner, viii, 25, 145, 312,
313
Linguistic Society of America, 102
Little, Ken, 53
Liu, Ingrid, 326
Lockhart, Bob, 102
Loftus, Elizabeth, 198-224
adolescence, 202-203
Center for Advanced Study in Behav-
ioral Sciences (Palo Alto), 206
childhood, 201-202
and John Demjanjuk, 199-200
and eyewitness memory, 206—211
and false food memory, 220-221
and Jane Doe case, 216-220
photograph, 198
and repressed memory, 211—216
Stanford University, 203-205
University of California, Irvine,
217-221
University of California, Los
Angeles, 203
University of Washington, 205-217
Loftus, Geoff, 204, 205, 210
Logan, Christine, 319
Logan, Frank, 88-89, 91
Long-term depression (LTD), 323, 326
Long-term potentiation (LTP),
325-326
Look magazine, 58
Lorig, Kate, 69
Loss aversion, 177—178
Lost-in-the-mall technique, 213
The Lou Gehrig Story (film), 80
LTD. See Long-term depression
 INDEX 345

LTP. See Long-term potentiation eyewitness, 206-211

Luce, Duncan, 218
Lundberg, Anders, 309
Lutsky, Neil, 252
Maccoby, Eleanor, 52
Mamounas, Laura, 326
"The Man in the Eye of the Hurricane"
(Edith Efron), 58
Mapping learned behaviors, 313-315
Markowitz, Harry, 177
"Marshmallow test," 246-247
Marx, Groucho, 50
Maslow, Abraham
and Elliot Aronson, 9-11, 33-34
and Ulric Neisser, 280
Massachusetts Institute of Technology
(MIT), 279
Mathematical learning theory, 87, 204
Mathematical models of learning,
94-97
Mathematical Psychology (Coombs,
Dawes, & Tversky), 176
Mayer, Jack, 105
Mazzoni, Giuliana, 213
McClelland, David
and Elliot Aronson, 11-13
and Jerome Kagan, 127
and Walter Mischel, 240-242
McConnell, Jim, 64
McCormick, David, 316, 317
McGaugh, James, 311
McVeigh, Timothy, 209
Mead, Margaret, 130
The Measurement of Meaning (Osgood),
122
Medvec, Victoria, 190
Meehl, Paul, 23, 86, 160
Memory(-ies)
John Dean's, 290
declarative memory modeling,
324-325
ecological study of, 296—297
emotion-state-dependent, 104—106
false food, 220-221
flashbulb, 292-293
human associative, 102—103
Ulric Neisser and, 289-291
organizational factors in, 99-101
prenatal, 214
recovered, 292
repisodic, 290
repressed, 211—216
rich false, 214
semantic, 204-205
short-term, 97-99
working, 128
Memory formation analysis, 320-324
Memory Observed (Neisser), 269, 290—
291, 296-297
Memory trace identification, 316-319
Mental accounting, 182
Mental chronometry, 281
Mental effort, 166
Mental processing, 281-282
Metamemory skills, 130
Metcalfe, Janet, 261
Metzner, Ralph, 243
Micromolar theory of behavior, 89, 91
Military service
of Jerome Kagan, 123-124
of Daniel Kahneman, 158-161
Miller, Dale, 188
Miller, George, 145, 277, 278
Miller, Neal, 87-88, 91, 105,
119-120
Mills, Jud, 16-17
Milner, Brenda, 97
Mimicry, 56
Minsky, Marvin, 277
Mischel, Theodore, 234-235, 253-254
Mischel, Walter, 228-265
adolescence, 231—233
and CAPS model, 260-262
and Carleton College study,
251-253
City College, 235-236
346 INDEX
Mischel, Walter, continued
and cognitive social learning recon-
ceptualization of personality,
249-251
Columbia University, 255-264
and delay of gratification, 239-240,
246-247, 262-263
emigration to U.S., 230
Harvard University, 241-243
Introduction to Personality text, 251
and Daniel Kahneman, 164-165
New York University, 234-235,
254-255
Ohio State University, 236-239
Personality and Assessment
monograph, 248, 249
and personality consistency patterns,
258-260
and personality paradox, 248
photograph, 228
Stanford University, 52, 243-253,
255
Trinidad, 239-240
University of Colorado, 240
Vienna childhood, 229
and willpower, 245-248
Misinformation effect, 207-208
Mistakes Were Made, but Not by ME
(Tavris & Aronson), 38
MIT (Massachusetts Institute of
Technology), 279
Mnemonic devices, 101—102
Molar theory, 89
Mood, 106
Mood-congruent memory, 106
Moore, Bert, 246
Moral agency, 69—70
Morality, development of, 132—134
Morf, Carolyn, 261
Morgan, Cliff, 312
Morris, Erin, 220
Morrow, Dan, 109
Moss, Howard, 125-127, 145
Mosteller, Frederick, 86-87
Motor nuclei, 313-314, 321-322
Mullainathan, Sendhil, 186
Multiattribute memory traces, 98
"The Multiplicity of Thought"
(Neisser), 282
Multitasking, 288-289
Munroe, Ruth, 236
Murdock, Ben, 98
Murphy, Gardner, 235
Mussen, Paul, 122
nAch (need for achievement), 12
Nachmias, Jacob, 278
Narrative memory, 108-110
Nason, Susan, 211
National Association of Broadcasters,
58
National Mnemonics Association, 101
Nausea (Sartre), 304
Need for achievement (nAch), 12
Neezer, Pa, 239
Neisser, Ulric, 268-298
adolescence, 212-21A
APA Task Force, 295
Brandeis University, 280-282
Center for Advanced Study in
Behavioral Sciences (Palo Alto),
286-288
childhood, 270-272
Cognition and Reality text, 286—288
Cognitive Psychology text, 282—285
Cornell University, 285-286
and John Dean's memory, 290
Emory Cognition Project, 291-294
Emory University, 291-296
and flashbulb memories, 292-293
and Flynn effect, 296-297
and Gestalt psychology, 276-277
and J. J. Gibson, 285-286
Harvard University, 274-277,
279-280
and memory, 289-291
Memory Observed text, 290-291
MIT graduate program, 279
 INDEX
and multiplicity of thought,
281-282
and multitasking, 288-289
and parapsychology, 275-276
and pattern recognition, 280-281
Pearl Harbor memory, 269-270
photograph, 268
and recovered memories, 292
School Achievement of Minority
Children text, 289
and selective looking, 288
and self-knowledge, 293-294
Swarthmore College, 277-279
Unit for Experimental Psychiatry
sabbatical, 282-285
Nerlove, Harriet, 241
Neuroscience, 309, 319-320
New York University, 234-235,
254-255
N * game, 185
"A Nicer Interpretation of a Neisser
Recollection" (Thompson &
Cowan), 270
Nictitating membrane (NM) response,
311
Nixon, Richard, 53, 290
N M (nictitating membrane) response,
311
Norman, Don, 98
North, Oliver, 209
Observational learning, 67
Odean, Terrance, 186
Ohio State University
Jerome Kagan at, 122-123
Walter Mischel at, 236-239
Olafson, Erna, 216
Olds, Jim, 88
Olmstead, Alan, 184
"The 100 Most Eminent Psychologists
of the Twentieth Century"
(Hagbloom et al.), xi
One-question economics, 182
One-question studies, 165
347
One-step model, 94-95
Oregon Research Institute (ORI),
170-171
Organizational factors in memory,
99-101
The Organization of Behavior (Hebb),
117, 277, 305
ORI. See Oregon Research Institute
Orne, Emily Carota, 283
Orne, Martin, 282-283, 292
Osgood, Charles, 122
Pain thresholds, measurement of,
279-280
Paisley, Mathilda, 61
Paivio, Allan, 110
Palmer, John, 206
Parapsychology, 275-276
Parducci, Allen, 203
Parker, Ed, 59
Pascal, Blaise, 157
Pasteur, Louis, 50
Pattern recognition, 280-281
Patterson, Michael, 311
Peace Corps projects, 242, 255
Peake, Philip K., 251-252
Pearl Harbor, 269-270
Pedersen, Judith, 306-307
Peirce, Anna, 278, 279
The Perceived Self (Neisser), 295
Perception, 288, 290
Perceptual cycle, 288
Persona, 140
Personal agency, 66
Personal construct theory, 237
Personality
behavioral signatures of, 258—260
consistency in, 258
Personality and Assessment (Mischel),
231, 248, 249
Personality assessment research, 242
Personality paradox, 248, 252-253
Personality psychology, 258
Personality theory, 241-242
 INDEX

