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Last update: 22/03/2015

Overview of prominent thinkers in psychology

The breadth and variety of psychology can be seen by looking at some of the most famous thinkers. While each theorist may have been part of the most important philosophical school, each brought unique contributions and new perspectives to the development of psychology as a science.

A study that appeared in July 2002 « » created a ranking of the 99 most influential psychologists. The ranking was based primarily on three factors: journal citation frequency, textbook introductory citations, and survey results. 1725 members of the American Association psychologists.

10 Influential Thinkers in Psychology

The following list provides an overview of 10 psychologists from this survey. These people are not only some of the most famous thinkers in the field of psychology, they also played an important role in the history of psychology and made important contributions to our understanding of human behavior. This list is not an attempt to determine who was the most influential or which schools of thought were the best. Instead, this list provides insight into some of the theoretical perspectives that influence not only psychology but also the cultural environment in which we live.

Tops the list in a 2002 study of the 99 most prominent psychologists of the 20th century. Skinner made a huge contribution to the development and promotion of behaviorism. Therapies based on his theories are still widely used today, including behavior modification techniques.

When people think of psychology, many tend to think of Freud. His work supports the notion that not all mental illnesses have physiological causes, and he also offered evidence that cultural differences influence psychology and behavior. His works and writings have contributed to our understanding of personality, clinical psychology, human development, and pathopsychology.

The works are considered part of the cognitive revolution in psychology that began in the late 1960s. His social learning theory emphasized the importance of observational learning, imitation and modeling. “Learning would be extremely laborious, not to say dangerous, if people had to rely only on the results of their own actions in order to understand what they should do. Bandura explained in his book Social Learning Theory.

The work of Jean Piaget has had a profound impact on psychology, especially in our understanding of children's intellectual development. His research contributed to the growth of developmental psychology, cognitive psychology, genetic epistemology, and educational reform. Albert Einstein once described Piaget's observations of children's intellectual growth and thought processes as a discovery, "So simple that only a genius could think of it."

Carl Rogers emphasized human potential, which had a huge impact on psychology and education. He became one of the most important humanist thinkers. As his daughter Natalie Rogers writes, he was "He treated people through life with empathy and understanding, and embodied his democratic ideals in his work as a teacher, writer and therapist."

Psychologist and philosopher William James is often referred to as the father of American psychology. His 1,200-page text, Principles of Psychology, became a classic on the subject, and his teachings and writings helped establish psychology as a science. In addition, James made contributions to functionalism, pragmatism, and influenced many psychology students during his 35 years of teaching.

Erik Erikson's psychosocial developmental stage theory helped spark interest and research in human development across lifespan. The psychologist expanded the theory by examining development throughout life, including the experiences of childhood, adulthood, and old age.

He was a Russian physiologist, whose research influenced the development of such a direction in psychology as behaviorism. Pavlov's experimental methods helped move psychology away from introspection and subjective assessments towards the objective measurement of behavior.

