Ananyev Boris Gerasimovich (1907-1972)

Boris Gerasimovich Ananyev was born on August 1, 1907 in Vladikavkaz. After graduating from high school, he entered the Gorsky Pedagogical Institute. At that time, associate professor of pedology R.I. worked at the institute. Cheranovsky, who in 1925 organized a pedology office. A number of students interested in problems of psychology and pedagogy were allowed to carry out scientific work in this office. Among them was Boris Ananyin, who eventually became R.I.’s assistant. Cheranovsky. In this office, studies were conducted on the mental giftedness of children, their psychological characteristics at different ages. Ananyev's diploma work, carried out under the supervision of Cheranovsky, also addressed similar problems. It was devoted to the study of the evolution of worldview and attitude in adolescence.

In September 1927, Boris Gerasimovich Ananyev was sent for an internship at the Leningrad Brain Institute, and in 1928, after completing his studies in Vladikavkaz, he finally moved to Leningrad. The main problems that occupied him at that time were problems of classification of sciences and methods of psychology, issues 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 for the establishment of a principled and friendly atmosphere in science. Trying to enroll in graduate school at the Brain Institute, Ananyev read at one of the conferences his report on the social usefulness of a musician (from a psychophysical point of view). The report was dedicated to music, its power over listeners and the performer's responsibility to them. Ananyev also cited a large number of experimental data confirming the theory compared the effects of music with hypnosis. In March 1929, he was accepted into the graduate school of the Brain Institute. In the early 30s. XX century he became the head of the laboratory of educational psychology, and at the same time organized a psychological service in one of the schools in Leningrad. His laboratory conducted character studies of schoolchildren, in which many Leningrad teachers were involved. Based on these studies and the obtained empirical data, Boris Gerasimovich Ananyev wrote his first monograph - the psychology of pedagogical assessment, which was published in 1935.

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

Due to the ban on pedology, he had to look for a new field of activity. One of the areas of his research was the psychology of sensory reflection. He wrote several articles in this vein, the main idea of ​​which was the hypothesis about the genesis of sensitivity. In his opinion, from the very beginning of a person’s individual development, sensitivity acts as a function of the entire 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 found itself surrounded by siege 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 worked to restore their speech function, lost as a result of a combat wound. In 1943, Boris Gerasimovich Ananyev returned to Leningrad, where he headed the department of psychology formed at Leningrad State University. He himself selected most of the teaching staff of the department and organized the work of the psychological department of the Faculty of Philosophy. At this time, he published a large number of works that related to the study of touch and other types of sensitivity, the psychology of speech, and some problems of child psychology. Ananyev also continued to study the history of psychology and personality psychology. And in 1947 he published the monograph “Essays on the history of Russian psychology in the 18th-19th centuries.” In some articles, his idea about the connection between the formation of character and the knowledge of man by man, and about some patterns of the formation of human self-awareness was clearly visible.

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

In 1957, at a ceremonial meeting dedicated to the anniversary of Boris Gerasimovich Ananyev, the scientist gave a speech in which he substantiated the need for comprehensive human research, 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 scientist’s active work was suspended by illness: in November 1959, Ananyev 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 realize the idea that he had earlier, summarized all the research of his predecessors, as well as his own, justifying an integrated approach to human research. He was greatly influenced by the experience of his predecessors, primarily V.M. Bekhterev.

At the same time, Boris Gerasimovich Ananyev began work on the book “Man as an Object of Knowledge.” To this end, various studies began to be carried out in his laboratory.

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. A year later, Boris Gerasimovich became the dean of this faculty.

In the early 1970s. Ananiev conceived the collective book “Man as a Subject of Education,” but he failed to fulfill his plans. He died of a heart attack on May 18, 1972.

In addition, Boris Gerasimovich did a lot for the further development of psychological science in the country and the education of psychologists. Like other great scientists, he was not fully understood by his contemporaries, but later his scientific legacy was appreciated.

Bekhterev Vladimir Mikhailovich (1857-1927)

Vladimir Mikhailovich Bekhterev, a famous Russian neurologist, neuropathologist, psychologist, psychiatrist, morphologist and physiologist of the nervous system, was born on January 20, 1857 in the village of Sorali, Elabuga district, Vyatka province, in the family of a minor civil servant.

In August 1867, he began classes at the Vyatka gymnasium, and since Bekhterev decided to devote his life to neuropathology and psychiatry in his youth, after graduating from seven classes of the gymnasium in 1873, he entered the Medical-Surgical Academy.

In 1878 he graduated from the Medical-Surgical Academy in St. Petersburg and was retained for further studies at the Department of Psychiatry by I.P. Merezhsky.

In 1879, Bekhterev was accepted as a full member of the St. Petersburg Society of Psychiatrists. On April 4, 1881, Bekhterev successfully defended his doctoral dissertation in medicine on the topic “Experience in clinical research of body temperature in some forms of mental illness” and received the academic title of privat-docent.