Person versus situation debate, The Remembering Self (Neisser &

250-251 Fivush), 295
Pettigrew, Tom, 33 Renshaw, Birdsey, 307
Phobias, 62-63, 65-66 Renshaw cell, 307
Physiological psychology, 312 Repisodic memories, 290
Pines, Ayala, 37 Representativeness, 175
Poindexter, David, 71 Repressed memory, 211-216
Policy change, 210 Rescorla, Robert, 107
Porter, Charles R., 84, 86 Rescorla-Wagner conditioning rule,
Postman, Leo, 276 108
Pratkanis, Anthony, 33, 37 Resnick, Lauren, 287
Prenatal memories, 214 Reward
Prim, Merle, 321 and behaviorism, 119-120
A Primer of Freudian Psychology (Hall), Daniel Kahneman and, 165-166
83 Reward effect from brain stimulation,
Princeton University, 158, 188 88
Principles of Behavior Modification Rhine, J. B., 275
(Bandura), 62 Rich false memories, 214
Prospect theory, 176-180, 187-188, Rinck, Mike, 109
193-194 The Rising Curve (Neisser), 296
Psychodynamics, 63-64 Ritov, liana, 188
Psycholinguistics, 102 Ritter, Bruni, 62
Psychological services, 54 Rogers, Haywood, 31
"Psychotherapy as a Learning Process' Rogoff, Barbara, 130
(Bandura), 62 Rosch, Eleanor, 106
Public policy, 61 Rosenthal, Ted, 56
Punitive damage decisions, 188 Ross, Dorrie, 56
Pupil dilation, 166 Ross, Len, 311
Ross, Sheila, 56
Rabin, Matthew, 186 Rotter, Julian B., 236-237
Ramona, Gary, 214-215 Runyan, William, viii
Rapaport, David, 162-163 RT (reaction time), 281
Rationality assumption, 186 Rust, John, 294
The Reach of the Mind (Rhine), 275
Reaction time (RT), 281 Sabido, Miguel, 71
Recovered memories, 292 Salgrenska, Sweden, 309
Reduction, 141-144 San Marcos, Guatemala, 129—131
Reed College, 304 Sartre, Jean Paul, 304
Reflection, 178 Sattath, Shmuel, 188
Reinforcement theory, 24—25 Schemata, 288
Religion, 85-86 Schild, Ozer, 165
Remembered utility, 189 Schizophrenia, 306
Remembering Reconsidered (Neisser), Schkade, David, 188, 189-190
291 School achievement, 289
 INDEX
The School Achievement of Minority
Children (Neisser), 289
School desegregation, 28-30
Schooler, Jonathan, 216
"Science for justice," 210
Scientific method, 304
Sears, Bob, 51, 91
The Second Year (Kagan), 134
Seidler, Arden, 283
Selective looking, 288
Self-concept, 21-22, 139-140
Self-efficacy belief system, 65-67
Self-expectancies, 21—22
Self-knowledge, 294-295
Self-regulation, 62, 68-69, 262-263
Selfridge, Oliver, 280-281
Semantic memory, 204-205
The Senses Considered as Perceptual Systems
(Gibson), 285
Sensitivity training groups (T-groups),
27-28
Severance, Larry, 211
Shafir, Eldar, 188
Shango people, 238-239
Sheffield, Fred, 120
Shiffrin, Richard, 98
Shih, Jean, 326
Shoda, Yuichi, 255-257, 261
Shors, Tracey, 325-326
Short-term memory, 97-99
Shvyrkov, V. B., 316
Simonson, Itamar, 188
Sinberg, Ron, 305
The Skeptical Inquirer, 86
Skin conductance response, 147
Skinner, B. F., 64, 223, 276
Sleeper (film), 64
Slovic, Paul, 188
Smith, Ed, 247, 248
Snake phobias, 62-63, 65-66
Snidman, Nancy, 136, 137
The Social Animal (Aronson), 26, 30—
31, 38
Social cognition, 106
349
Social cognitive theory, 65, 67-72
agentic perspective of, 68-69
and cultural variations, 67
evolved, 71
global applications of, 70-72
and self-regulation, 69—70
Social diffusion model, 71
Social Learning and Imitation (Miller
and Dollard), 55
Social Learning and Personality
Development (Bandura & Walters),
61
Social learning theory, 236-237
Socially mediated agency, 66
Social modeling, 55-57
Social psychology, xi
Social Science Research Council (SSRC)
summer workshop, 90-91
Social work, 235-236
Solomon, Paul, 315
Something About Amelia (TV drama),
129
Sontag, Lester, 124-125
Sophonow, Thomas, 210
Specificity, 144-147
Spectral Evidence (Johnston), 215
Spelke, Liz, 288
Spence, Donald, 278
Spence, Kenneth, 46-48
Spencer, Alden, 307-308
Sperling, George, 280
Spinal conditioning, 307-308
Squire, Larry, 324, 325
SSRC summer workshop. See Social
Science Research Council
summer workshop
Stanford University. See also Center for
Advanced Study in Behavioral
Sciences (Palo Alto)
Elliot Aronson at, 13-18
Albert Bandura at, 51-53, 55-57,
61-65
Gordon Bower at, 52, 91—111
Elizabeth Loftus at, 203-205
350 INDEX

Stanford University, continued Thaler, Richard, 180-186

Walter Mischel at, 52, 243-253, Thematic Apperception Test (TAT),
255 123
Stanton, Mike, 325 Theories of Personality (Hall & Lindzey),
Statistical learning theory, 86—87 25, 83
Statistics, 95-96 Thomas, Dylan, 148
"Steeples of excellence," 51 Thompson, Richard F., 302-328
Stein, Gertrude, 288 adolescence, 304
Stein, Larry, 92 Center for Advanced Study in
Steinmetz, Joseph, 310 Behavioral Sciences (Palo Alto),
Sternberg, Saul, 98 315-319
Stevens, S. S., 145, 279 and declarative memory modeling,
Stewart, Martha, 209 324-325
Stimulus control, 68 and fear learning, 326-327
Stochastic Models for Learning (Bush & Foundations of Physiological Psychology
Mosteller), 87 text, 309
Stress, 325-326 and habituation theory, 307—309
Studies in Mathematical Learning Theory Harvard University, 313—315
(Bush & Estes), 91 and learning, 309—310
Suckiel, Ellen, 32 and Elizabeth Loftus, 206
Sunstein, Cass, 188 and mapping learned behaviors,
Super, Charles, 131 313-315
Suppes, Patrick, 91, 94, 204 and memory formation analysis,
Support theory, 188 320-324
Swarthmore College, 277-279 and memory trace identification,
Symbolic modeling, 61 316-319
Szilard, Leo, 3 and new models of learning,
310-312
Tannenbaum, Percy, 60 photograph, 302
Tanur, Judy, 211 and physiological psychology, 312
TAT (Thematic Apperception Test), Reed College, 304
123 Salgrenska, Sweden sabbatical, 309
Taus, Nicole. See Jane Doe case and stress, 325-326
Tavris, Carol, 37-38, 217, 219 University of California, Irvine,
Tea and Sympathy (movie), 129 308-312, 315
Televised violence, effects on children University of Oregon Medical
of, 57-61 School, 306-308
Television Information Office, 58 University of Southern California,
Temperament, 135-136 319-327
Terman, Fred, 51—52 University of Wisconsin, 304-306
Teiman, Lewis, 51 Time-decay queuing model, 97
T-groups. See Sensitivity training Titus, Steve, 209
groups Tobacco industry, 60
 INDEX
Tolman, Edward, 91, 278
"Toward a Cognitive Social Learning
Reconceptualization of
Personality" (Mischel), 249-251
Trabasso, Tom, 96, 109
Tracey, Jo Anne, 307
Treisman, Anne, 166, 186-188
Trinidad, 239-240
Tsongas, Paul, 52
Tulving, Endel, 100, 290
Tversky, Amos
eulogy for, 191-195
and Daniel Kahneman, 167-170,
191-195
and Walter Mischel, 245, 252
UC-Irvine. See University of California,
Irvine
UCLA (University of California, Los
Angeles), 203
UCSC. See University of California,
Santa Cruz
Ultimatum game, 185
U.S. Army, 123-124
U.S. Department of Defense, 54
Unit for Experimental Psychiatry,
282-285
University of British Columbia in
Vancouver
Albert Bandura at, 46
Daniel Kahneman at, 184-187
University of California, Berkeley,
162-164, 186, 188
University of California, Irvine
(UC-Irvine)
Elizabeth Loftus at, 217-221
Richard Thompson at, 308-312,
315
University of California, Los Angeles
(UCLA), 203
University of California, Santa Cruz
(UCSC), 32-36
University of Colorado, 240
351
University of Iowa, 46-49
University of Michigan, 166
University of Minnesota
Elliot Aronson at, 22-25
Gordon Bower at, 84-87
University of Oregon Medical School
(UOMS), 306-308
University of Southern California
(USC), 319-327
University of Texas, 25—30
University of Washington, 205-217
University of Wisconsin, 304-306
UOMS. See University of Oregon
Medical School
USC. See University of Southern
California
Utility, 188-189
Utility theory, 176-177
Valuation of public goods, 188
Value theory, 178, 179
Varns, Virginia, 49
Veterans' services, 54
Vicarious trial and error (VTE) model,
91
Video systems, 61
Visual system, 286
VTE (vicarious trial and error) model,
91
Wagner, Allan, 107, 311, 317, 319
Wagner, William, 320
Wakker, Peter, 188
Walker, Arlene, 288
Wallach, Hans, 277, 278
Walters, Richard, 55-56, 61
Wanner, Eric, 183-184, 186
Waugh, Nancy, 98
Wediko residential camp, 256—260
Weisz, Donald, 315
Weldon, Mary Sue, 293
Welfare, measuring, 190
Wertheimer, Max, 276
352 INDEX

Wertheimer, Mike, 12 Woolsey, Clinton, 305-306

Wesleyan University, 11—13 Working memory, 128
Western Reserve University (WRU), Wright, Jack, 256-257
82-84 WRU. See Western Reserve University
West Point Military Academy,
123-124 Yale University
"What" system, 293 Gordon Bower at, 87-89
"When Blue file," 219 Jerome Kagan at, 115, 117-121
"Where" system, 293 Yeats, William Butler, 72
White, Shep, 47 A Young Mind in a Growing Brain
Wichita Guidance Center, 51 (Kagan & Herschkowitz), 144
Wickelgren, Wayne, 98
Willerman, Ben, 23 Zeiss, Antonette, 246
Williams, Lloyd, 63 Zelazo, Philip, 135
Willpower, 245-248 Zimbardo, Phil, 52
Winograd, Gene, 293 Zwaan, Rolf, 110
 A B O U T T H E E D I T O R S

Gardner Lindzey, P h D , is director emeritus of the Center for A d -

vanced Study in the Behavioral Sciences. He was editor of the classic
Handbook of Social Psychology (1954) and was coeditor of later editions.
His other publications include Theories of Personality (coauthored with
Calvin Hall) in 1957 and later editions.
Dr. Lindzey received his PhD from Harvard University in 1949 and
subsequently taught at Harvard, Syracuse, the University of Minnesota,
and the University of Texas from 1964, becoming vice president and
dean of academic studies. He returned to Harvard as professor and
chairman of psychology (1972-1973) and was director of the Center
for Advanced Study in the Behavioral Sciences from 1975 to 1989.
Dr. Lindzey's other publications include the Study of Values (with
Allport & Vernon, 1951), Projective Techniques and Cross-Cultural Re-
search (1961), History of Psychology in Autobiography (coedited with E. G.
Boring, 1967; and later editions), Behavioral Genetics: Method and Re-
search (coedited with Manosevitz & Thiessen, 1969), and Racial Differ-
ences in Intelligence (with Loehlin & Spuhler, 1975). He is also coeditor
of Stevens' Handbook of Experimental Psychology (1988). Dr. Lindzey was
president of the American Psychological Association (1966-1967) and
president of both the Division of Social and Personality Psychology
(1963-1964) and the Division of General Psychology (1970-1971).
He is a member of the National Academy of Sciences, American
Academy of Arts and Sciences, Institute of Medicine, and American
Philosophical Society, and he was awarded honorary degrees by the
University of Colorado and Rutgers University.