Gradually, we will expand on this page the list of psychologists who have contributed to the development of psychology. (born 1916) - English psychologist, one of the leaders of the biological direction in psychology, the creator of the factor theory of personality. Founder and editor of the journals Personality and Individual Differences and Behavior Research and Therapy. (1878-1949) - Austrian psychoanalyst. Tried to use psychoanalytic methodology in relation to young delinquents. From 1932 he was engaged in private practice. In 1946 he revived the Vienna Psychoanalytic Society. (1891-1964) - American psychoanalyst. He dealt with the problems of the psychoanalytic theory of neuroses, explaining their occurrence by a violation of self-control, criminal psychology. One of the pioneers of psychosomatic medicine. He deduced the main psychosomatic diseases from typical human conflicts. He showed that prolonged emotional stress is associated with the development of diseases such as stomach ulcers, hypertension, asthma, colitis, arthritis. (1864-1915) - German psychiatrist and neurologist, discovered the disease named after him. (born 1920) - German psychologist. He paid special attention to the problem of the structure of the intellect. Developed the intelligence structure test (one of the most popular intelligence tests). (born 1908) - American psychologist. President of the American Psychological Association (1971-72). Worked on the problems of differential psychology, the formation of abilities, psychological diagnostics. She considered creativity in the context of an individual's life, in particular the conditions of his upbringing. Developed a number of psychological tests. (born 1924) - domestic psychologist. Founder of the Moscow School of Social Psychology. Specialist in a wide range of problems of social psychology (theory and methodology of social psychology, methods of empirical social research, cognitive processes in a group, psychology of work collectives, etc.). (born 1924) - domestic psychologist. One of the leading experts in the field of methodology, theory and history of psychological science, she paid special attention to the principle of development. Developed the problems of the theory of thinking as a reflective analytical and synthetic activity. (born 1904) - American psychologist. From 1933 to 1938 he worked at the International Institute of Educational Films in Rome. From 1940 he worked in the USA. Since 1968 Professor of Psychology at the Center for Visual Studies at Harvard University. Specialist in the field of psychology of visual thinking. (born 1923) - American psychologist, specialist in the field of psychology of motivation. In the studies of 1948-53. showed that certain motivational states (for example, hunger) affect the content of the imagination. To take into account individual differences in motives, he introduced the achievement motivation as a factor into the formula of the motive of real behavior in the current situation (the value of behavior x the probability of success), which is consistently manifested in different situations. (1871-1946) - German psychologist, representative of the Würzburg school. Known for his experiments using the method of systematic introspection, in which he showed that the emergence of certain associations is controlled by the so-called determining tendency and the thinking process is built for a specific task. He also created a methodology for the formation of artificial concepts, which was then modified by L.S. Vygotsky and L.S. Sakharov under the name of the "double stimulation" technique. (1896-1970) - Hungarian-English psychotherapist. From 1949 to 1956, together with E. Balint, he conducted seminars for doctors on the topic "Mental disorders in medical practice", which brought him worldwide fame. Such working seminars of doctors discussing their therapeutic and psychiatric experience under the guidance of the group leader in order to identify their own subjectivity and relieve fear, and thereby develop the optimal method of metacommunications and "psychosomatic thinking", became known as "Balint groups". (1883-1971) - English psychologist. Specialist in the field of psychology of intelligence. In the 1930s, he was one of the first in psychology to conduct factor studies of intelligence. He also dealt with the problems of abnormal children, juvenile delinquents. (born 1886) - English psychologist. Worked in the field of experimental psychology of thinking, perception, memory, then - in the field of military psychology. He considered the functions and structure of memory in the context of culture. American psychiatrist. She dealt with the problems of childhood schizophrenia, mental development, methods of psychotherapy. Developed a visual-motor gestalt test. (1902-1970) - American psychotherapist and psychologist, creator of "transactional analysis". By analogy with classical psychoanalysis, "transactional analysis" is focused on identifying "scenarios" of an individual's life plans, which are often imposed by parents. This analysis was extended by "structural analysis", by means of which three states are distinguished in the Self of an individual in various communicative situations: the Parent, acting according to the type of parent-child relationship, the Adult, objectively assessing reality, and the Child, acting according to the type child's relationship with parents. (1857 - 1927) Founder of reflexology. Supported Sechenov. There is not a single conscious or unconscious process of thought that would not be expressed sooner or later in objective manifestations. Studied the rate and form of reactions. Studies of the therapeutic use of hypnosis, including in alcoholism. Proceedings on sexual education, the behavior of a young child, social psychology. Investigated personality on the basis of a comprehensive study of the brain by physiological, anatomical and psychological methods. Founder of reflexology. (1857-1911) - French psychologist, one of the founders of testology. At the beginning of the twentieth century. Together with T. Simon, he began to create tests for the level of mental development of children, summarizing their developments in the study of memory, attention, and thinking. According to Binet, this level does not depend on training. Introduced the concept of mental age as the level of intellectual development, which is determined only by genetic factors. He also dealt with the problems of the pathology of consciousness, mental fatigue, individual differences in the processes of memory, suggestion, and graphology. (1878 - 1950) German psychiatrist and psychologist. In the work "The Structure of Psychosis" he made an attempt to solve the problem of constructing the architectonics of personality, replacing the traditional clinical and descriptive method adopted in psychiatry with his own structural analysis, which combines predispositional and provoking factors in the pathogenesis of psychosis. He wrote the "History of Psychiatric Science" and the first dictionary of medical psychology .I studied many problems of criminal psychology, in particular, "prison psychoses", inducibility in various psychopathological typologies. (1857-1939) - Swiss psychiatrist and pathopsychologist. Professor of psychiatry, from 1898 to 1927 director of the psychiatric clinic at the University of Zurich. From 1909 to 1913, together with Z. Freud, he published the Yearbook of Psychoanalytic and Psychopathological Research. Conducted research on schizophrenia. (1876-1939) - French psychologist. Professor of Psychology at the Universities of Strasbourg and Paris. A follower of E. Durkheim and A. Bergson. Specialist in social psychology. Developed the problem of social psychology of emotions. (1884-1942) - Russian teacher, psychologist and philosopher. He considered conscious behavior, closely connected with social relations, as the subject of psychology. The author of one of the classifications of types of memory, carried out on a genetic basis. He also dealt with the problems of the development of thinking, sexual development. (1908-1981) - domestic psychologist, student of L.S. Vygotsky, an employee of the Kharkov activity school. She mainly dealt with the problems of child psychology: the development of the child's personality and the formation of motivation, affective conflicts, self-esteem and the dynamics of development in childhood of the level of claims. (1861-1934) - American psychologist, sociologist and historian. One of the founders of American social psychology. He developed the concept of "circular reaction", by which he understood the process of constant