In 1884, Bekhterev went on a business trip abroad, where he studied with such famous European psychologists as Dubois-Reymond, Wundt, Fleksig and Charcot. After returning from a business trip, Bekhterev began giving a course of lectures on the diagnosis of nervous diseases to fifth-year students at Kazan University. Having been a professor at the Kazan University in the department of mental illness since 1884, Bekhterev ensured the teaching of this subject by establishing a clinical department in the Kazan district hospital and a psychophysiological laboratory at the university; founded the Society of Neuropathologists and Psychiatrists, founded the journal “Neurological Bulletin” and published a number of his works, as well as the works of his students in various departments of neuropathology and anatomy of the nervous system.

In 1883, Bekhterev was awarded a silver medal from the Society of Russian Doctors for his article “On forced and violent movements during the destruction of certain parts of the central nervous system.” In this article, Bekhterev drew attention to the fact that nervous diseases can often be accompanied by mental disorders, and with mental illness there may also be signs of organic damage to the central nervous system.

In the same year he was elected a member of the Italian Society of Psychiatrists. His most famous article, “Stiffness of the spine with its curvature as a special form of the disease,” was published in the capital’s magazine “Doctor” in 1892.

In 1893, Bekhterev received an invitation from the head of the St. Petersburg Military Medical Academy to occupy the department of mental and nervous diseases. Bekhterev arrived in St. Petersburg and began to create the first neurosurgical operating room in Russia. In the laboratories of the clinic, Bekhterev, together with his employees and students, continued numerous studies on the morphology and physiology of the nervous system. This allowed him to replenish materials on neuromorphology and begin work on the fundamental seven-volume work “Fundamentals of the Study of Brain Functions.”

In 1894, Bekhterev was appointed a member of the medical council of the Ministry of Internal Affairs, and in 1895 he became a member of the Military Medical Academic Council under the Minister of War and at the same time a member of the board of a nursing home for the mentally ill. In November 1900, the two-volume book “Conducting Pathways of the Spinal Cord and Brain” was nominated by the Russian Academy of Sciences for a prize named after Academician K.M. Bera.

Open any newspaper or magazine and you will find terms coined by Sigmund Freud. Sublimation, projection, transference, defenses, complexes, neuroses, hysteria, stress, psychological trauma and crises, etc. - all these words have become firmly established in our lives. And the books of Freud and other outstanding psychologists were also firmly included in it. We offer you a list of the best - those that changed our reality

17 best books by great psychologists

Open any newspaper or magazine and you will find terms coined by Sigmund Freud. Sublimation, projection, transference, defenses, complexes, neuroses, hysteria, stress, psychological trauma and crises, etc. - all these words have become firmly established in our lives. And the books of Freud and other outstanding psychologists were also firmly included in it.

We offer you a list of the best - those that changed our reality.

Eric Bern. Games People Play.

Bern is confident that every person's life is programmed before the age of five, and then we all play games with each other using three roles: Adult, Parent and Child.

Edward de Bono. Six thinking hats

Edward de Bono, a British psychologist, developed a method that teaches you to think effectively. Six hats are six different ways of thinking. De Bono suggests “trying on” each hat to learn to think in different ways depending on the situation.

The red hat is emotions, black is criticism, yellow is optimism, green is creativity, blue is thought management, and white is facts and figures.

Alfred Adler. Understand human nature

Alfred Adler is one of Sigmund Freud's most famous students. He created his own concept of individual (or individual) psychology. Adler wrote that a person’s actions are influenced not only by the past (as Freud taught), but also by the future, or rather the goal that a person wants to achieve in the future. And based on this goal, he transforms his past and present.

In other words, only knowing the goal can we understand why a person acted this way and not otherwise. Take, for example, the image of the theater: only towards the last act do we understand the actions of the heroes that they committed in the first act.

Norman Doidge. Brain plasticity

Doctor of medicine, psychiatrist and psychoanalyst Norman Doidge devoted his research to brain plasticity. In his main work, he makes a revolutionary statement: our brain is capable of changing its own structure and work thanks to a person’s thoughts and actions. Doidge talks about the latest discoveries that show that the human brain is plastic, which means it can change itself.

The book features stories of scientists, doctors and patients who were able to achieve amazing transformations. Those who had serious problems were able to cure brain diseases that were considered incurable without surgery or pills. Well, those who did not have any special problems were able to significantly improve their brain function.

Susan Weinschenk "The Laws of Influence"

Susan Weinschenk is a famous American psychologist specializing in behavioral psychology. She is called "Lady Brain" because she studies the latest advances in neuroscience and the human brain and applies what she learns to business and everyday life.

Susan talks about the basic laws of the psyche. In her bestseller, she identifies 7 main motivators of human behavior that influence our lives.

Erik Erikson. Childhood and society

Erik Erikson is an outstanding psychologist who detailed and expanded Sigmund Freud's famous age periodization. The periodization of human life proposed by Erikson consists of 8 stages, each of which ends with a crisis. A person must go through this crisis correctly. If it does not pass, then it (the crisis) is added to the load in the next period.