W i l l i a m M. Runyan, P h D , is a professor in the School of Social

Welfare and a research psychologist at the Institute of Personality and

353
354 ABOUT THE EDITORS

Social Research of the University of California, Berkeley. H e received

his P h D i n clinical psychology and public practice f r o m Harvard
University i n 1975 and has been teaching at the University of Califor-
nia, Berkeley, since 1979.
D r . Runyan is the author o i L i f e Histories andPsychobiography: Explora-
tions in Theory and Method (1982) and editor and coauthor of Psychology
and Historical Interpretation (1988). He received the Henry A. Murray
Award for contributions to personality psychology in 1987 and the
Role Theorist of the Year award from Theodore Sarbin in 2004. Recent
publications include "History in the Making: What W i l l Become of
William James's House and Legacy?" in History of Psychology (2000),
"Toward a Better Story of Psychology: Sheldon White's Contributions
to the History of Psychology, a Personal Perspective" in Developmental
Psychology and Social Change (edited by Pillemer & White, 2005); and
"Evolving Conceptions of Psychobiography and the Study of Lives:
Encounters with Psychoanalysis, Personality Psychology, and Histor-
ical Science" in the Handbook of Psychobiography (edited by W . T.
Schultz, 2005).
326 A HISTORY OF PSYCHOLOGY IN AUTOBIOGRAPHY

In our ongoing project on stress and hippocampal LTP, Tracey Shors

completed a lovely study showing that stress impairment of LTP is
truly psychological. Animals were given shock escape training—they
learned rapidly—and yoked animals were given identical shocks but
could do nothing about it. The escape animals showed little subsequent
impairment of LTP (hippocampal slice), but the yoked animals, who
could not control the situation, showed marked impairment of LTP
(Shors, Seib, Levine, & Thompson, 1989). More recently, Jeansok K i m
and Mike Foy showed that behavioral stress enhanced subsequent L T D
(hippocampal slice) and that both stress impairment of LTP and en-
hancement of L T D required N M D A receptor activation. In current
work with Mike Foy and in collaboration with our colleague Michel
Baudry, we discovered that acute application of physiological levels of
estrogen to the bath enhanced LTP, prevented stress impairment of
LTP, prevented stress enhancement of L T D , and reversed age enhance-
ment of L T D (e.g., Foy et al., 1999).

Fear L e a r n i n g

Finally, we have also been interested in that other basic aspect of

associative learning: conditioned fear. We collaborated with Jean Shih
in showing that monoamino oxidose-KO mice exhibit markedly en-
hanced conditioned fear but no change in eyeblink conditioning. W i t h
Larry Swanson, we explored enhanced expression of enkephalin m R N A
levels and expression of cFOS in the amygdala. In a collaborative study
with my former student Laura Mamounas and a graduate student,
Ingrid Liu, we found that mice heterozygous for BDNF showed no
conditioned fear to context but normal fear to tone. Furthermore,
context fear could be rescued by application of BDNF to the
hippocampus.
I return now to the cerebellar story, which is remarkable in several
ways. We have shown that the essential memory trace for this basic
form of association learning is indeed localized to a very specific region,
the first such demonstration in the mammalian brain. Interestingly,
the memory trace develops at the locus that codes the actual movement
(eyeblink) in the interpositus. A similar result holds for limb flexion
conditioning—the locus is in the interpositus where this movement
 RICHARD F. THOMPSON 327

is coded. So at least for the associative learning of precisely timed

adaptive movements, the circuit is prewired in the cerebellum but
must be strengthened (e.g., make more synapses) by training to be-
come effective.
Once we discovered that the interpositus nucleus was necessary for
the conditioned eyeblink response, and knowing the circuitry for the
cerebellum and its associated brain stem connections (see Figure 9.1),
we were able to make a large number of specific predictions based on
our model of how the system should work to yield all the properties
of Pavlovian conditioning, all of which proved to be correct. Much of
this work was done in collaboration with a brilliant postdoc, Mark
Gluck, now a professor at Rutgers University.
The essential circuitry for classical conditioning of the eyeblink
response is shown in Figure 9.1, along with the site of memory trace
formation in the interpositus nucleus and a putative site of plasticity
in cerebellar cortical neurons. The nature of the memory is defined by
this circuit; the circuit is the memory. The CS activates the sensory
afferent pathways to the site(s) of trace storage in the cerebellum,
which activates the efferent pathways to the motor nuclei and the
learned behavior. The content of the memory, the conditioned eyeblink
response, is completely denned and completely predictable from the
essential circuit and the memory trace in the interpositus nucleus.
We still do not know the detailed nature of the memory trace in
the interpositus and how it is formed. It w i l l be necessary to identify
all the steps in the causal chain from initial activation of the neurons
at the beginning of training to the final form of the memory trace,
from the biochemical-genetic processes to the structural changes in
the synapses and neurons that code the permanent memory trace.

Conclusion

In this work, I feel we have uncovered the most basic principle

about how memories are formed and stored in the brain: by the
strengthening of already existing connections among neurons. Synapses
become stronger; more synapses are formed, but always among neurons
that are already connected to one another, albeit weakly. In this sense,
all memories are localized in the brain. For complex memories there
328 A HISTORY OF PSYCHOLOGY I N AUTOBIOGRAPHY

may be many strengthened connections i n many loci, but they are s t i l l

localized. The alternative, that memories are formed by the g r o w t h of
entirely new neural pathways, is not supported by evidence. A l t h o u g h
the formation of new neurons may play a role i n learning and memory
(e.g., Shors et al., 2001), they occur at localized places i n the brain,
the places where the memories are presumably being formed.
This principle—memories are formed by strengthening preexisting
connections—is clearly counter to Lashley's principles of mass action
and equipotentiality. Prior to his classic 1929 study, Lashley actually
favored what m i g h t be termed a "switchboard" theory of memory,
consistent w i t h Watson's views. However, he picked a poor m o d e l —
learning of very complex mazes (his principles really only appeared to
apply for his Type I I I maze)—to test his notions.
H e b b (1949) attempted to account for Lashley's results by developing
the notion of "cell assemblies"—complex networks widely distributed
i n the brain that code memories by strengthening many synapses. O u r
results and conclusions strongly disagree w i t h the notion of memory
networks widely distributed i n the brain. However, Hebb's view is
not inconsistent w i t h memories being organized i n terms of m u c h more
localized cell assemblies, for example, i n cerebellum, hippocampus,
cerebral cortex, and basal ganglia. I n a general sense the " H e b b syn-
apse," the notion that memories are stored by the strengthening of
connections among neurons, is alive and w e l l today and entirely consis-
tent w i t h our evidence.
I n concluding, I w o u l d like to credit yet another major figure
i n the recent history of brain and memory, Jerzy Konorski. I n his
extraordinary 1948 book, Conditioned Reflexes and Neuronal Organization,
he argued that functional connections between neurons mediating
conditioned responses "can be established only on the basis of preexist-
ing 'potential connections,' formed as a result of the expression of
the genetic programs during ontogenesis" (Konorski, 1948, p. 87).
Konorski would be pleased by our discoveries.
 RICHARD F. THOMPSON 329

S e l e c t e d P u b l i c a t i o n s b y R i c h a r d F. T h o m p s o n 2

Bao, S., Chen L., Kim J. J., & Thompson, R. F. (2002). Cerebellar cortical inhibition
and classical eyeblink conditioning. Proceedings of the National Academy of Sciences
of the United States of America, 99, 1592-1597.
Berger, T. W., Alger, B. E., & Thompson, R. F. (1976, April 30). Neuronal substrate
of classical conditioning in the hippocampus. Science, 192, 483-485.
Berger, T. W., Rinaldi, P. C , Weisz. D. J., & Thompson, R. F. (1983). Single-unit
analysis of different hippocampal cell types during classical conditioning of the
rabbit nictitating membrane response. Journal of Neurophysiology, 50, 1197-1219-
Berry, S. D., & Thompson, R. F. (1979, July 13). Medial septal lesions retard
classical conditioning of the nictitating membrane response in rabbits. Science,
205, 209-211.
Chen, C , Kano, M., Abeliovich, A., Chen, L., Bao, S., Kim, J. J., et al. (1995).
Impaired motor coordination correlates with persistent multiple climbing fiber
innervation in PKCy mutant mice. Cell, 83, 1233-1242.
Chen, L., Bao, S., Lockard, J. M., Kim, J. J., & Thompson, R. F. (1996). Impaired
classical eyeblink conditioning in cerebellar lesioned and Purkinje cell degenera-
tion (pcd) mutant mice. Journal of Neuroscience, 16, 2829-2838.
Chen, L., Bao, S., Qiao, X., & Thompson, R. F. (1999). Impaired cerebellar synapse
maturation in waggler, a mutant mouse with a disrupted neuronal calcium channel
Y subunit. Proceedings of the National Academy of Sciences of the United States of
America, 96, 12132-12137.
Christian, K. M., & Thompson, R. F. (2003). Neural substrates of eyeblink condition-
ing: Acquisition and retention. Learning & Memory, 10, 427-455.
Farel, P. B., & Thompson, R. F. (1976). Habituation of a monosynaptic response
in frog spinal cord: Evidence for a presynaptic mechanism. Journal of Neurophysiol-
ogy, 39, 661-666.
Foy, M. R., Xu, J., Xie, X., Brinton, R. D., Thompson, R. F., & Berger, T. W.
(1999). 17(3-estradiol enhances NMDA receptor-mediated EPSPs and long-term
potentiation. Journal of Neurophysiology, 81, 925-929.
Gluck, M. A., Allen, M. T., Myers, C. E., & Thompson, R. F. (2001). Cerebellar
substrates for error correction in motor conditioning. Neurobiology of Learning and
Memory, 76, 314-341.
Gomi, H., Sun, W., Finch, C. E., Itohara, S., Yoshimi, K., & Thompson, R. F.
(1999). Learning induces a CDC2-related protein kinase, KKIAMRE. Journal of
Neuroscience, 19, 9530-9537.
Groves, P. M., & Thompson, R. F. (1970). Habituation: A dual-process theory.
Psychological Review, 77, 419-450.
Kettner, R. E., & Thompson, R. F. (1985). Cochlear nucleus, inferior colliculus,
and medial geniculate responses during the behavioral detection of threshold-