interaction between the organism and the environment. The main task of psychology was the study of individual differences. I saw in the mental development of the child a manifestation of the biogenetic law. In pedagogy, he advocated the individualization of learning and the use of data from experimental psychology. (born 1904) - Swiss psychiatrist, psychologist, representative of existential psychoanalysis. Collaborated with K.G. Jung (1938). Based on the philosophy of Heidegger. Developed the foundations of existential psychoanalysis, focused on the cure of neurosis and psychosis by eliminating preconceived notions and interpretations of the patient. (1838 - 1917) At one time he was known as an opponent of Wundt. Developed a plan for a new psychology vol. The field of psychology is not sensations per se, or perceptions, but those acts that the subject performs when he turns something into an object of awareness. Outside the act, the object does not exist. He stood at the origins of the direction - function - analysis. Psychology is an experimental and observational science. (1903-1955) - Hungarian-American psychologist, representative of "probabilistic functionalism". Specialist in the problems of perception, in particular the perception of space. Defended the idea that perception is based on the decision-making process. (1818-1903) - English psychologist, representative of associative psychology. He developed ideas about the spontaneous activity of the nervous system, the forms of which tend to consolidate if accompanied by a feeling of pleasure; about the impossibility of forming associations without the presence of a special activity of the mind, the severity of which is different for different people; about the existence of creative associations that are not simply the sum of initial sensations. (1879-1963) - German-Austrian psychologist. Initially he worked at the Würzburg Psychological School, where he offered evidence of the ugliness of thinking. After the First World War, he began to develop the problem of the development of the psyche, which he interpreted as the passage of three stages (instinct, skill and intellect). He also worked in the field of linguistics. (1893-1974) - German psychologist. Since 1970 - President of the Association for Humanistic Psychology. In the 20s - 30s. in the Vienna School of Developmental Psychology, which she created, she conducted research on the level of mental development of the child, for the diagnosis of which she introduced the concept of "development coefficient" (instead of "intelligence coefficient"). On the basis of these studies, a periodization of the life path of the individual was created, the main motive of which was recognized as the need of the individual for self-fulfillment. Since 1940, during the American period of her work, she worked in line with humanistic psychology. (1849-1934) - Russian biologist and psychologist, founder of Russian comparative psychology. Author of the books Biological Foundations of Comparative Psychology, 1910 - 1913 and The Emergence and Development of Psychic Abilities, 1924 - 1929. He developed a special research method based on comparing the behavior of species-related animals ("biological method"). Conducted research on instinctive behavior, on the basis of which he put forward a hypothesis about the variability of instincts. (1879-1931) American psychologist and behaviorist. Treated psychology as a branch of physics. Tried to give an analysis of mental phenomena in physical and chemical terms. (1879-1962) French psychologist and teacher. He proposed a scheme of stages of ontogenetic development based on emotional and cognitive development. (born 1921) is an American psychiatrist and psychologist. Specialist in the problems of social psychology, in particular human communications. (1856-1925) - Russian philosopher and psychologist. Developed on the basis of the teachings of I. Kant the philosophical system of "logicism". In the books "On the limits and signs of animation" (1892) and "Psychology without any metaphysics" he rejected the experimental approach to the analysis of mental life. (1890 - 1964) - German-American psychologist, one of the largest specialists in developmental psychology, close in his views to G. Kafka. Werner belonged to the pioneers of comparative developmental psychology. In his opinion, the genetic approach can be applied in cases where there are any changes in behavior, i.e. in comparative, child, differential psychology, in pathopsychology and in the psychology of peoples. (1492 - 1540) One of the first to oppose empiric - psychological knowledge to metaphysical teachings about the soul. Formulated the law of association. He proved that the surest way to control feelings is to repress one affect by others, stronger ones. (1870-1915) - German psychologist, representative of the Austrian psychological school. Perceptual specialist. He tried to explain psychopathological phenomena by a decrease in the gestalt-forming activity of the subject. (1869-1962) - American psychologist, representative of functional psychology. In the book "Dynamic Psychology" (1918) he developed a position on the fundamental importance of motives in the organization of behavior. He put forward the hypothesis that the formed skills themselves can acquire motivation, regardless of the instincts that led to their formation. (born 1924) - American psychologist. Professor at the University of Pennsylvania. Specialist in the field of psychological aspects of receiving and transmitting information. (1902-1988) - a domestic psychologist, a member of the Kharkov activity school, the author of the concept of the systematic and phased formation of mental actions and the interpretation of psychology as a science of the subject's orienting activity. During the war, he analyzed the recovery of movements in the wounded on the basis of the ideas of the activity approach. American psychologist, one of the founders of child psychology. Developed a method for observing children's behavior using a camera and a translucent mirror. Introduced child development standards. (1896-1967) - Soviet psychologist, one of the founders of Russian psychotechnics. Conducted research exercises of simple and complex sensorimotor reactions. He dealt with the problems of restoring mental functions lost during the war. (1904-1979) - American psychologist, one of the founders of environmental psychology. A specialist in perception problems. He developed the foundations of a new science, which he called ecological optics, the purpose of which is to analyze how the body sees the environment in which it actively operates. In his approach, it was recognized that not only individual sensations, but also integral images are due to the characteristics of external stimulation. (1897-1976) - American psychologist, developer of the creative personality model. World-wide fame was brought to him by research in which he, using psychological tests and factor analysis, attempted to mathematically build a model of a creative personality. This model was widely used later to determine creativity in the American education system, science and industry. (1878-1965) - German-American neurologist and psychologist. Investigated mental disorders in brain lesions, psychosomatic disorders. He proposed systematization of aphasias. (1861-1946) - German psychologist. Specialist in genetic psychology. The author of the theory of the game, where it was considered as a preparation for life's trials, in which the organs are trained. (1852-1899) - Russian idealist philosopher, psychologist. Since 1886 professor at Moscow University. Chairman of the Moscow Psychological Society. The first editor of the journal "Problems of Philosophy and Psychology" (since 1889). He developed a theory based on the introduction of a special unit of mental analysis - "psychic turnover", in which he saw the union of sensation, feeling, thinking and will. (1886-1959) - American psychologist. Specialist in child psychology and psychological testing. She developed the "Draw a man" method, which serves to measure the intellectual development of children. (born 1906) - domestic psychologist. Specialist in the problems of psychophysiological differences and psychodiagnostics. He proposed an integrated approach to professional suitability, which combines the analysis of social factors in the development of a professional, in particular, professional requirements and the prestige of the profession, on the one hand, and psychophysiological characteristics, on the other. (1875-1949) - American psychologist. Specialist in general, social