Robert Cialdini. Psychology of Persuasion

The famous book by the famous American psychologist Robert Cialdini. It has become a classic in social psychology. “The Psychology of Persuasion” is recommended by the best scientists in the world as a guide to interpersonal relationships and conflict management.

Hans Eysenck. Dimensions of Personality

Hans Eysenck is a British scientist-psychologist, one of the leaders of the biological direction in psychology, the creator of the factor theory of personality. He is best known as the author of the popular intelligence test - IQ.

Daniel Goleman. Emotional Leadership

Psychologist Daniel Goleman completely changed the way we think about leadership by declaring that “emotional intelligence” (EQ) is more important than IQ for a leader.

Emotional intelligence (EQ) is the ability to identify and understand emotions, both your own and others, and the ability to use this knowledge to manage your behavior and relationships with people. A leader who lacks emotional intelligence may have top-notch training, a sharp mind, and endlessly generate new ideas, but he will still lose to a leader who knows how to manage emotions.

Malcolm Gladwell. Insight: The Power of Instant Decisions

The famous sociologist Malcolm Gladwell presented a number of interesting studies on intuition. He is sure that each of us has intuition, and it is worth listening to it. Our unconscious processes huge amounts of data without our participation and, on a silver platter, gives the most correct solution, which we just have to not miss and use wisely for ourselves.

However, intuition is easily frightened by a lack of time to make a decision, a state of stress, and an attempt to describe your thoughts and actions in words.

Victor Frankl. The will to meaning

Viktor Frankl is a world famous Austrian psychologist and psychiatrist, student of Alfred Adler and founder of logotherapy. Logotherapy (from the Greek “Logos” - word and “terapia” - care, care, treatment) is a direction in psychotherapy that arose on the basis of the conclusions that Frankl made as a concentration camp prisoner.

This is therapy for the search for meaning, this is a method that helps a person find meaning in any circumstances of his life, including such extreme ones as suffering. And here it is very important to understand the following: in order to find this meaning, Frankl proposes to explore not the depths of personality (as Freud believed), but its heights.

This is a very serious difference in accent. Before Frankl, psychologists mainly tried to help people by exploring the depths of their subconscious, but Frankl insists on exploring the full potential of a person, on exploring his heights. Thus, he places the emphasis, figuratively speaking, on the spire of the building (height), and not on its basement (depths).

Sigmund Freud. Dream interpretation

There is no need to introduce Sigmund Freud. Let's just say a few words about its main conclusions. The founder of psychoanalysis believed that nothing happens for nothing, one must always look for the reason. And the cause of psychological problems lies in the unconscious.

He came up with a new method that introduces him to the unconscious, which means he studies it - this is the method of free associations. Freud was sure that everyone lived through the Oedipus complex (for men) or the Electra complex (for women). Personality formation occurs precisely during this period - from 3 to 5 years.

Anna Freud. Psychology of the Self and Defense Mechanisms

Anna Freud is the youngest daughter of the founder of psychoanalysis, Sigmund Freud. She founded a new direction in psychology - ego psychology. Her main scientific achievement is considered to be the development of the theory of human defense mechanisms.

Anna also made significant progress in studying the nature of aggression, but still her most significant contribution to psychology was the creation of child psychology and child psychoanalysis.

Nancy McWilliams. Psychoanalytic diagnostics

This book is the Bible of modern psychoanalysis. American psychoanalyst Nancy McWilliams writes that we are all irrational to some extent, which means that two basic questions must be answered about each person: “How crazy?” and “What exactly is crazy?”

The first question can be answered by three levels of mental functioning, and the second by character types (narcissistic, schizoid, depressive, paranoid, hysterical, etc.), studied in detail by Nancy McWilliams and described in the book “Psychoanalytic Diagnostics”.

Carl Jung. Archetype and symbol

Carl Jung is the second famous student of Sigmund Freud (we have already talked about Alfred Adler). Jung believed that the unconscious is not only all the lowest in a person, but also the highest, for example, creativity. The unconscious thinks in symbols.

Jung introduces the concept of the collective unconscious, with which a person is born, it is the same for everyone. When a person is born, he is already filled with ancient images and archetypes. They pass from generation to generation. Archetypes influence everything that happens to a person.

Abraham Maslow. The far reaches of the human psyche

Abraham Maslow is a world-famous psychologist whose pyramid of needs is known to everyone. But Maslow is famous not only for this. He was the first to describe a mentally healthy person. Psychiatrists and psychotherapists, as a rule, deal with mental disorders. This area is quite well studied. But few people have studied mental health. What does it mean to be a healthy person? Where is the line between pathology and normality?

Martin Seligman. How to learn optimism

Martin Seligman is an outstanding American psychologist, founder of positive psychology. His studies of the phenomenon of learned helplessness, that is, passivity in the face of supposedly irreparable troubles, brought him worldwide fame.

Seligman proved that pessimism lies at the heart of helplessness and its extreme manifestation - depression. The psychologist introduces us to two of his main concepts: the theory of learned helplessness and the idea of ​​explanatory style. They are closely related. The first explains why we become pessimists, and the second explains how to change our thinking style in order to turn from a pessimist to an optimist. published .