2 A much more extensive list of the author's publications is given in Thompson (2003).
330 A HISTORY OF PSYCHOLOGY I N A U T O B I O G R A P H Y

level auditory stimuli in the rabbit. Journal of the Acoustical Society of America,
77, 2111-2127.
Kim, J. J., Clark, R. E., & Thompson, R. F. (1995). Hippocampectomy impairs
the memory of recently, but not remotely, acquired trace eyeblink conditioned
responses. Behavioral Neuroscience, 109, 195-203.
Kim, J. J., Krupa, D. J., & Thompson, R. F. (1998, January 23). Inhibitory cerebello-
olivary projections mediate the "blocking" effect in classical conditioning. Science,
279, 570-573.
Knowlton, B. J., & Thompson, R. F. (1992). Conditioning using a cerebral cortical
CS is dependent on the cerebellum and brainstem circuitry. Behavioral Neuroscience,
106, 509-517.
Krupa, D. J., Thompson, J. K., & Thompson, R. F. (1993, May 14). Localization
of a memory trace in the mammalian brain. Science, 260, 989-991-
Lavond, D. G., Hembree, T. L., & Thompson, R. F. (1985). Effect of kainic acid
lesions of the cerebellar interpositus nucleus on eyelid conditioning in the rabbit.
Brain Research, 326, 179-183-
McCormick, D. A., Lavond, D. G., Clark, G. A., Kettner, R. E., Rising, C. E., &
Thompson, R. F. (1981). The engram found?: Role of the cerebellum in classical
conditioning of nictitating membrane and eyelid responses. Bulletin of the Psycho-
notnic Society, 18, 103—105.
McCormick, D. A., Steinmetz, J. E., & Thompson, R. F. (1985). Lesions of the
inferior olivary complex cause extinction of the classically conditioned eyeblink
response. Brain Research, 359, 120-130.
McCormick, D. A., & Thompson, R. F. (1984, January 20). Cerebellum: Essential
involvement in the classically conditioned eyelid response. Science, 223, 296—299-
Patterson, M. M., Cegavske, C. F., & Thompson, R. F. (1973). Effects of classical
conditioning paradigm on hind-limb flexor nerve response in immobilized spinal
cats. Journal of Comparative and Physiological Psychology, 84, 88—97.
Shibuki, K., Gomi, H., Chen, L., Bao, S., Kim, J. J., Wakatsuki, H., et al. (1996).
Deficient cerebellar long-term depression, impaired eyeblink conditioning and
normal motor coordination in GFAP mutant mice. Neuron, 16, 587-599-
Shors, T. J., Seib, T. B., Levine, S., & Thompson, R. F. (1989, April 14). Inescapable
versus escapable shock modulates long-term potentiation in the rat hippocampus.
Science, 244, 224-226.
Solomon, P. R., Vander Schaaf, E. R., Thompson, R. F., & Weisz, D. J. (1986).
Hippocampus and trace conditioning of the rabbit's classically conditioned nicti-
tating membrane response. Behavioral Neuroscience, 100, 729—744.
Steinmetz, J. E., Lavond, D. G., Ivkovich, D., Logan, C. G., & Thompson, R. F.
(1992). Disruption of classical eyelid conditioning after cerebellar lesions: Damage
to a memory trace system or a simple performance deficit? Journal of Neuroscience,
12, 4403-4426.
Swain, R. S., Shinkman, P. G., Nordholm, A. F., & Thompson, R. F. (1992).
Cerebellar stimulation as an unconditioned stimulus in classical conditioning.
Behavioral Neuroscience, 106, 739—750.
 R I C H A R D F. THOMPSON 331

Thompson, R. F. (1967). Foundations of physiological psychology. New York: Harper

& Row.
Thompson, R. F. (2003). Autobiography. In L. R. Squire (Ed.), History of neuroscience
in autobiography (Vol. 4, pp. 520—550). New York: Academic Press.
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somatic sensory, and visual projection to association fields of cerebral cortex in
the cat. Journal of Neurophysiology, 26, 343—364.
Thompson, R. F., & Krupa, D. J. (1994). Organization of memory traces in the
mammalian brain. Annual Review of Neuroscience, 17, 519—549.
Thompson, R. F., & Madigan, S. A. (2005). Memory: The key to consciousness. Washing-
ton, DC: Joseph Henry Press.
Thompson, R. F., & Spencer, W. A. (1966). Habituation: A model phenomenon for
the study of neuronal substrates of behavior. Psychological Review, 73, 16-43.
Tracy, J., Thompson, J. K., Krupa, D. J., & Thompson, R. F. (1998). Evidence of
plasticity in the ponto-cerebellar CS pathway during classical conditioning of the
eyeblink response in the rabbit. Behavioral Neuroscience, 112, 267-285.
Woodruff-Pak, D. S., & Thompson, R. F. (1985). Classical conditioning of the eyelid
response in rabbits as a model system for the study of brain mechanisms of
learning and memory in aging. Experimental Aging Research, 11, 109—112.
332 a h i s t o r y of psychology in a u t o b i o g r a p h y

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tioned reflexes. Archives of Neurological Psychiatry, 48, 437-455.
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systems: The role of awareness. Science, 280, 77-81.
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 A P P E N D I X :

C O N T R I B U T O R S T O

V O L U M E S I - V I I I

Volume I (1930)
Carl Murchison, Ed., Clark University Press
J. M. Baldwin J. Jastrow W. Stern
M. W. Calkins F. Kiesow C. Stumpf
E. Claparede W. McDougall H. C. Warren
R. Dodge C. E. Seashore T. Ziehan
P. Janet C. Spearman H. Zwaardemaker

Volume II (1932)
Carl Murchison, Ed., Clark University Press
B. Bourdon K. Groos W. B. Pillsbury
J. Drever G. Heymans L. M. Terman
K. Dunlap H. Hoffding M. F. Washburn
G. C. Ferrari C. H. Judd R. S. Wood worth
S. I. Franz C. L. Morgan R. M. Yerkes

Volume III (1936)

Carl Murchison, Ed., Clark University Press
J. R. Angell J. Frobes E. L. Thorndike
F. C. Bartlett O. Klemm J. B. Watson
M. Bentley K. Marbe W. Wirth
H. A. Carr G. S. Myers
S. De Sanctis E. W. Scripture

335
336 APPENDIX

Volume IV (1952)
E. G. Boring et al., Eds., Clark University Press
W. V. D. Bingham A. Gesell J. Piaget
E. G. Boring C. L. Hull H. Pieron
C. L. Burt W. S. Hunter C. Thomson
R. M. Elliott D. Katz L. L. Thurstone
A. Gemelli A. Michotte E. C. Tolman

Volume V (1967)
E. G. Boring and Gardner Lindzey, Eds., Appleton-Century-Crofts
G. W. Allport K. Goldstein H. A. Murray
L. Carmichael J. P. Guilford S. L. Pressey
K. M. Dallenbach H. Helson C. R. Rogers
J. F. Dashiell W. R. Miles B. F. Skinner
J. J. Gibson G. Murphy M. S. Viteles

Volume VI (1974)
Gardner Lindzey, Ed., Prentice-Hall
F. H. Allport O. Klineberg O. H. Mowrer
F. A. Beach J. Konorski T. M. Newcomb
R. B. Cattell D. Krech S. S. Stevens
C. H. Graham A. R. Luria
E. R. Hilgard M. Mead

Volume VII (1980)

Gardner Lindzey, Ed., Freeman
A. Anastasi F. A. Geldard C. E. Osgood
D. E. Broadbent E. J. Gibson R. R. Sears
J. S. Bruner D. O. Hebb H. A. Simon
H. J. Eysenck Q. McNemar

Volume VIII (1989)

Gardner Lindzey, Ed., Stanford University Press
R. G. Barker L. M. Jurvich P. E. Meehl
R. Brown D. Jameson G. A. Miller
L. J. Cronbach B. Inhelder C. Pfaffman
W. K. Estes R. D. Luce S. Schacter
F. Heider E. E. Maccoby
 I N D E X

Adaptive Control of Thought (ACT), Ulric Neisser and APA Task Force,
104 295
Advances in Personality Science (Cervone American Psychological Society, 54
& Mischel), 264 Amnesiacs, 324-325
Adversarial collaboration, 190—191 Amygdala, 137, 138, 147
Affect and Accuracy in Recall (Winograd Anderson, John, 102-104
& Neisser), 293 Anima, 140
Against My Better Judgment (Brown), Animal learning, 92-94
141 Anthony, Sharon, 89-90
Agency, 66-71 Anti-semitism, 7
and biology, 70-71 APA. See American Psychological
collective, 66 Association
moral, 69-70 Applied Psychological Research Unit
personal, 66 (Cambridge, England), 167-168
socially mediated, 66 Arcus, Doreen, 137
The Age of Propaganda (Pratkanis & Aristotle, 24
Aronson), 37 Aronson, Elliot, 2-39
Aggression anti-semitism experienced by, 7
familial transmission of, 56 blindness of, 36-38
televised, 57—61 Brandeis University, 3, 8-11
Akerlof, George, 184, 186 Center for Advanced Study in
Alger, Bradley, 314 Behavioral Sciences (Palo Alto),
Allais paradox, 176 31
All-or-none model, 96-97 childhood, 4-7
Allport, Gordon, 241, 249, 258 and condom use studies, 34—35
Alpert, Richard (Dick), 13, 14, 243 and dissonant self-concept, 21—22
American Psychiatric Association, 54 and Leon Festinger, 13-17
American Psychological Association Harvard University, 18-22
(APA) and initiation rites, 16—17
Albert Bandura as president of, and jigsaw classroom, 28—30
53-54 and Gardner Lindzey, 25