psychology, psychology of religion. (1833-1911) - German philosopher and psychologist. He divided psychology into two disciplines fundamentally different in their methodology: analytical ("nomothetic") psychology, explanatory psychology, the purpose of which is to isolate "atoms" in introspective experience and subsequent "synthesis" of higher processes of consciousness from them, and descriptive ("ideographic") psychology. , which is engaged in understanding, on the basis of the values ​​inherent in a particular culture, the spiritual life of an individual in its integrity and uniqueness. The values ​​of culture, according to Dilthey, are "objectified" in the psyche of an individual. (1922-1985) - domestic psychologist. Specialist in emotional regulation of human behavior and activity. He developed the concept of the emotional orientation of the personality, based on the understanding of emotions as a special kind of value. Created a number of techniques for identifying individual characteristics of emotions. (1859-1952) American philosopher and educator. On the basis of Hegel's philosophy, he developed his ideas, according to which the consciousness and thinking of a person are conditioned by the content of practical actions. Author of the first American textbook on psychology. (1901-1977) - domestic psychologist. Studied under L.S. Vygotsky. Specialist in the field of defectology. He conducted experimental studies of the development of abnormal children, in which the conditions for their effective education were revealed. He considered the problem of the factors of learning and development of students, in particular the interaction of the word and visualization in teaching. (1900-1988) - Soviet psychologist. She received her education in psychology in the 1920s. in Germany in the laboratory of K. Levin, where she carried out world-famous studies of forgetting completed and incomplete actions. In these studies, it was shown that unfinished actions are remembered better than completed ones by 1.9 times, which is called the Zeigarnik effect. Founder of Russian pathopsychology. (1881-1944) - German psychologist, employee of the Würzburg School of Psychology. Author of the book "Laws of productive and reproductive spiritual activity" (1924). Conducted research on thinking, in which he discovered the determinism of thought processes from the side of the structure of the problem being solved. The task before the subject appears as a kind of "problem complex", the completion of which can only be achieved by finding the missing element. He described a number of intellectual operations, thanks to which such completion is possible (abstraction, reproduction of properties, etc.). (1903-1969) - domestic psychologist. In the 30s. in the framework of research conducted at the Kharkov Psychological School, he developed problems of memory, in particular, involuntary memorization. I came to the conclusion that involuntary memorization is directly dependent on the nature and structure of human activity. So, it is better to remember what is related to the purpose of the activity, and not just in the field of view, but not included in the activity. He studied the dynamics of forgetting and reproducing school knowledge. (born 1923) - American psychologist. Specialist in the problem of human emotions. Author of the differential theory of emotions. In the analysis of emotions, he identified three levels: neurophysiological, expressive, subjective. He gave a description of such fundamental emotions as: interest-excitation, joy, surprise, grief-suffering-depression, anger-disgust-contempt, fear-anxiety, shame-shyness, guilt. (1864-1944) - German biologist, zoopsychologist, philosopher, one of the founders of zoosemiotics. Author of the functional circle theory. (1883 - 1940) - German psychologist, head of the Marburg Psychological School. Specialist in the study of eideticism. He singled out three levels in the structure of consciousness: the level of sequential images, the level of eidetic images and the level of images-representations. (1876-1956) - American psychologist. Specialist in the field of animal behavior, in particular primates. (1870-1920) - German psychologist, specialist in experimental psychology. Worked in Göttingen. (1884-1953) - Western European psychologist. He worked together with E. Rubin under the direction of E. Husserl. Specialist in the field of theory of psychology, comparative, genetic, social psychology. Dealt with problems of tactile perception. Coming close to Gestalt psychology, he believed, however, that the psychology of personality cannot be adequately described when referring to the concept of Gestalt. (born 1921) is an American social psychologist. Specialist in the problems of interpersonal relationships, attribution, group dynamics. In accordance with his theory, predicting the behavior of another person is due to three factors, which include the degree of similarity of the behavior of this person to the behavior of other people (consensus), the variability of his response to different stimuli (originality), the stability of response to the same stimulus (consistency) . (1905-1966) - American psychologist, author of the theory of personality constructs. Within the framework of this theory, each person is considered as a kind of researcher who builds an image of the world around him using certain categorical scales, or "personal constructors" that are peculiar to him. Based on this image of the world, hypotheses are put forward about events, planning and implementation of certain actions. To study these constructs, the method of "repertory grids" was developed, named after him. (1860-1944) - American psychologist, one of the founders of psychological testing. Student of G. Lotze and W. Wundt. One of the first specialists in experimental psychology in America. Developed a psychophysical method of paired comparisons. He also dealt with the problems of reaction time, associations, attention, anticipation. (born 1905) - Anglo-American psychologist. Developed a structural theory of personality traits. (1872-1956) - German psychologist, founder of scientific graphology. Character specialist. (1873-1940) - Swiss psychologist, representative of functionalism. Since 1908 professor at the University of Geneva. One of the founders of the Pedagogical Institute. J.-J. Rousseau. Specialist in comparative, child and occupational psychology. (1879-1957) - domestic psychologist, author of the reactological doctrine. In the 20s. put forward the demand for the construction of psychology on a Marxist basis, but his own implementation of such an approach was only a mechanical combination of an introspective psychology of consciousness and an objective, behavioral approach. (1890 -?) - American psychologist. Specialist in child psychology, author of tests of intellectual development. (1886-1941) - German psychologist. In 1911-1924. worked as a Privatdozent at the University of Hesse, since 1927 - professor at Smith College in Northampton in the USA. Together with M. Wertheimer and W. Köhler, he is the founder of Gestalt psychology. Investigated the practical aspects of using the principles of Gestalt psychology in the field of perception, learning, development of the psyche, social relationships. Author of the book "Principles of Gestalt Psychology" (1935). Publisher of the journal "Psychologische Forschung". Dealt with the mental development of the child. (1912 - 1977) - American psychologist. Specialist in the problems of special psychology, psychodiagnostics of personality. During the Second World War, he worked on the development of the methodology of public opinion polls. He is best known for his studies of conformity. (1916-1994) - American psychologist. Engaged in educational issues, including the development of military training programs. Substantiated the main criteria for the development and conduct of psychological testing, primarily for the diagnosis of intelligence and personality. (born 1917) - domestic psychologist. Specialist in the field of developmental and educational psychology. He dealt with the problems of abilities in various activities of schoolchildren. Popularizer of psychological knowledge. (1874-1948) - German philosopher and psychologist, founder of the "Leipzig school" in psychology. Since 1906 professor of psychology, since 1917 director of the Institute of Experimental Psychology in Leipzig. He built his theory of the mental on the basis of the idea of ​​the integrity of any mental experience. As the genetic basis of Gestalt, he considered "complex-qualities", which appear as diffuse, undifferentiated and