Any questions left - ask them

P.S. And remember, just by changing your consciousness, we are changing the world together! © econet

Last update: 03/22/2015

A Review of Prominent Thinkers in Psychology

The breadth and diversity of psychology can be seen by looking at some of the most famous thinkers. While each theorist may have been part of a major school of thought, each brought unique contributions and new perspectives on 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: frequency of citations in journals, in textbook introductory citations, and survey results. 1,725 ​​American Association members psychologists.

10 Influential Thinkers in Psychology

The following list provides an overview of the 10 psychologists from this survey. These people are not only some of the most famous thinkers in the field of psychology, they also played important roles 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.

In a 2002 study ranking the 99 most prominent psychologists of the 20th century, he topped the list. Skinner made an enormous contribution to the development and promotion of behaviorism. Therapy methods 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 view that not all mental illnesses have physiological reasons, and he also offered evidence that cultural differences have an impact on psychology and behavior. His works and writings contributed to our understanding of personality, clinical psychology, human development, and pathopsychology.

The work is 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 will be extremely difficult, not to say dangerous, if people have to rely only on the results of their own actions to understand what they should do. ” Bandura explained in his book Social Learning Theory.

The work of Jean Piaget has had a profound influence 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 regarding children's intellectual growth and thought processes as a discovery "So simple that only a genius could have thought of it."

Carl Rogers emphasized human potential, which had a profound impact on psychology and education. He became one of the most important humanistic thinkers. As his daughter Natalie Rogers writes, he was “He treated people with compassion and understanding in life, and lived out his democratic ideals in his work as a teacher, writer and therapist.”

Psychologist and philosopher William James is often called 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 contributed to functionalism, pragmatism, and influenced many psychology students during his 35-year teaching career.

Erik Erikson's psychosociological developmental stage theory helped spark interest and research in the field of human development across the lifespan. The psychologist expanded the theory by examining development across the lifespan, including events in 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 objective measurement of behavior.