337
338
Aronson, Elliot, continued
and Abraham Maslow, 9—11
and David McClelland, 11-13
photograph, 2
and reinforcement theory, 24—25
and sensitivity training groups,
27-28
shyness of, 5, 6
and social activism, 26
Social Animal text, 26, 30—31, 38
Stanford University, 13—18
University of California, Santa Cruz,
32-36
University of Minnesota, 22-25
University of Texas, 25—30
Wesleyan University, 11-13
Aronson, Jason, 4, 5, 7, 38-39
Aronson, Vera, 10, 11, 13, 24, 27
Asserting Yourself(Bower & Bower),
93
Association for the Advancement of
Psychology, 54
Association theory, 103
Associative network theory, 104-105
Atkinson, Richard (Dick), 52, 94, 97,
98, 204
Attention, 128
Attention and Effort (Kahneman), 163,
170-171
Attention in Learning (Trabasso &
Bower), 96
Austen Riggs Clinic (Stockbridge,
Massachusetts), 162-163
Austin, Texas
fair housing ordinance in, 26
school desegregation in, 28-30
Availability heuristic, 174
Avoidant style, 126
Awareness, 324, 325
Ayduk, Ozlem, 263
Bahrick, Lorraine, 288
Baird, Michael, 307
Banaji, Mahzarin (Marzu), 222
INDEX
Bandura, Albert, 42-72
APA president, 53-54
and behavior modification, 61—65
childhood, 43-46
and cultural influence, 67
and effects of televised violence on
children, 57-61
and fortuity, 49-50
and Walter Mischel, 244-245
photograph, 42
and self-efficacy belief system,
65-67
and self-regulation, 68—69
and social cognitive theory, 69—72
social modeling, 55-57
Stanford University, 51-53, 55-57,
61-65
University of British Columbia, 46
University of Iowa, 46—49
Wichita Guidance Center, 51
Bao, Shaowen, 323
Barmack, Joseph, 235
Barsalou, Larry, 110
Beach, Frank A., 117, 121, 124
Beatty, Jackson, 166
Beauty and Consolation (documentary),
223
Becklen, Bob, 288
Behavioral economics, 183-187
Behaviorist psychology, 118, 119
Behavior modification, 61-65, 93
Behavior therapy, 93
The Bell Curve (Herrnstein & Murray),
295
Benton, Arthur, 46, 47
Berger, Theodore, 314
Bergmann, Gustav, 47, 48
Berkowitz, Len, 60
Bernstein, Dan, 214, 220
Berscheid, Ellen, 23
Beyond Freedom and Dignity (Skinner),
64
Big Five, 251, 260
Bijou, Sid, 47
 INDEX
Bing Nursery School (at Stanford
University), 246-247
Biopsychology, 309
Birth to Maturity (Kagan & Moss),
126-127
Black, John, 109
Blanchard, Ed, 62
Block, Jack, 162, 255
Blocking, 322
Blum, Jerry, 166
Boas, Franz, 233
Bogart, Leo, 60
Boring, E. G., vii, 275
Bower, Gordon H., 76-111, 204
adolescence, 80—82
and animal learning, 92-94
childhood, 80
and connectionist modeling of
category learning, 106-108
and emotional factors, 104—106
and human associative memory
theory, 102-104
and Elizabeth Loftus, 218
and mathematical learning theory,
86-87
and mathematical models of
learning, 94-97
and Walter Mischel, 244
and mnemonic devices, 101—102
and narrative memory, 108-110
and organizational factors in
memory, 99-101
parents as role models, 78-80
photograph, 76
and religion, 85-86
and short-term memory, 97-99
Social Science Research Council
summer workshop, 90—91
Stanford University, 52, 91-111
University of Minnesota, 84—87
Western Reserve University, 82-84
Yale University, 87-89
Brandeis University
Elliot Aronson at, 3, 8—11
339
Ulric Neisser at, 280-282
Brander, James, 185
Brewer, Joseph, 51
Broadcast industry, 58—61
Brogden, Wulf, 304, 305, 312
Brown, Judson, 46, 47, 309
Brown, Roger, 141
Bruck, Maggie, 213
Bruner, Jerry, 20, 145, 276
Bush, Bob, 86, 87
Cairns, Robert, 56
California earthquake (1989), 293
California Supreme Court, 219
Camerer, Colin, 186
Cantor, Nancy, 247-248
CAPS. See Cognitive Affective
Personality System
Career Burnout (Pines & Aronson), 37
Carleton College study, 251-253, 257
Carlsmith, Merrill, 19-20
Category learning, connectionist
modeling of, 106-108
Ceci, Steve, 213
Cell assemblies, 328
Center for Advanced Study in the
Behavioral Sciences (Palo Alto)
Elliot Aronson at, 31
Daniel Kahneman at, 180
Elizabeth Loftus at, 206
Ulric Neisser at, 286-288
Richard Thompson at, 315-319
Cerebellar cortex, 322-323
Cerebellum, 316-318, 323, 326-327
Cervone, Daniel, 255, 264
Challenger (space shuttle) disaster,
292-293
Chen, Lu, 323
Child development, second year of,
131-135
Child Development and Personality
(Mussen, Conger, & Kagan),
122-123
Chillicothe, Ohio VA Hospital, 238
340 INDEX

Choice behavior, 240 Craik, Fergus, 102

Choice problems, 177, 181 Creativity, 56—57
Chunking, 99-101 Crick, Francis, 138-139
City College of New York, 235-236 "Cultural and Cognitive Discontinuity'
Clark, Eve, 102 (Neisser), 282
Clark, Herb, 102 Culture
Clark, Kenneth, 235 and cognitive discontinuity, 282
Clark, Robert, 324, 325 and social cognitive theory, 67
Cleveland State Mental Hospital,
83-84 Darley, John, 19, 23
Clinical psychology, xi Daum, Irene, 319
Clinical Versus Statistical Prediction Dawkins, Peter, 123-124
(Meehl), 160 Daycare, effects of infant, 135-136
A Clockwork Orange (film), 64 Dean, John, 290
Cognition and Reality (Neisser), De Busk, Robert, 69
287-288 Decision-making studies, 176—180,
Cognitive Affective Personality System 187-188
(CAPS), 260-262 Decision utility, 189
Cognitive Psychology (Neisser), 283-284 Declarative memory modeling,
Cognitive neuroscience, ix 324-325
Cold pressor test, 306 Delay of gratification, 241, 243, 246-
Collective agency, 66 247, 256, 262-263
Columbia University, 255—264 Demjanjuk, John, 199-200
Computational modeling, 102—103 Dictator game, 185
Concepts and Conceptual Development Dieting technique, 220-221
(Neisser), 291 Dissonance theory, 15—16, 21
The Conceptual Self in Context (Neisser & Doodling, 12
Jopling), 295 Downey, Geraldine, 257
Conditioned Reflexes and Neuronal Dual-process model, 173
Organization (Konorski), 328 Dual reward-punishment effect, 88
Condom use studies, 34-35 Duhem, Pierre, 136
Conger, John, 122 Dunlop, John, 145
Conjunction fallacy, 187
Connectionist modeling of category Earthquakes, 293
learning, 106-108 Ebbesen, Ebbe, 246
Conservative Bayesians, 167 Economics, 179-180, 183-187
Consistency paradox, 252—253 Edwards, Ward, 167
Constructionism, 44 Efron, Edith, 58
Constructive processes, 284 Eich, Eric, 105
Cornell University, 285-286 Eisenberg, Leon, 60
Comsweet, Tom, 162 Either/Or (Kierkegaard), 304
Corwin, David, 216 Electronic mail, 287
Counterattitudinal advocacy, 34 Electroshock therapy, 11, 84
Counterfactual thinking, 188 Emerson, Ralph Waldo, 133
 INDEX
Emory Cognition Project, 291—294
Emory University, 291-296
Emotion-state-dependent memory,
104-106
Emotion units, 105
Endowment effect, 182
Engram, 313, 315
Erikson, Erik, 163
Error correction, 107
Ervin, Susan, 163—164
ESP. See Extrasensory perception
Estes, William (Bill)
and Gordon Bower, 86, 90-91, 94
and Elizabeth Loftus, 204
at Stanford University, 52
and Richard Thompson, 305
Ethical issues, 133
Ethical Issues in Behavior Modification
(Stolz), 65
Ethnicity, 135-136
Etzioni, Amitai, 162
Eugenics, 119
Evolved social cognitive approach, 71
Exclusive distinction rule, 108
Experienced utility, 188-189
Experimental design, 19
Extensionality, 181
Extrasensory perception (ESP),
275-276
Eyeblink response, 147, 311, 313-319,
323-325
Eyewitness memory, 206-211
Factor analytic approach, 251
Fair housing ordinance, 26
Fairness, 184-185
False feedback technique, 220
False food memory, 220-221
False Memory Syndrome Foundation
(FMSF), 292
Familial informant false narrative
procedure, 213
Farber, Isador, 47
Farber, Jim, 285
341
Fear learning, 326-327
Federal Trade Commission, 57
Fels Research Institute (Yellow
Springs), 124-127
Festinger, Leon
and Elliot Aronson, 13-17, 20-21,
33-34
and Walter Mischel, 243, 244
at Stanford University, 52
Fienberg, Steve, 211
Fillmore, Charles, 102
Film Board of Canada, 60
Finley, Gordon, 130
Fischoff, Baruch, 163
Fivush, Robyn, 292
Fixed-space displacement model, 97
Flashbulb memories, 292-293
Flight training program, 165-166
Flynn, Jim, 296
Flynn effect, 296-297
FMSF (False Memory Syndrome
Foundation), 292
Forgas, Joe, 106
Fortuity, 49-50
Foundations of Physiological Psychology
(Thompson), 309
Foy, Michael, 325-326
Framing effect, 180-182
Franklin, George, 211-212
Frederick, S., 173-174
Frederick, Shane, 190
Freedman, Jonathan, 204-205
Free-recall learning, 100
Freud, Sigmund, 162
Freudian psychology, 118
Frick, Fred, 276
Fries, Liz, 222
Garcia-Coll, Cynthia, 135-136
Garry, Maryanne, 214, 222
Gestalt psychology, 276—277
Gewirtz, Jacob, 47
Ghiselli, Edwin, 160
Gibson, J. J., 285-286, 289
342 INDEX