affectively colored formations. American social psychologist and sociologist, professor at the University of Michigan, one of the presidents of the American Sociological Society. (1857 - 1926) - French psychotherapist, who became famous thanks to the method of arbitrary self-hypnosis he developed ("Cue method"). Influenced Y.G. Schultz, the creator of the autogenic training method. (1862-1915) - German psychologist and philosopher who founded the Würzburg psychological school. He was one of the first to make the so-called higher mental functions (thinking and will) the subject of experimental analysis. To do this, he developed a method of systematic introspection, in which there is a retrospective reproduction of the actions taken by the subject to solve the problem. (1874-1917) - Russian doctor and psychologist. He developed a doctrine of personality and types of character based on the allocation of two mental spheres: innate features, which included temperament and character ("endopsyche"), and developing throughout life, primarily in the form of a person's relationship to the world around him ("exopsyche"). He proposed a strategy for studying personality in the usual conditions of its activity. (1858-1921) - Russian psychologist, one of the founders of domestic experimental psychology. He dealt with the problems of perception, attention, memory, thinking based on the understanding of motor reactions as primary in relation to the actual mental processes. (1857-1939) - French philosopher and psychologist, representative of the French sociological school, who developed the problem of primitive thinking. He conducted research on the life of the tribes of Australia, Oceania and Africa, on the basis of which he came to the conclusion that in some areas primitive thinking manifests itself qualitatively differently than the thinking of a modern, civilized person, namely, as prelogical thinking. The works of Levy-Bruhl made a great contribution to the criticism of the concept of the English anthropological school, where the mental operations of people of different times and cultures were considered identical. (1890-1972) - domestic psychologist. He was engaged in the development and implementation of diagnostic tests for career guidance and professional consultation. He gave a comprehensive coverage of the essence, dynamics and genesis of mental states. He considered mental states as the most real facts of the psyche, occupying an intermediate place among other, more or less constructed formations (mental processes and psychological properties of a person). (1904-1988) - German neurologist, psychiatrist and psychologist. Professor of Neurology at the Neurological Clinic of the University. Humboldt in Berlin. Specialist in the field of psychology of accentuated personalities. Developed a typology of accentuated personalities. (1890-1958) - American psychologist. He developed the problem of localization of mental functions, using the method of removing various parts of the brain from animals. Initially, he proceeded from the assumption of the equivalence of any parts of the brain, but later moved away from it. Began to use the maze to study learning in rats. (born 1900) - German-American psychologist. Specialist in social psychiatry. He dealt with the problems of psychology and psychopathology of perception, psychopharmacology, psychology of communication, psychotherapy and psychoanalysis. (1880-1933) - German psychologist and psychotechnician. A student of G. Ebbinghaus and W. Stern. A specialist in the problems of general and special giftedness, he studied the features of practical intelligence. Offered, in contrast to the quantitative characteristics of the intellectual development of the child, qualitative. He made a significant contribution to the development of industrial psychology. (1903-1988) - Austrian biologist, founder of ethology. Conducted research on animal and human behavior, in particular imprinting and aggressiveness. Author of the books "King Solomon's Ring" (1970), "A Man Finds a Friend" (1971), "Aggression". (1902-1977) - Russian psychologist, founder of Russian neuropsychology. He created an original psychophysiological method of "conjugated motor reactions", which is aimed at the analysis of affective complexes. He was engaged in the development of methods for restoring mental functions that were impaired in local brain lesions. (1866-1950) - American psychiatrist. Supporter of the psychobiological direction. He created the concept of ergasiology, on the basis of which he proposed a systematics of psychopathological disorders corresponding to various ergastic reactions. Maier Heinrich - (1867-1933) - German philosopher and psychologist. Since 1900 he has been a professor at the University of Zurich, since 1901 - in Tübingen, since 1911 - in Göttingen, since 1918 - in Heidelberg, since 1920 - in Berlin. He proposed a classification of thinking. (1888-1983) - French psychologist, founder of the school of comparative historical psychology. Author of the book "Psychological Functions and Works" (1948). He interpreted the development of personality as a historically conditioned process of the objectification of mental functions in the products of culture. (born 1900) - Swiss psychologist. Specialist in the field of factor analysis of personal and intellectual traits, genetic psychology. (1862-1915) - German teacher and psychologist, founder of experimental pedagogy. He considered the study of general patterns and individual characteristics of the physical and spiritual development of the child under the conditions of the use of certain didactic techniques to be the main goal of experimental pedagogy. As methods used experiment, systematic observation of children and analysis of children's creativity. He was a supporter of the theory of development as a function of heredity and environment. (1853-1920) - Austrian philosopher and psychologist, student of F. Brentano, the main representative of the Graz school. He stood close to the positions of Gestalt psychology. In 1894 he founded the first experimental psychology laboratory in Austria. (1989-1982) - domestic psychologist. He dealt with the problem of the connection between volitional action and conditioned reflex mechanisms, then - with the problems of differential psychophysiology. The main attention was paid to the neurodynamic and psychodynamic features of a person's individuality. He developed the concept of integral individuality, in which the concept of an individual style of activity occupies a key place, acting as a mediating link between different levels of personality traits. (1863-1931) - American philosopher, sociologist, social psychologist. Based on the works of W. James and J. Dewey. Interpreted objective reality as a field of activity of the individual. Under the I meant an instance determined by social influence, the history of social relationships becomes the structure of the I, in which self-control appears as an internalization of external social control. His ideas influenced the formation of interactionism. (1901-1978) - American sociologist and ethnographer, specialist in the field of ethnopsychology. Investigated the processes of socialization of children in different cultures. (born 1920) is an American psychologist. Professor at Harvard University. Engaged in experimental study of speech communications. (1892-1974) - American psychiatrist, social psychologist, author of the research method of sociometry and the psychotherapeutic method of psychodrama. He studied the relationship of subjective well-being experienced by a person with his socio-psychological status. (born 1925) - French psychologist, sociologist. Head of the laboratory of socio-psychological research at the Graduate School of Social Research at the University of Paris. Specialist in the field of social psychology. (born 1909) - American psychologist, representative of humanistic psychology. Tried to combine psychoanalysis and existentialism. He interpreted love and will as the basic needs of human existence. (1850-1934) - German psychologist, one of the founders of experimental psychology in Germany. Conducted research in the field of psychophysics, psychology of memory, visual representations. He proceeded from the principle of isomorphism of mental and physical phenomena. Considered associations as largely conditioned by the realization of a conscious attitude. (1863-1916) - German-American psychologist, one of the founders of psychotechnics (introduced the term "psychotechnics" himself), a student of W. Wundt and W. James. He dealt with the problems of management, professional