List of psychologists

We will gradually 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, 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. Since 1932 he was engaged in private practice. In 1946 he revived the Vienna Psychoanalytic Society. (1891-1964) - American psychoanalyst. He studied the problems of the psychoanalytic theory of neuroses, explaining their occurrence as a violation of self-control, criminal psychology. One of the pioneers of psychosomatic medicine. Deduced the main psychosomatic diseases from typical human conflicts. Showed that prolonged emotional stress is associated with the development of diseases such as stomach ulcers, hypertension, asthma, colitis, and arthritis. (1864-1915) - German psychiatrist and neurologist, discovered the disease named after him. (born 1920) - German psychologist. He paid primary attention to the problem of the structure of intelligence. Developed an intelligence structure test (one of the most popular intelligence tests). (born 1908) - American psychologist. President of the American Psychological Association (1971-72). She worked on problems of differential psychology, the formation of abilities, and psychological diagnostics. She considered creativity in the context of an individual’s life, in particular the conditions of his upbringing. She has 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. She developed problems of the theory of thinking as a reflective analytical-synthetic activity. (born 1904) - American psychologist. From 1933 to 1938 he worked at the International Institute of Educational Films in Rome. Since 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 studies of 1948-53. showed that certain motivational states (for example, hunger) influence the content of imagination. To take into account individual differences in motives, he introduced achievement motivation, which consistently manifests itself in different situations, into the formula for the motive of real behavior in a current situation (the value of behavior x probability of success) as a factor. (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 called 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, under the guidance of a group leader, their therapeutic and psychiatric experience in order to identify their own subjectivity and relieve fear, and thereby develop the optimal method of metacommunication 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 and juvenile delinquents. (born 1886) - English psychologist. Worked in the field of experimental psychology of thinking, perception, memory, then - in the field of military psychology. The functions and structure of memory were considered in the context of culture. American psychiatrist. She dealt with the problems of childhood schizophrenia, mental development, and 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 expanded through “structural analysis”, with the help 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 the child's relationship with his parents. (1857 - 1927) Founder of reflexology. Supported Sechenov. There is not a single conscious or unconscious thought process that does not sooner or later express itself in objective manifestations. He studied the speed and form of reactions. Research into the therapeutic use of hypnosis, including for alcoholism. Works on sex education, early child behavior, social psychology. He studied personality based on a comprehensive study of the brain using 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 studied problems of pathology of consciousness, mental fatigue, individual differences in memory processes, suggestion, and graphology. (1878 - 1950) - German psychiatrist and psychologist. In his work “The Structure of Psychosis” he made an attempt to solve the problem of constructing the architectonics of personality, replacing the traditional clinical descriptive method adopted in psychiatry with his own structural analysis, combining pre-dispositional and provoking factors in the pathogenesis of psychoses. He wrote “The History of Psychiatric Science” and the first dictionary of medical psychology .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 S. 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. Follower of E. Durkheim and A. Bergson. Specialist in social psychology. He developed the problem of social psychology of emotions. (1884-1942) - Russian teacher, psychologist and philosopher. As a subject of psychology, he considered conscious behavior, which is closely related to social relationships. Author of one of the classifications of types of memory, carried out on a genetic basis. He also dealt with problems of thinking development and sexual development. (1908-1981) - domestic psychologist, student of L.S. Vygotsky, 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 of the level of aspirations in childhood. (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. He considered the main task of psychology to be the study of individual differences. I saw a manifestation of the biogenetic law in the mental development of a child. In pedagogy he advocated the individualization of education 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. He developed the foundations of existential psychoanalysis, aimed at curing neuroses and psychoses 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 the sensations or perceptions themselves, but those acts that the subject produces 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 problems of perception, in particular the perception of space. He defended the idea that the basis of perception is 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 become consolidated if accompanied by a feeling of pleasure; about the impossibility of forming associations without the presence of special activity of the mind, the severity of which varies from person to person; about the existence of creative associations that cannot be reduced simply to 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 mental development, which he interpreted as the passage of three stages (instinct, skill and intelligence). He also worked in the field of linguistics. (1893-1974) - German psychologist. Since 1970 - President of the Association of Humanistic Psychology. In the 20s - 30s. At the Vienna School of Developmental Psychology, which she created, she conducted research on the level of mental development of a child, for the diagnosis of which she introduced the concept of “development coefficient” (instead of “intelligence coefficient”). Based on these studies, a periodization of the individual’s life path was created, the main motive of which was recognized as the individual’s need 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 Mental Abilities", 1924 - 1929. Developed a special research method based on comparison of 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, proponent of behaviorism. He treated psychology as a branch of physics. I tried to give an analysis of mental phenomena in physical and chemical terms. (1879-1962) - French psychologist, teacher. He proposed a scheme of stages of ontogenetic development based on emotional and cognitive development. (born 1921) - American psychiatrist and psychologist. Specialist in problems of social psychology, in particular human communications. (1856-1925) - Russian philosopher and psychologist. Based on the teachings of I. Kant, he developed a 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 leading specialists in developmental psychology, close in his views to G. Kafka. Werner was one of the pioneers of comparative developmental psychology. In his opinion, the genetic approach can be used 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 contrast empiric-psychological knowledge with metaphysical teachings about the soul. Formulated the law of association. He proved that the surest way to manage feelings is to replace one affect with another, stronger one. (1870-1915) - German psychologist, representative of the Austrian psychological school. Perception specialist. 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 formed skills themselves can acquire motivation, regardless of the instincts that determined 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) - domestic psychologist, member of the Kharkov Activity School, author of the concept of the systematic, step-by-step formation of mental actions and the interpretation of psychology as a science about the orienting activity of the subject. During the war, he analyzed the restoration of movements in the wounded based on the ideas of the activity approach. American psychologist, one of the founders of child psychology. He developed a method for observing children's behavior using a camera and a translucent mirror. Introduced standards for child development. (1896-1967) - Soviet psychologist, one of the founders of domestic psychotechnics. Conducted research on simple and complex sensorimotor reaction exercises. 