Gilovich, Tom, 190 Hastorf, Al, 243, 244

Gladwin, Tom, 282 Hatfield, Elaine, 12, 23
Gleitman, Henry, 278, 283 Haupt, Howard, 209
Glenberg, Art, 110 Heart rate variability, 126
Gluck, Mark, 107-108, 327 Hebb, Donald, 117, 277, 305, 328
Goldberg, Lewis, 171, 260 Hebb rule, 107
Goldsen, Rose, 60 Hebb synapse, 328
Goldstein, Kurt, 158, 235 Hebrew University, Jerusalem
Goodbye Mr. Chips (film), 115 Daniel Kahneman at, 157-158,
Gormezano, I., 311 164-170
Gough, Harrison, 162 Amos Tversky at, 192
Gould, Jack, 60 Held, Richard, 280
Graesser, Art, 109 Helmreich, Bob, 26
Grafton, Scott, 319 Hennis, Tim, 209
Grant, David, 311 Henry, Frances, 238-239
Graphic expression, 12 Herrmann, Doug, 289
Greenbaum, Joe, 12 Herschkowitz, Norbert, 144
Greene, Edie, 211 Hertwig, Ralph, 174, 190
Greenwald, Tony, 19 Heuristics of judgment, 171—176, 190
Groves, Philip, 308 Hicks, Leslie, 316
Guatemala, 129-131 Hilgard, Ernest, viii, 88, 94, 104
Guided mastery, 62-63, 65-66 Hippocampus, 138, 314-315,
Guyer, Mel, 217, 218 324-326
Hirst, Bill, 288
Haber, Ralph, 13 HIV/AIDS epidemic, 34-35, 71
Habituation theory, 307-309 Hoffman, Paul, 171
Hall, Calvin, 83, 312 Holmer, Paul, 85
HAM. See Human associative memory Hostility, 237
Handbook of Social Psychology (Lindzey), Hull, Clark, 46, 84, 278
25 Human Associative Memory (Anderson &
The Handbook of Social Psychology Bower), 102, 103
(Aronson & Carlsmith), 19 Human associative memory (HAM),
Harkness, Sara, 131 102-103
Harlow, Harry, 311 Hyman, Ira, 296
Harsch, Nicole, 293 Hypnosis, 104, 283
Hartley, Ruth, 58 Hypocrisy paradigm, 35
Harvard University
Elliot Aronson at, 18-22 If . . . then . . . patterns, 259, 261
Jerome Kagan at, 127-129, 145 Illusion of validity, 159
Daniel Kahneman at, 166 "The Imitation of Man by Machine"
Walter Mischel at, 241-243 (Neisser), 282
Ulric Neisser at, 274-277, Immigration laws, 119
279-280 Inattentional blindness, 288
Richard Thompson at, 313—315 Incremental theory of learning, 96—97
 INDEX 343

Infant daycare, effects of, 135-136 and specificity, 144-147

Inhibition to the unfamiliar, 125 and temperament, 135-136
Inhibitory interneuron, 307—308 Yale University, 115, 117-121
Initiation rites, 16—17 Kahn, S. David, 275-276
Inkeles, Alex, 131 Kahneman, Daniel, 154-195
Innovation, 56-57 adolescence, 157
Intelligence, 287, 289 and adversarial collaboration,
"Intelligence: Knowns and Unknowns" 190-191
(Neisser et al.), 295 Austen Riggs Clinic, 162-163
Interpretation of Dreams (Freud), 162 and behavioral economics, 183-187
Introduction to Personality (Mischel), 251 Center for Advanced Study, 180
Introductory Psychology (Hilgard), 88 childhood, 155-157
Intuition, 173-174 and experienced utility, 188-189
Invariance, 181 and framing effect, 180-182
Israel Defense Forces, 158—161, 192 Harvard University, 166
Hebrew University, Jerusalem, 157-
James, Henry, 3 158, 164-170
James, Tom, 136 and heuristics of judgment,
James, William, 52 170-176
Jane Doe case, 216-220 military service, 158-161
Jigsaw classroom, 28—30 and one-question studies, 164—165
Johnson, Lyndon, 61 Oregon Research Institute, 170-171
Johnson-Laird, Phil, 109 photograph, 154
Johnston, Moira, 215 Princeton University, 188
Jopling, David, 295 professional training, 164-167
Judgment and prospect theory, 176-180
covariation in, 252—253 and pupil dilation, 166
heuristics of, 171-176, 190 and reward/punishment, 165-166
Jung, Carl, 126, 140 and Amos Tversky, 167-170,
191-195
Kagan, Jerome, 114-149 University of British Columbia,
childhood, 116-117 184-187
Fels Research Institute (Yellow University of California, Berkeley,
Springs), 124-127 162-164, 186, 188
Guatemala sabbatical, 129-131 University of Michigan, 166
Harvard University, 127-129, 145 Kandel, Eric, 308
and high- and low-reactive infants, Kayzer, Wim, 223
137-141 Kearsley, Richard, 135
military service, 123-124 Kelly, George A., 236, 237
Ohio State University, 122-123 Kendler, Howard, 47
photograph, 114 Kennedy, John, 285
and reduction, 141-144 Kenya, 131
and second year of development, Kettner, Ronald, 316
131-135 Kierkegaard, Soren, 85-86, 304
344
Kihlstrom, John, 111
Kim, Jeansok, 322-324, 326
Kinetic depth effect, 278
Kintsch, Walter, 103
Klapper, Joseph, 60
Klein, Robert, 129, 130
Knetsch, Jack, 184, 185, 188
Knowing and Remembering in Young
Children (Fivush), 291-292
Knudsen, Eric, 321
Koehler, Wolfgang, 277
Konorski, Jerzy, 328
Krauss, Robert M., 255
Krupa, David, 322
Laboratory for Research in Social
Relations (University of
Minnesota), 22
Lacey, John and Beatrice, 125-126
Laibson, David, 186
Lake Atitlan, Guatemala, 129
Lakoff, George, 102
Laney, Cara, 220
LaRouche, Lyndon, 64
Larsen, Otto, 60
Lashley, Karl, ix, 328
Lavond, David, 317, 321
Lawrence, Douglas, 92
Lazarus, Richard, 162
Learning
animal, 92-94
cognitive social, 249-251
connectionist modeling of category,
106-108
fear, 326-327
free-recall, 100
mathematical learning theory, 87,
204
mathematical models of, 94—97
new models of, 310—312
observational, 67
social, 236-237
statistical, 86-87
Richard Thompson and, 309-310
INDEX
Leary, Timothy, 242-243
Leibowitz, Yeshayahu, 158
Leldayet, Kenya, 131
Levin, Harry, 285
Levine, Seymore, 325
Lewin, Kurt, 27, 158
Licklider, J. C. R., 276
Life historical, x, xi
Linder, Darwyn, 23, 24
Lindzey, Gardner, viii, 25, 145, 312,
313
Linguistic Society of America, 102
Little, Ken, 53
Liu, Ingrid, 326
Lockhart, Bob, 102
Loftus, Elizabeth, 198-224
adolescence, 202-203
Center for Advanced Study in Behav-
ioral Sciences (Palo Alto), 206
childhood, 201-202
and John Demjanjuk, 199-200
and eyewitness memory, 206—211
and false food memory, 220-221
and Jane Doe case, 216-220
photograph, 198
and repressed memory, 211—216
Stanford University, 203-205
University of California, Irvine,
217-221
University of California, Los
Angeles, 203
University of Washington, 205-217
Loftus, Geoff, 204, 205, 210
Logan, Christine, 319
Logan, Frank, 88-89, 91
Long-term depression (LTD), 323, 326
Long-term potentiation (LTP),
325-326
Look magazine, 58
Lorig, Kate, 69
Loss aversion, 177—178
Lost-in-the-mall technique, 213
The Lou Gehrig Story (film), 80
LTD. See Long-term depression
 INDEX 345