selection, vocational training. Developed strategies for the study of labor processes in the laboratory. (1893 - 1988) - American psychologist. Murray's developments in the field of the theory of personality diagnostics were of particular importance for world psychology. His personology, which is largely based on the works of Z. Freud on early childhood fixations and complexes and includes modified concepts of "I", "It", "Super-I", is aimed primarily at the analysis of individual manifestations. Unlike Z. Freud and A. Adler, he introduced a large number of basic needs, where, along with primary, or vital, needs, secondary (psychogenic) ones characteristic of a person were distinguished. (1893-1973) - domestic psychiatrist, psychotherapist, psychologist. Specialist in problems of psychophysiology and clinic of neuropsychic disorders. Developed a theory of personality based on its relationships. Conducted research on psychophysiological and socio-pedagogical aspects of psychotherapy. (born 1928) - American psychologist, one of the founders of cognitive psychology. In 1933 his family emigrated to the USA. In 1950 he graduated from Harvard University with a bachelor's degree, in 1952 he defended his master's thesis at Swarthmore College, in 1956. PhD in psychology from Harvard University. Professor at Elmory University in Atlanta, director of the Center for Cognitive Psychology. Conducted research on the formation of a "scheme" as the basis of cognitive processes. (1903-1978) - domestic psychologist. Specialist in the problems of perception of fiction and imagination. (born 1935) - American psychologist. Professor at the University of California. Specialist in the field of psychology of perception, memory, attention. (1897-1967) - American psychologist, specialist in personality psychology. He developed a theory of personality based on the concepts of I and self-actualization, which denotes the desire of the individual to achieve something meaningful and significant in life. He showed that motives that have biological needs as their source, when they are satisfied, can acquire a character that is quite independent of the biological basis (the principle of functional autonomy of motives). (1916-1991) - American psychologist. Engaged in problems of social psychology, psycholinguistics. He developed a theory of meaning, in which meaning was understood as a convoluted reproduction of real behavior in relation to certain objects. Based on this theory, he developed the method of semantic differential. (1886-1963) - American psychologist. Engaged in the development of psychological tests. For the needs of the armed forces, he created Tests alpha and beta. (1907-1978) - domestic psychologist. Author of the concept of operational reflection. The research was based on the position according to which the effectiveness of labor actions is determined by the characteristics of the reflection of the object of labor. In the process of performing a specific action with an object, its operational image is formed, designed specifically for this action. (born 1924) - domestic psychologist. Leading specialist on problems of theory and methodology of Marxist psychology. Author of the socio-psychological theory of the collective. Developed theoretical problems of personality psychology and its development. (1906-1984) - domestic psychologist. Conducted innovative research in the field of labor psychology. He developed new methods of psychological analysis of the pilot's activity, in particular, he created an aircraft laboratory. (1856-1931) - French psychologist. Specialist in the field of research of cognitive processes, primarily thinking, speech, memory. He dealt with the problems of affect. (1903-1942) - French Marxist philosopher, psychologist. Based on a materialistic understanding of society and history, he tried to build a new psychology. The "concrete" psychology that he developed was supposed to focus on the meanings and real activities of the individual. (1841-1897) - German physiologist, psychologist, specialist in child psychology. He was engaged in a wide range of issues of general biology, biochemistry, biophysics, embryology, psychophysiology of the sense organs, psychotherapy. Developed the ideas of Ch. Darwin. In contrast to associative psychology, he defended the idea of ​​the important role of heredity in the development of the child. (born 1919) is an American neuropsychologist. Professor at Stanford University. He considered the brain as a holographic structure. (born 1925) is an American animal psychologist. Most famous are his experiments with teaching chimpanzees Sarah the use of signs. Somewhat earlier, the spouses R. and B. Gardner managed to teach chimpanzees the complex system of signs used by dumb people in America. Primak, on the other hand, used plastic symbols as "words", which the monkey had to lay out on a special magnetic board, while it learned about 130 characters, with the help of which quite complex sequences ("phrases") could be composed. (1873-1956) - priest and psychoanalyst in Zurich. He tried to place the teachings of psychoanalysis on religious grounds. He was in a lively correspondence with Z. Freud. (1881-1964) - French psychologist, one of the founders of French experimental psychology, assistant to P. Janet. Developed a system of psychology based on natural science data. He defended the principle of studying the psyche without resorting to the phenomena of consciousness, but only on the basis of behavioral acts. (1880-1939) - Austrian psychologist, psychotherapist. The basic need of the individual is to return to the original state of intrauterine existence, in which he is one with nature, but this need is frustrated due to memories of the trauma of birth. Overcoming this trauma should be carried out in the conditions of special psychotherapy. Later he formulated the position according to which each stage of individual development is characterized by the actualization of the trauma of birth, which is subjectively perceived as a feeling of abandonment, but provides an opportunity to establish new relationships with the world. American philosopher, representative of operationalism, biologist, psychologist. He is best known for his analysis of the links between language, thought and action. Conducted research on the use of language in conflict situations. One of the first to apply game theory to the analysis of behavior. (1786 - 1869) Made the first revolution in psychology as a transition to the study of objective psychology. His system was based on two fundamental principles: 1. Reflection, 2. Reality of action. He assigned speech signs an important role in structuring the human psyche. (1897-1957) - German-American psychologist, psychoanalytically oriented researcher. Since 1922 he has been head of the Vienna Seminar on Psychoanalytic Therapy. He created his own theory of character, in which the leading role is played by the possibility of relieving tension through the experience of orgasm. (1839-1916) - French psychologist, one of the founders of French experimental psychology. Author of the books Diseases of Memory (1881), Diseases of the Will (1883), Diseases of the Personality (1885). Developed problems of attention, imagination, concepts. Based on the application of the pathopsychological method, he built a model of the normal development of the psyche. Formulated the law of regression of memory, called Ribot's law. In his later works, he turned to the problems of affect and emotions. (1850-1935) - French physiologist, psychologist, hypnologist. Author of the books "Experimental and Clinical Studies of Sensitivity" (1877), "Experience in General Psychology" (1887). Established three phases of somnambulism. (born 1933) - American psychologist. Specialist in the field of human communications. Worked at Harvard University. He gave a description of the Pygmalion effect. (born 1907) - American psychologist. Professor at Saint Louis University. He dealt with the problems of schizophrenia, psychological diagnostics. He created the theory of frustration, within the framework of which he developed a test - a drawing technique of frustration. (1884-1922) - Swiss psychiatrist, creator of the projective test of color spots, who received his name. He received a medical education, defended his doctoral dissertation in the field of psychiatry. Since 1911, he began experiments with ink spots. (1860 - 1928) The idea of ​​quantifying the ingredients of mental life in order to recreate its individual profile in a healthy and sick person. They identified 11 mental processes, which were divided into five groups:

· Attention

Susceptibility

So, we present to your attention a list of the most famous psychologists in the world who were able to turn the whole understanding of psychology. After all, these famous psychologists have repeatedly proved that this science is part of their lives.

Fix according to Freud.

Sigmund Freud, he is Sigismund Shlomo Freud - this is the first psychologist that we decided to tell you about. Freud was born on May 6, 1856 in Freiberg, Austria-Hungary, now Příbor, Czech Republic. He is known in the world as a famous Austrian neurologist, who became the founder of the so-called psychoanalytic school with a therapeutic inclination. Sigmud is the "father" of the theory that all human nervous disorders occur due to a number of unconscious and conscious processes that interact very closely with each other.

Vladimir Lvovich Levy, psychologist-poet.

MD and psychologist Vladimir Lvovich Levy was born on November 18, 1938 in Moscow, where he lives to this day. After graduating from the medical institute, he worked as an ambulance doctor for a long time. Then he moved to the post of psychotherapist and became an honorary worker of the Institute of Psychiatry. Vladimir Levy became the first founder of such a new direction in the science of psychology as suicidology. This direction included a complete and detailed study of suicide and the psychological state of people who are suicidal. For all the time he worked in psychiatry, Levy published 60 scientific papers.

In addition to psychology, Vladimir is fond of poetry. Therefore, it was not in vain that in 1974 he became an honorary member of the Writers' Union. Levy's most popular books are The Art of Being Oneself, Conversation in Letters, and the three-volume Confessions of a Hypnotist. And in 2000, his personal collection of poems called "Crossed Out Profile" saw the light of day.

Abraham Harold Maslow and his name in psychology

Abraham Harold Maslow is an American psychologist who became the honorary founder of humanistic psychology. His famous scientific works include such a concept as "Maslow's Pyramid". This pyramid includes special diagrams that represent the most common human needs. It is this theory that has found its direct application in economics.

Victor Emil Frankl: Australian psychologists in science

Renowned Austrian psychiatrist and psychologist Viktor Emil Frankl was born March 26, 1905 in Vienna. In the world, his name is associated not only with psychology, but also with philosophy, as well as the creation of the Third Vienna School of Psychotherapy. Frankl's most popular scientific writings include Man's Search for Meaning. The names of this work became the basis for the development of a new method of psychotherapy called logotherapy. This method includes the desire of a person to realize his meaning of life in the existing external world. Logotherapy can make human existence more meaningful.

Boris Ananiev - the pride of Soviet psychology

Boris Gerasimovich Ananiev was born in 1907 in Vladikavkaz. Ananiev was included in the list of "famous psychologists of the world" for a reason. He became the first and honorary founder of the scientific school of psychologists in St. Petersburg. Such famous psychologists as A. Kovalev, B. Lomov and many others became students of this school and, accordingly, of Ananiev himself.

It was in St. Petersburg, on the house where Boris Ananiev lived, that a memorial plaque was erected in his honor.

Ernst Heinrich Weber - the famous psychologist of all eras

Brother of the famous physicist Wilhelm Weber, German psychophysiologist and part-time anatomist Ernst Heinrich Weber was born on June 24, 1795 in Leipzig, Germany. This psychologist owns much advanced scientific work on anatomy, sensitivity and physiology. The most popular of these are works that involve the study of the senses. All of Weber's work formed the basis for the development of psychophysics and experimental psychology.

Akop Poghosovich Nazaretyan and mass psychology

Famous Russian specialist in cultural anthropology and psychology of mass behavior Akop Poghosovich Nazaretyan was born on May 5, 1948 in Baku. Nazaretyan is the author of a huge number of publications that talk about the theory of the development of society. In addition, the psychologist became the founder of hypotheses about the techno-humanitarian balance, which is compared with the development of culture and technological progress.

Viktor Ovcharenko, the pride of Russian psychology

Viktor Ivanovich Ovcharenko was born on February 5, 1943 in the city of Melekess, Ulyanovsk region. Ovcharenko is a legendary personality in the development of psychology. Ovcharenko has a huge number of scientific titles and weighty works that have made a huge contribution to psychology as a science. The main theme of Ovcharenko's work was the study of sociological psychologism, as well as problems related to personality and interpersonal relationships in general.

In 1996, the psychologist proposed from a scientific point of view for the first time to revise the periodization of the entire history of Russian psychoanalysis. In addition to all of the above, Ovcharenko has been repeatedly called the best psychologist, and his famous works have been published more than once in well-known scientific collections far beyond the borders of Russia.

Head of scientific and methodological work, head of the rehabilitation program, head of the department of psychological and pedagogical rehabilitation, coordinator of the direction of somatosensory therapy, psychologist of the Center for the Rehabilitation of Disabled Children "Our Sunny World". Assistant to the Rector of the Moscow State Psychological and Pedagogical University for professional assistance to children with autism spectrum disorders. Senior Research Fellow, Institute for Inclusive Education Problems, MSUPE.

Member of the Board of the International Association “Autism Europe” (Autism Europe’s Council of Administration). Member of the Expert Council of the Ministry of Education and Science of the Russian Federation on comprehensive support for children with autism spectrum disorders. Expert of the Council under the Government of the Russian Federation on issues of guardianship in the social sphere. Member of the Coordinating Council for Children with Disabilities and Other Persons with Disabilities at the Public Chamber of the Russian Federation. Member of the interdepartmental working group on organizing a system of early assistance to children with disabilities, disabilities and accompanying their families and the interdepartmental working group on issues of comprehensive medical, social, psychological and pedagogical assistance to people with autism spectrum disorders under the Ministry of Labor and Social Protection of the Russian Federation. Member of the working group on inclusive education at the Moscow Department of Education. Member of the working group on the organization of medical support for young people with disabilities and children with disabilities under the Moscow Department of Health. Member of the Public Council for Young Disabled Persons under the Department of Social Protection of the Population of Moscow. Member of the working group on the involvement of persons with disabilities in the cultural life of the city of Moscow under the Department of Culture of Moscow.

Member of the Council on Disabled Children of the All-Russian Society of the Disabled (VOI). Member of the Council of the All-Russian Organization of Parents of Disabled Children over 18 with Mental and Other Disabilities Who Need Representation of Their Interests (VORDI). Member of the board of the National Federation of Remedial Riding and Wheelchair Equestrian Sports. Member of the Council of the Moscow City Association of Parents of Disabled Children. Head of the direction "Social rehabilitation and interaction with parental public organizations" of the Moscow Association of Early Intervention Service Specialists for the Prevention of Childhood Disability. Member of the working group "Social Justice" of the Moscow branch of the All-Russian Popular Front. Member of the International Expert Council on Autism Problems of the MIA "Russia Today".

DOMESTIC PSYCHOLOGISTS.

ANANEV BORIS GERASIMOVICH

Boris Gerasimovich Ananiev was born on August 1, 1907 in Vladikavkaz. After graduating from high school, he entered the Gorsky Pedagogical Institute. At that time, an associate professor of pedology R.I. Cheranovsky, who in 1925 organized an office of pedology. A number of students who were interested in the problems of psychology and pedagogy were admitted to scientific work in this office. Among them was Boris Ananiev, who eventually became an assistant to R.I. Cheranovsky.