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 problems of perception. He developed the foundations of a new science, which he called environmental optics, the purpose of which is to analyze how an organism sees the environment in which it actively operates. His approach recognized that not only individual sensations, but also holistic images are determined by the characteristics of external stimulation. (1897-1976) - American psychologist, developer of a model of creative personality. His worldwide fame was brought to him by his research, in which, using psychological tests and factor analysis, he attempted to mathematically construct a model of a creative personality. This model was subsequently widely used to define creativity in the American education system, science and industry. (1878-1965) - German-American neurologist and psychologist. He studied mental disorders in brain lesions and psychosomatic disorders. He proposed a systematization of aphasias. (1861-1946) - German psychologist. Specialist in genetic psychology. Author of the theory of the game, where it was considered as preparation for life's trials, in which organ training occurs. (1852-1899) - Russian idealist philosopher, psychologist. Since 1886 professor at Moscow University. Chairman of the Moscow Psychological Society. The first editor of the journal “Questions of Philosophy and Psychology” (since 1889). He developed a theory based on the introduction of a special unit of mental analysis - “mental turnover”, in which he saw the unification of sensation, feeling, thinking and will. (1886-1959) - American psychologist. Specialist in child psychology and psychological testing. She developed the “Draw a Person” technique, which is used 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 an 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 fundamentally different disciplines in their methodology: analytical (“nomothetic”) psychology, explanatory psychology, the purpose of which is to isolate “atoms” in introspective experience and the subsequent “synthesis” of higher processes of consciousness from them, and descriptive (“ideographic”) psychology. , which deals with understanding, on the basis of the values ​​inherent in a particular culture, the mental life of an individual in its integrity and uniqueness. Cultural values, 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 individual, based on the understanding of emotion as a special kind of value. He created a number of techniques for identifying individual characteristics of emotions. (1859-1952) - American philosopher and educator. Based on Hegel's philosophy, he developed his ideas according to which human consciousness and thinking are determined by the content of practical actions. Author of the first American textbook on psychology. (1901-1977) - domestic psychologist. Studied with L.S. Vygotsky. Specialist in the field of defectology. Conducted experimental studies of the development of abnormal children, in which the conditions for their effective learning were identified. Considered the problem of factors in students' learning and development, in particular the interaction of words and visuals in learning. (1900-1988) - Soviet psychologist. She received her psychological education in the 20s. in Germany in the laboratory of K. Lewin, where she carried out world-famous studies of forgetting completed and unfinished actions. These studies showed that unfinished actions are remembered 1.9 times better than completed ones, which is called the Zeigarnik effect. The founder of Russian pathopsychology. (1881-1944) - German psychologist, employee of the Würzburg Psychological School. Author of the book “The Laws of Productive and Reproductive Spiritual Activity” (1924). Conducted research on thinking, in which he discovered the determinism of thought processes from the structure of the problem being solved. The task appears before the subject 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 that make such completion possible (abstraction, reproduction of properties, etc.). (1903-1969) - domestic psychologist. In the 30s As part 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 has a direct dependence on the nature and structure of human activity. Thus, it is better to remember what is related to the goal of the activity, and not just what is in the field of view, but not included in the activity. Investigated the dynamics of forgetting and reproducing school knowledge. (born 1923) - American psychologist. Specialist in human emotions. Author of the differential theory of emotions. In the analysis of emotions, he identified three levels: neurophysiological, expressive, and subjective. He gave a description of such fundamental emotions as: interest-excitement, 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 who headed the Marburg School of Psychology. Specialist in the study of eidetism. In the structure of consciousness he distinguished three levels: the level of sequential images, the level of eidetic images and the level of image-representations. (1876-1956) - American psychologist. Specialist in the field of animal behavior, particularly primates. (1870-1920) - German psychologist, specialist in the field of experimental psychology. Worked in Göttingen. (1884-1953) - Western European psychologist. He worked together with E. Rubin under the guidance of E. Husserl. Specialist in the field of theory of psychology, comparative, genetic, social psychology. He studied problems of tactile perception. Coming close to Gestalt psychology, he believed, however, that personality psychology cannot be adequately described by referring to the concept of Gestalt. (born 1921) - American social psychologist. Specialist in problems of interpersonal relationships, attribution, group dynamics. In accordance with his theory, predicting the behavior of another person is determined by three factors, which include the degree of similarity of a given person’s behavior to the behavior of other people (consensus), the variability of his response to different stimuli (originality), and the stability of the response to the same stimulus (consistency) . (1905-1966) - American psychologist, author of the theory of personal 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”, peculiar to him. Based on this image of the world, hypotheses about events are put forward, and certain actions are planned and implemented. To study these constructs, the “repertory grid” method 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 studied problems of reaction time, associations, attention, and anticipation. (born 1905) - Anglo-American psychologist. Developed a structural theory of personality traits. (1872-1956) - German psychologist, founder of scientific graphology. Specialist in the field of characterology. (1873-1940) - Swiss psychologist, representative of functionalism. Since 1908, professor at the University of Geneva. One of the founders of the Pedagogical Institute named after. J.-J. Rousseau. Specialist in the field of comparative, child and professional psychology. (1879-1957) - domestic psychologist, author of reactological teaching. In the 20s put forward the demand for building psychology on a Marxist basis, but his own implementation of this approach was only a mechanical combination of introspective psychology of consciousness and an objective, behaviorist approach. (1890 - ?) - American psychologist. Specialist in child psychology, author of tests of intellectual development. (1886-1941) - German psychologist. In 1911-1924. worked as a private assistant professor at the University of Hesse, and from 1927 - professor at Smith College in Northampton in the USA. Together with M. Wertheimer and W. Köhler, he is the founder of Gestalt psychology. Researched the practical aspects of using the principles of Gestalt psychology in the field of perception, learning, mental development, and social relationships. Author of the book "Principles of Gestalt Psychology" (1935). Publisher of the journal "Psychologische Forschung". Dealt with problems of child mental development. (1912 - 1977) - American psychologist. Specialist in the problems of special psychology, personality psychodiagnostics. During the Second World War, he developed a methodology for public opinion polls. His studies of conformity are best known. (1916-1994) - American psychologist. He worked on educational issues, including the development of military training programs. Justified the main criteria for the development and conduct of psychological testing, primarily for diagnosing intelligence and personality. (born 1917) - domestic psychologist. Specialist in the field of developmental and educational psychology. He studied problems of abilities in various types of 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 psyche 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 voluntary self-hypnosis he developed (the “Coué method”). Influenced J.G. Schultz, creator of the autogenic training method. (1862-1915) - German psychologist and philosopher who founded the Würzburg school of psychology. 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 a retrospective reproduction of the actions taken by the subject to solve the problem occurs. (1874-1917) - Russian doctor and psychologist. He developed a doctrine about personality and character types based on the identification of two mental spheres: innate characteristics, which included temperament and character ("endopsyche"), and those that develop throughout life, primarily in the form of the individual'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 Russian experimental psychology. He studied problems of perception, attention, memory, thinking on the basis of an 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 into 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 modern, civilized people, namely as pre-logical thinking. Lévy-Bruhl's works 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. Involved in the development and implementation of diagnostic tests for career guidance and career counseling. 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, to varying degrees, constructed formations (mental processes and psychological properties of the individual). (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 localizing mental functions using the method of removing various parts of the brain in 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 studied problems of psychology and psychopathology of perception, psychopharmacology, psychology of communication, psychotherapy and psychoanalysis. (1880-1933) - German psychologist and psychotechnician. Student of G. Ebbinghaus and V. Stern. A specialist in problems of general and special talent, he studied the features of practical intelligence. He proposed, as opposed to quantitative characteristics of a child’s intellectual development, qualitative ones. 