LTP. See Long-term potentiation eyewitness, 206-211

Luce, Duncan, 218
Lundberg, Anders, 309
Lutsky, Neil, 252
Maccoby, Eleanor, 52
Mamounas, Laura, 326
"The Man in the Eye of the Hurricane"
(Edith Efron), 58
Mapping learned behaviors, 313-315
Markowitz, Harry, 177
"Marshmallow test," 246-247
Marx, Groucho, 50
Maslow, Abraham
and Elliot Aronson, 9-11, 33-34
and Ulric Neisser, 280
Massachusetts Institute of Technology
(MIT), 279
Mathematical learning theory, 87, 204
Mathematical models of learning,
94-97
Mathematical Psychology (Coombs,
Dawes, & Tversky), 176
Mayer, Jack, 105
Mazzoni, Giuliana, 213
McClelland, David
and Elliot Aronson, 11-13
and Jerome Kagan, 127
and Walter Mischel, 240-242
McConnell, Jim, 64
McCormick, David, 316, 317
McGaugh, James, 311
McVeigh, Timothy, 209
Mead, Margaret, 130
The Measurement of Meaning (Osgood),
122
Medvec, Victoria, 190
Meehl, Paul, 23, 86, 160
Memory(-ies)
John Dean's, 290
declarative memory modeling,
324-325
ecological study of, 296—297
emotion-state-dependent, 104—106
false food, 220-221
flashbulb, 292-293
human associative, 102—103
Ulric Neisser and, 289-291
organizational factors in, 99-101
prenatal, 214
recovered, 292
repisodic, 290
repressed, 211—216
rich false, 214
semantic, 204-205
short-term, 97-99
working, 128
Memory formation analysis, 320-324
Memory Observed (Neisser), 269, 290—
291, 296-297
Memory trace identification, 316-319
Mental accounting, 182
Mental chronometry, 281
Mental effort, 166
Mental processing, 281-282
Metamemory skills, 130
Metcalfe, Janet, 261
Metzner, Ralph, 243
Micromolar theory of behavior, 89, 91
Military service
of Jerome Kagan, 123-124
of Daniel Kahneman, 158-161
Miller, Dale, 188
Miller, George, 145, 277, 278
Miller, Neal, 87-88, 91, 105,
119-120
Mills, Jud, 16-17
Milner, Brenda, 97
Mimicry, 56
Minsky, Marvin, 277
Mischel, Theodore, 234-235, 253-254
Mischel, Walter, 228-265
adolescence, 231—233
and CAPS model, 260-262
and Carleton College study,
251-253
City College, 235-236
346 INDEX
Mischel, Walter, continued
and cognitive social learning recon-
ceptualization of personality,
249-251
Columbia University, 255-264
and delay of gratification, 239-240,
246-247, 262-263
emigration to U.S., 230
Harvard University, 241-243
Introduction to Personality text, 251
and Daniel Kahneman, 164-165
New York University, 234-235,
254-255
Ohio State University, 236-239
Personality and Assessment
monograph, 248, 249
and personality consistency patterns,
258-260
and personality paradox, 248
photograph, 228
Stanford University, 52, 243-253,
255
Trinidad, 239-240
University of Colorado, 240
Vienna childhood, 229
and willpower, 245-248
Misinformation effect, 207-208
Mistakes Were Made, but Not by ME
(Tavris & Aronson), 38
MIT (Massachusetts Institute of
Technology), 279
Mnemonic devices, 101—102
Molar theory, 89
Mood, 106
Mood-congruent memory, 106
Moore, Bert, 246
Moral agency, 69—70
Morality, development of, 132—134
Morf, Carolyn, 261
Morgan, Cliff, 312
Morris, Erin, 220
Morrow, Dan, 109
Moss, Howard, 125-127, 145
Mosteller, Frederick, 86-87
Motor nuclei, 313-314, 321-322
Mullainathan, Sendhil, 186
Multiattribute memory traces, 98
"The Multiplicity of Thought"
(Neisser), 282
Multitasking, 288-289
Munroe, Ruth, 236
Murdock, Ben, 98
Murphy, Gardner, 235
Mussen, Paul, 122
nAch (need for achievement), 12
Nachmias, Jacob, 278
Narrative memory, 108-110
Nason, Susan, 211
National Association of Broadcasters,
58
National Mnemonics Association, 101
Nausea (Sartre), 304
Need for achievement (nAch), 12
Neezer, Pa, 239
Neisser, Ulric, 268-298
adolescence, 212-21A
APA Task Force, 295
Brandeis University, 280-282
Center for Advanced Study in
Behavioral Sciences (Palo Alto),
286-288
childhood, 270-272
Cognition and Reality text, 286—288
Cognitive Psychology text, 282—285
Cornell University, 285-286
and John Dean's memory, 290
Emory Cognition Project, 291-294
Emory University, 291-296
and flashbulb memories, 292-293
and Flynn effect, 296-297
and Gestalt psychology, 276-277
and J. J. Gibson, 285-286
Harvard University, 274-277,
279-280
and memory, 289-291
Memory Observed text, 290-291
MIT graduate program, 279
 INDEX
and multiplicity of thought,
281-282
and multitasking, 288-289
and parapsychology, 275-276
and pattern recognition, 280-281
Pearl Harbor memory, 269-270
photograph, 268
and recovered memories, 292
School Achievement of Minority
Children text, 289
and selective looking, 288
and self-knowledge, 293-294
Swarthmore College, 277-279
Unit for Experimental Psychiatry
sabbatical, 282-285
Nerlove, Harriet, 241
Neuroscience, 309, 319-320
New York University, 234-235,
254-255
N * game, 185
"A Nicer Interpretation of a Neisser
Recollection" (Thompson &
Cowan), 270
Nictitating membrane (NM) response,
311
Nixon, Richard, 53, 290
N M (nictitating membrane) response,
311
Norman, Don, 98
North, Oliver, 209
Observational learning, 67
Odean, Terrance, 186
Ohio State University
Jerome Kagan at, 122-123
Walter Mischel at, 236-239
Olafson, Erna, 216
Olds, Jim, 88
Olmstead, Alan, 184
"The 100 Most Eminent Psychologists
of the Twentieth Century"
(Hagbloom et al.), xi
One-question economics, 182
One-question studies, 165
347
One-step model, 94-95
Oregon Research Institute (ORI),
170-171
Organizational factors in memory,
99-101
The Organization of Behavior (Hebb),
117, 277, 305
ORI. See Oregon Research Institute
Orne, Emily Carota, 283
Orne, Martin, 282-283, 292
Osgood, Charles, 122
Pain thresholds, measurement of,
279-280
Paisley, Mathilda, 61
Paivio, Allan, 110
Palmer, John, 206
Parapsychology, 275-276
Parducci, Allen, 203
Parker, Ed, 59
Pascal, Blaise, 157
Pasteur, Louis, 50
Pattern recognition, 280-281
Patterson, Michael, 311
Peace Corps projects, 242, 255
Peake, Philip K., 251-252
Pearl Harbor, 269-270
Pedersen, Judith, 306-307
Peirce, Anna, 278, 279
The Perceived Self (Neisser), 295
Perception, 288, 290
Perceptual cycle, 288
Persona, 140
Personal agency, 66
Personal construct theory, 237
Personality
behavioral signatures of, 258—260
consistency in, 258
Personality and Assessment (Mischel),
231, 248, 249
Personality assessment research, 242
Personality paradox, 248, 252-253
Personality psychology, 258
Personality theory, 241-242
 INDEX

Person versus situation debate, The Remembering Self (Neisser &

250-251 Fivush), 295
Pettigrew, Tom, 33 Renshaw, Birdsey, 307
Phobias, 62-63, 65-66 Renshaw cell, 307
Physiological psychology, 312 Repisodic memories, 290
Pines, Ayala, 37 Representativeness, 175
Poindexter, David, 71 Repressed memory, 211-216
Policy change, 210 Rescorla, Robert, 107
Porter, Charles R., 84, 86 Rescorla-Wagner conditioning rule,
Postman, Leo, 276 108
Pratkanis, Anthony, 33, 37 Resnick, Lauren, 287
Prenatal memories, 214 Reward
Prim, Merle, 321 and behaviorism, 119-120
A Primer of Freudian Psychology (Hall), Daniel Kahneman and, 165-166
83 Reward effect from brain stimulation,
Princeton University, 158, 188 88
Principles of Behavior Modification Rhine, J. B., 275
(Bandura), 62 Rich false memories, 214
Prospect theory, 176-180, 187-188, Rinck, Mike, 109
193-194 The Rising Curve (Neisser), 296
Psychodynamics, 63-64 Ritov, liana, 188
Psycholinguistics, 102 Ritter, Bruni, 62
Psychological services, 54 Rogers, Haywood, 31
"Psychotherapy as a Learning Process' Rogoff, Barbara, 130
(Bandura), 62 Rosch, Eleanor, 106
Public policy, 61 Rosenthal, Ted, 56
Punitive damage decisions, 188 Ross, Dorrie, 56
Pupil dilation, 166 Ross, Len, 311
Ross, Sheila, 56
Rabin, Matthew, 186 Rotter, Julian B., 236-237
Ramona, Gary, 214-215 Runyan, William, viii
Rapaport, David, 162-163 RT (reaction time), 281
Rationality assumption, 186 Rust, John, 294
The Reach of the Mind (Rhine), 275
Reaction time (RT), 281 Sabido, Miguel, 71
Recovered memories, 292 Salgrenska, Sweden, 309
Reduction, 141-144 San Marcos, Guatemala, 129—131
Reed College, 304 Sartre, Jean Paul, 304
Reflection, 178 Sattath, Shmuel, 188
Reinforcement theory, 24—25 Schemata, 288
Religion, 85-86 Schild, Ozer, 165
Remembered utility, 189 Schizophrenia, 306
Remembering Reconsidered (Neisser), Schkade, David, 188, 189-190
291 School achievement, 289
 INDEX
The School Achievement of Minority
Children (Neisser), 289
School desegregation, 28-30
Schooler, Jonathan, 216
"Science for justice," 210
Scientific method, 304
Sears, Bob, 51, 91
The Second Year (Kagan), 134
Seidler, Arden, 283
Selective looking, 288
Self-concept, 21-22, 139-140
Self-efficacy belief system, 65-67
Self-expectancies, 21—22
Self-knowledge, 294-295
Self-regulation, 62, 68-69, 262-263
Selfridge, Oliver, 280-281
Semantic memory, 204-205
The Senses Considered as Perceptual Systems
(Gibson), 285
Sensitivity training groups (T-groups),
27-28
Severance, Larry, 211
Shafir, Eldar, 188
Shango people, 238-239
Sheffield, Fred, 120
Shiffrin, Richard, 98
Shih, Jean, 326
Shoda, Yuichi, 255-257, 261
Shors, Tracey, 325-326
Short-term memory, 97-99
Shvyrkov, V. B., 316
Simonson, Itamar, 188
Sinberg, Ron, 305
The Skeptical Inquirer, 86
Skin conductance response, 147
Skinner, B. F., 64, 223, 276
Sleeper (film), 64
Slovic, Paul, 188
Smith, Ed, 247, 248
Snake phobias, 62-63, 65-66
Snidman, Nancy, 136, 137
The Social Animal (Aronson), 26, 30—
31, 38
Social cognition, 106
349
Social cognitive theory, 65, 67-72
agentic perspective of, 68-69
and cultural variations, 67
evolved, 71
global applications of, 70-72
and self-regulation, 69—70
Social diffusion model, 71
Social Learning and Imitation (Miller
and Dollard), 55
Social Learning and Personality
Development (Bandura & Walters),
61
Social learning theory, 236-237
Socially mediated agency, 66
Social modeling, 55-57
Social psychology, xi
Social Science Research Council (SSRC)
summer workshop, 90-91
Social work, 235-236
Solomon, Paul, 315
Something About Amelia (TV drama),
129
Sontag, Lester, 124-125
Sophonow, Thomas, 210
Specificity, 144-147
Spectral Evidence (Johnston), 215
Spelke, Liz, 288
Spence, Donald, 278
Spence, Kenneth, 46-48
Spencer, Alden, 307-308
Sperling, George, 280
Spinal conditioning, 307-308
Squire, Larry, 324, 325
SSRC summer workshop. See Social
Science Research Council
summer workshop
Stanford University. See also Center for
Advanced Study in Behavioral
Sciences (Palo Alto)
Elliot Aronson at, 13-18
Albert Bandura at, 51-53, 55-57,
61-65
Gordon Bower at, 52, 91—111
Elizabeth Loftus at, 203-205
350 INDEX