In this office, studies were carried out on the mental giftedness of children, their psychological characteristics at different ages. Ananiev's diploma work, carried out under the supervision of Cheranovsky, also touched upon similar problems. It was devoted to the study of the evolution of worldview and attitude in adolescence.

In September 1927 B.G. Ananiev was sent for an internship at the Leningrad Institute of the Brain, and in 1928, after completing his studies in Vladikavkaz, he finally moved to Leningrad. The main problems that occupied him at that time

time, there were problems of classification of sciences and methods of psychology, questions of the formation of the psyche. At the same time, the young scientist advocated the acceptance and use of the theoretical conclusions of all scientific schools, and advocated the establishment of a principled and friendly atmosphere in science.

Trying to enroll in graduate school at the Institute of the Brain, Ananiev read his report "On the Social Usefulness of a Musician (From a Psychophysiological Point of View)" at one of the conferences. The report was devoted to music, its power over the listeners and the performer's responsibility to them. Ananiev also cited a large amount of experimental data confirming the theory, compared the effects of music with hypnosis. In March 1929 he was admitted to the graduate school of the Institute of the Brain.

In the early 30s. 20th century he became the head of the laboratory of the psychology of education, at the same time he organized a psychological service in one of the schools in Leningrad. In his laboratory, studies of the characters of schoolchildren were carried out, in which many teachers of Leningrad were involved. Based on these studies and the empirical data obtained, B.G. Ananiev wrote his first monograph, The Psychology of Pedagogical Evaluation, which was published in 1935.

In 1936, research in the field of pedology was banned, A.A. Talankin, head of the psychology sector at the Institute of the Brain, was arrested and convicted, and a year later B.G. Ananiev was elected to his post. In the same 1937, he became a candidate of pedagogical sciences.

Because of the ban on pedology, he had to look for a new field of activity for himself. One of the areas of his research was the psychology of sensory reflection. He wrote in this vein several articles, the main idea of ​​which was the hypothesis of the genesis of sensitivity. In his opinion, from the very beginning of individual human development, sensitivity acts as a function of the whole organism, and sensory processes play a significant role in this development.

In addition, he turned to the history of Russian psychology, trying to express his own attitude to this subject. According to the scientist, it is necessary to rely on the history of science in order to move forward. He considered the experience of his predecessors necessary for the further development of his own views. In 1939 B.G. Ananiev defended his doctoral dissertation on the history of psychology.

When Leningrad was under blockade during the war, the entire Brain Institute was evacuated. Ananiev ended up in Kazan, and then in Tbilisi, where he worked, like many psychologists of that time, in the psychopathological office of the hospital. He observed patients who had suffered severe shock, and was engaged in the restoration of their speech function, lost as a result of a combat wound.

In 1943 B.G. Ananiev returned to Leningrad, where he headed the department of psychology formed at the Leninfad State University. He himself picked up most of the teaching staff of the department, organized the work of the psychological department of the Faculty of Philosophy. At this time, he published a large number of works that dealt with the study of touch and other types of sensitivity, the psychology of speech, and some problems of child psychology. Also B.G. Ananiev continued to study the history of psychology and the psychology of personality. In 1947, he published the monograph Essays on the History of Russian Psychology in the 18th-19th Centuries. In some articles, his idea was clearly visible about the connection between the formation of character and the knowledge of a person by a person, about some regularities in the formation of human self-consciousness.

At the turn of the 1940-1950s. B.G. Ananiev turns to the study of a new direction, the empirical foundations of which were laid in his work at the Institute of the Brain. The scientist began to study the bilaterality of the brain and its functions.

In 1957, at a solemn meeting dedicated to the anniversary of B.G. Ananiev, the scientist made a speech in which he substantiated the need for comprehensive human studies, synthesizing all existing anthropological knowledge. He expressed the same idea in the articles "Man as a General Problem of Modern Science" and "On the System of Developmental Psychology", published in the same year. However, this idea was not accepted by psychologists at that time.

The active work of the scientist was suspended by illness: in November 1959, Ananiev suffered a heart attack. In the next decade of his life, Boris Gerasimovich was engaged exclusively in scientific and journalistic activities, in 1962-1966. he wrote a series of articles. In them, he tried to implement the idea that he had earlier, summarized all the studies of his predecessors, as well as his own, substantiating an integrated approach to the study of man. He was greatly influenced by the experience of his predecessors, primarily V.M. Bekhterev.

At the same time, B.G. Ananiev began work on the book "Man as an object of knowledge." To this end, various studies began to be carried out in his laboratory. The first group of these studies was devoted to the study of the age-related dynamics of psychophysiological functions in adults. The basis for this was the comparative genetic method, which made it possible to constantly determine the norms of development of an adult of various age groups.

The second group of studies, in contrast, focused on the study of several people for five years. This made it possible to study the holistic development of individuality over a long period of time. Thus, the two groups of studies complemented each other, which allowed B.G. Ananiev to get a deeper understanding of various age statuses, the role of individual factors in the overall development of the individual. On the other hand, the studies of the first group provided the basis for greater objectivity of the studies of the second group.

In 1966, the Faculty of Psychology was founded at Leningrad University, which included the departments of general psychology, pedagogy and educational psychology, ergonomics and engineering psychology. Ananiev became the dean of this faculty. On his initiative, the Institute for Comprehensive Social Research was opened at Leningrad State University, as well as a laboratory for differential anthropology and psychology. The scientist actively participated in the educational and scientific work of the faculty. He organized such a completely new form of student education as creative meetings with famous, venerable scientists. During Ananiev's work at the faculty, A.A. Smirnov, A.N. Leontiev, A.R. Luria, P.Ya. Galperin, scientists from Kyiv and Tbilisi.

In the early 1970s B.G. Ananiev conceived the collective book "Man as an Object of Education", but he failed to fulfill his plan. He died of a heart attack on May 18, 1972.

The scientific significance of the works of B.G. It is difficult to overestimate Ananiev Despite the fact that he had to abandon research in the field of pedology, the scientist continued active scientific work in various areas of psychology: from the historical foundations of science to the study of sensitivity and some psychological functions. In addition, B.G. Ananiev did a lot for the further development of psychological science in the country, the education of psychologists. Like other great scientists, he was not fully understood by his contemporaries, but later his scientific legacy was appreciated.