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 "The Ring of King Solomon" (1970), "A Man Finds a Friend" (1971), "Aggression". (1902-1977) - Russian psychologist, founder of Russian neuropsychology. He created an original psychophysiological technique of “conjugate motor reactions”, which is aimed at analyzing affective complexes. He was involved in the development of methods for restoring mental functions that were impaired due to local brain damage. (1866-1950) - American psychiatrist. Supporter of the psychobiological direction. He created the concept of ergasiology, on the basis of which he proposed a taxonomy of psychopathological disorders corresponding to various ergastic reactions. Maier Heinrich - (1867-1933) - German philosopher and psychologist. Since 1900, 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). Personality development was interpreted as a historically conditioned process of objectification of mental functions in cultural products. (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 main goal of experimental pedagogy to be the study of general patterns and individual characteristics of the physical and spiritual development of a child in the context of the use of certain didactic techniques. The methods used were experiment, systematic observation of children and analysis of children's creativity. He was a proponent of the theory of development as a function of heredity and environment. (1853-1920) - Austrian philosopher and psychologist, student of F. Brentano, main representative of the Graz school. He stood close to the positions of Gestalt psychology. Founded in 1894 the first experimental psychology laboratory in Austria. (1989-1982) - domestic psychologist. He studied the problem of the connection between volitional action and conditioned reflex mechanisms, then - the problems of differential psychophysiology. Their main attention was paid to the neurodynamic and psychodynamic features of human individuality. He developed the concept of integral individuality, in which the concept of individual style of activity occupies a key place, acting as a mediating link between multi-level personality traits. (1863-1931) - American philosopher, sociologist, social psychologist. Based on the works of W. James and J. Dewey. He interpreted objective reality as a field of individual activity. By “I” I understood an authority determined by social influence; the history of social relationships becomes the structure of the “I”, in which self-control appears as the internalization of external social control. His ideas influenced the formation of interactionism. (1901-1978) - American sociologist and ethnographer, specialist in the field of ethnopsychology. She studied the processes of socialization of children in different cultures. (born 1920) - American psychologist. Professor at Harvard University. He was engaged in the experimental study of speech communications. (1892-1974) - American psychiatrist, social psychologist, author of the research method of sociometry and the psychotherapeutic technique of psychodrama. Investigated the connections between the subjective well-being experienced by an individual and his socio-psychological status. (born 1925) - French psychologist, sociologist. Head of the laboratory of social and psychological research at the Higher 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. He considered associations as largely determined by the implementation of a conscious attitude. (1863-1916) - German-American psychologist, one of the founders of psychotechnics (introduced the term “psychotechnics”), student of W. Wundt and W. James. He dealt with problems of management, professional selection, and vocational training. Developed strategies for studying labor processes in laboratory conditions. (1893 - 1988) - American psychologist. Murray's developments in the field of personality diagnostic theory were of particular importance for world psychology. His personology, which relies heavily on the work of S. 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, they introduced a large number of basic needs, where, along with primary, or vital, needs, secondary (psychogenic) inherent to humans were identified. (1893-1973) - domestic psychiatrist, psychotherapist, psychologist. Specialist in psychophysiology and clinical neuropsychiatric 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. - Doctoral dissertation in psychology at Harvard University. Professor at Elmory University in Atlanta, director of the Center for Cognitive Psychology. Conducted research on the process of formation of a “scheme” as the basis of cognitive processes. (1903-1978) - domestic psychologist. Specialist in 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 self and self-actualization, which denotes the individual’s desire to achieve something meaningful and significant in life. He showed that motives that have their source in biological needs, when satisfied, can acquire a character quite independent of the biological basis (the principle of functional autonomy of motives). (1916-1991) - American psychologist. He studied problems of social psychology and psycholinguistics. He developed a theory of meaning, in which meaning was understood as a compressed reproduction of real behavior in relation to certain objects. Based on this theory, he developed the semantic differential method. (1886-1963) - American psychologist. He was involved in the development of psychological tests. For the needs of the armed forces, he created Alpha and Beta Tests. (1907-1978) - domestic psychologist. Author of the concept of operational reflection. The research was based on the position that 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 the 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 a pilot’s activity, in particular, he created an airplane laboratory. (1856-1931) - French psychologist. Specialist in the field of research of cognitive processes, primarily thinking, speech, and memory. Dealt with problems of affect. (1903-1942) - French Marxist philosopher, psychologist. Based on a materialist understanding of society and history, he tried to build a new psychology. The “concrete” psychology that he developed was supposed to focus its attention on the meanings and real activities of the individual. (1841-1897) - German physiologist, psychologist, specialist in child psychology. He worked on a wide range of issues of general biology, biochemistry, biophysics, embryology, psychophysiology of the sensory organs, and psychotherapy. Developed the ideas of Charles Darwin. In contrast to associative psychology, he defended the idea of ​​the important role of heredity in the development of a child. (born 1919) - American neuropsychologist. Professor at Stanford University. Viewed the brain as a holographic structure. (born 1925) - American animal psychologist. His experiments with teaching the chimpanzee Sarah to use signs are most famous. Several earlier, the spouses R. and B. Gardner managed to teach chimpanzees a complex system of signs used by mutes in America. Primak used plastic symbols as “words,” which the monkey had to lay out on a special magnetic board, and he learned about 130 symbols, with the help of which quite complex sequences (“phrases”) could be composed. (1873-1956) - priest and psychoanalyst in Zurich. He tried to put the teachings of psychoanalysis on a religious basis. He was in lively correspondence with S. Freud. (1881-1964) - French psychologist, one of the founders of French experimental psychology, assistant to P. Janet. He developed a system of psychology based on natural science data. He defended the principle of studying the psyche without resorting to 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 must be carried out in the conditions of special psychotherapy. Later he formulated a position according to which each stage of individual development is characterized by the actualization of birth trauma, which is subjectively perceived as a feeling of abandonment, but provides the opportunity to establish new relationships with the world. American philosopher, representative of operationalism, biologist, psychologist. He became famous for his analysis of the connections between language, thought and action. Conducted research on the use of language in conflict situations. One of the first to apply game theory to behavior analysis. (1786 - 1869) Made the first revolution in psychology as a transition to the study of objective psychology. His system was built on two fundamental principles: 1. Reflection, 2. Reality of action. He assigned an important role in structuring the human psyche to speech signs. (1897-1957) - German-American psychologist, psychoanalytically oriented researcher. Since 1922, 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). He worked on problems of attention, imagination, and concepts. Based on the use of the pathopsychological method, he built a model of normal mental development. Formulated the law of memory regression, 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. Gave a description of the Pygmalion effect. (born 1907) - American psychologist. Professor at Saint Louis University. He dealt with the problems of schizophrenia and psychological diagnostics. He created a 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 color patch test, which received his name. He received a medical education and defended his doctoral dissertation in the field of psychiatry. In 1911 he began experiments with ink blots. (1860 - 1928) The idea of ​​quantifying the ingredients of mental life in order to reconstruct its individual profile in a healthy and sick person. We identified 11 mental processes which were divided into five groups:

· Attention

· Sensitivity

Child psychology is a discipline that is characterized by the fact that new discoveries and research constantly change clinical picture. There are many famous doctors in the field of child psychology. In this publication you will learn about 10 of them.

1. – Known for his research and theories in the field of psycho-sexual development, Freud's work in the field of child psychology defines five stages of child development: oral, anal, phallic, latent and genital. He suggested that if a child experienced anxiety during the formation of any of these stages, then in adolescence this could turn into
2. – British child psychologist, best known for his work in attachment theory. Bowlby published a trilogy of works further developing this theory, which over time became the dominant approach in the study of child social development.
3. Anna Freud - daughter of Sigmund Freud, founder of child psychology, and pioneer of the concept of defense mechanisms in the body. Anna Freud
4. – contributed extensively to research in the field of attachment theory; developed an assessment of “strange situations” during which children would be left alone in a room for a short time, then reunited with their mother. This research led her to the conclusion that children have three types of attachment. Ainsworth was a pioneer in understanding the phenomenon of child development.
5. – developed a theory of stages of psycho-social development, exploring events throughout life, from childhood to adulthood, to old age. Studied with Anna Freud, and also studied psychology
6. – innovator in the psychoanalysis of children and infants. She developed the theory that children are, as it were, programmed for relationships with each other in the future by the kind of relationship they have with their parents from birth.
7. – Piaget explored the same theory of stages of child development as Erikson. Piaget suggested that these were stages of children's intellectual abilities. This psychologist was one of the first to recognize that children think differently than adults.
8. – A developmental psychologist, Bijou was an advocate of behavioral therapy in treating psychological disorders in children such as autism and
9. – Professor of Psychiatry and Behavioral Sciences and Child and Adolescent Psychiatry at Stanford University. Supporter of the development of psychopathology.
10. The first consultant child psychiatrist in the UK. He is often called the father of child psychology; Professor of Evolutionary Psychopathology at the Institute of Psychiatry, King's College London.

We will return to each of the great researchers of child psychology and psychiatry. These people deserve to be known!