Stanford University, continued Thaler, Richard, 180-186

Walter Mischel at, 52, 243-253, Thematic Apperception Test (TAT),
255 123
Stanton, Mike, 325 Theories of Personality (Hall & Lindzey),
Statistical learning theory, 86—87 25, 83
Statistics, 95-96 Thomas, Dylan, 148
"Steeples of excellence," 51 Thompson, Richard F., 302-328
Stein, Gertrude, 288 adolescence, 304
Stein, Larry, 92 Center for Advanced Study in
Steinmetz, Joseph, 310 Behavioral Sciences (Palo Alto),
Sternberg, Saul, 98 315-319
Stevens, S. S., 145, 279 and declarative memory modeling,
Stewart, Martha, 209 324-325
Stimulus control, 68 and fear learning, 326-327
Stochastic Models for Learning (Bush & Foundations of Physiological Psychology
Mosteller), 87 text, 309
Stress, 325-326 and habituation theory, 307—309
Studies in Mathematical Learning Theory Harvard University, 313—315
(Bush & Estes), 91 and learning, 309—310
Suckiel, Ellen, 32 and Elizabeth Loftus, 206
Sunstein, Cass, 188 and mapping learned behaviors,
Super, Charles, 131 313-315
Suppes, Patrick, 91, 94, 204 and memory formation analysis,
Support theory, 188 320-324
Swarthmore College, 277-279 and memory trace identification,
Symbolic modeling, 61 316-319
Szilard, Leo, 3 and new models of learning,
310-312
Tannenbaum, Percy, 60 photograph, 302
Tanur, Judy, 211 and physiological psychology, 312
TAT (Thematic Apperception Test), Reed College, 304
123 Salgrenska, Sweden sabbatical, 309
Taus, Nicole. See Jane Doe case and stress, 325-326
Tavris, Carol, 37-38, 217, 219 University of California, Irvine,
Tea and Sympathy (movie), 129 308-312, 315
Televised violence, effects on children University of Oregon Medical
of, 57-61 School, 306-308
Television Information Office, 58 University of Southern California,
Temperament, 135-136 319-327
Terman, Fred, 51—52 University of Wisconsin, 304-306
Teiman, Lewis, 51 Time-decay queuing model, 97
T-groups. See Sensitivity training Titus, Steve, 209
groups Tobacco industry, 60
 INDEX
Tolman, Edward, 91, 278
"Toward a Cognitive Social Learning
Reconceptualization of
Personality" (Mischel), 249-251
Trabasso, Tom, 96, 109
Tracey, Jo Anne, 307
Treisman, Anne, 166, 186-188
Trinidad, 239-240
Tsongas, Paul, 52
Tulving, Endel, 100, 290
Tversky, Amos
eulogy for, 191-195
and Daniel Kahneman, 167-170,
191-195
and Walter Mischel, 245, 252
UC-Irvine. See University of California,
Irvine
UCLA (University of California, Los
Angeles), 203
UCSC. See University of California,
Santa Cruz
Ultimatum game, 185
U.S. Army, 123-124
U.S. Department of Defense, 54
Unit for Experimental Psychiatry,
282-285
University of British Columbia in
Vancouver
Albert Bandura at, 46
Daniel Kahneman at, 184-187
University of California, Berkeley,
162-164, 186, 188
University of California, Irvine
(UC-Irvine)
Elizabeth Loftus at, 217-221
Richard Thompson at, 308-312,
315
University of California, Los Angeles
(UCLA), 203
University of California, Santa Cruz
(UCSC), 32-36
University of Colorado, 240
351
University of Iowa, 46-49
University of Michigan, 166
University of Minnesota
Elliot Aronson at, 22-25
Gordon Bower at, 84-87
University of Oregon Medical School
(UOMS), 306-308
University of Southern California
(USC), 319-327
University of Texas, 25—30
University of Washington, 205-217
University of Wisconsin, 304-306
UOMS. See University of Oregon
Medical School
USC. See University of Southern
California
Utility, 188-189
Utility theory, 176-177
Valuation of public goods, 188
Value theory, 178, 179
Varns, Virginia, 49
Veterans' services, 54
Vicarious trial and error (VTE) model,
91
Video systems, 61
Visual system, 286
VTE (vicarious trial and error) model,
91
Wagner, Allan, 107, 311, 317, 319
Wagner, William, 320
Wakker, Peter, 188
Walker, Arlene, 288
Wallach, Hans, 277, 278
Walters, Richard, 55-56, 61
Wanner, Eric, 183-184, 186
Waugh, Nancy, 98
Wediko residential camp, 256—260
Weisz, Donald, 315
Weldon, Mary Sue, 293
Welfare, measuring, 190
Wertheimer, Max, 276
352 INDEX

Wertheimer, Mike, 12 Woolsey, Clinton, 305-306

Wesleyan University, 11—13 Working memory, 128
Western Reserve University (WRU), Wright, Jack, 256-257
82-84 WRU. See Western Reserve University
West Point Military Academy,
123-124 Yale University
"What" system, 293 Gordon Bower at, 87-89
"When Blue file," 219 Jerome Kagan at, 115, 117-121
"Where" system, 293 Yeats, William Butler, 72
White, Shep, 47 A Young Mind in a Growing Brain
Wichita Guidance Center, 51 (Kagan & Herschkowitz), 144
Wickelgren, Wayne, 98
Willerman, Ben, 23 Zeiss, Antonette, 246
Williams, Lloyd, 63 Zelazo, Philip, 135
Willpower, 245-248 Zimbardo, Phil, 52
Winograd, Gene, 293 Zwaan, Rolf, 110
 A B O U T T H E E D I T O R S

Gardner Lindzey, P h D , is director emeritus of the Center for A d -

vanced Study in the Behavioral Sciences. He was editor of the classic
Handbook of Social Psychology (1954) and was coeditor of later editions.
His other publications include Theories of Personality (coauthored with
Calvin Hall) in 1957 and later editions.
Dr. Lindzey received his PhD from Harvard University in 1949 and
subsequently taught at Harvard, Syracuse, the University of Minnesota,
and the University of Texas from 1964, becoming vice president and
dean of academic studies. He returned to Harvard as professor and
chairman of psychology (1972-1973) and was director of the Center
for Advanced Study in the Behavioral Sciences from 1975 to 1989.
Dr. Lindzey's other publications include the Study of Values (with
Allport & Vernon, 1951), Projective Techniques and Cross-Cultural Re-
search (1961), History of Psychology in Autobiography (coedited with E. G.
Boring, 1967; and later editions), Behavioral Genetics: Method and Re-
search (coedited with Manosevitz & Thiessen, 1969), and Racial Differ-
ences in Intelligence (with Loehlin & Spuhler, 1975). He is also coeditor
of Stevens' Handbook of Experimental Psychology (1988). Dr. Lindzey was
president of the American Psychological Association (1966-1967) and
president of both the Division of Social and Personality Psychology
(1963-1964) and the Division of General Psychology (1970-1971).
He is a member of the National Academy of Sciences, American
Academy of Arts and Sciences, Institute of Medicine, and American
Philosophical Society, and he was awarded honorary degrees by the
University of Colorado and Rutgers University.

W i l l i a m M. Runyan, P h D , is a professor in the School of Social

Welfare and a research psychologist at the Institute of Personality and

353
354 ABOUT THE EDITORS

Social Research of the University of California, Berkeley. H e received

his P h D i n clinical psychology and public practice f r o m Harvard
University i n 1975 and has been teaching at the University of Califor-
nia, Berkeley, since 1979.
D r . Runyan is the author o i L i f e Histories andPsychobiography: Explora-
tions in Theory and Method (1982) and editor and coauthor of Psychology
and Historical Interpretation (1988). He received the Henry A. Murray
Award for contributions to personality psychology in 1987 and the
Role Theorist of the Year award from Theodore Sarbin in 2004. Recent
publications include "History in the Making: What W i l l Become of
William James's House and Legacy?" in History of Psychology (2000),
"Toward a Better Story of Psychology: Sheldon White's Contributions
to the History of Psychology, a Personal Perspective" in Developmental
Psychology and Social Change (edited by Pillemer & White, 2005); and
"Evolving Conceptions of Psychobiography and the Study of Lives:
Encounters with Psychoanalysis, Personality Psychology, and Histor-
ical Science" in the Handbook of Psychobiography (edited by W . T.
Schultz, 2005).