1. B. F. Skinner?

2. Jean Piaget?

Swiss psychologist, best known for his pioneering work on the development of intelligence in children. His studies have had a major impact on the fields of psychology and education.

Piaget was born August 9, 1896, in Neuch?tel . He wrote and published his first scientific paper, on the albino sparrow, at the age of ten. He was educated at the University of Neuch?tel and received his doctorate in biology at age 22. Piaget became interested in psychology; he studied and carried out research first in Z?rich, Switzerland, and then at the Sorbonne in Paris, where he began his studies on the development of cognitive abilities.

In his work Piaget identified the child's four stages of mental growth. In the sensorimotor stage, occurring from birth to age 2, the child is concerned with gaining motor control and learning about physical objects. In the preoperational stage, from ages 2 to 7, the child is preoccupied with verbal skills. At this point the child can name objects and reason intuitively. In the concrete operational stage, from ages 7 to 12, the child begins to deal with abstract concepts such as numbers and relationships. Finally, in the formal operational stage, ages 12 to 15, the child begins to reason logically and systematically.

Among Piaget's many books are The Language and Thought of the Child (1926), Judgment and Reasoning in the Child (1928), The Origin of Intelligence in Children (1954), The Early Growth of Logic in the Child (1964), and Science of Education and the Psychology of the Child (1970).

3. Sigmund Freud?

Sigmund Freud is often referred to as the Father of psychoanalysis. He studied under Charcot in Paris, developing techniques such as hypnosis. After using hypnosis, Freud developed the technique of free association. Freud's theory focused on the unconscious, drives and defenses.

4. Albert Bandura

Albert Bandura was born December 4, 1925, in the small town of Mundare in northern Alberta, Canada. He was educated in a small elementary school and high school in one, with minimal resources, yet a remarkable success rate. After high school, he worked for one summer filling holes on the Alaska Highway in the Yukon. He received his bachelor?s degree in Psychology from the University of British Columbia in 1949. He went on to the University of Iowa, where he received his Ph.D. in 1952. It was there that he came under the influence of the behaviorist tradition and learning theory. Bandura was president of the APA in 1973, and received the APA?s Award for Distinguished Scientific Contributions in 1980. He continues to work at Stanford to this day.

Perhaps Albert Bandura is most noted for his Social Learning Theory, which resulted from his famous Bobo doll experiment. Albert Bandura believed that aggression must explain three aspects: First, how aggressive patterns of behavior are developed; second, what provokes people to behave aggressively, and third, what determines whether they are going to continue to resort to an aggressive behavior pattern on future occasions (Evans, 1989: p.22). In this experiment, he had children witness a model aggressively attacking a plastic clown called the Bobo doll. There children would watch a video where a model would aggressively hit a doll and " ?...the model pummels it on the head with a mallet, hurls it down, sits on it and punches it on the nose repeatedly, kick it across the room, flings it in the air, and bombards it with balls...?(Bandura, 1973: p.72). After the video, the children were placed in a room with attractive toys, but they could not touch them. The process of retention had occurred. Therefore, the children became angry and frustrated. Then the children were led to another room where there were identical toys used in the Bobo video. The motivation phase was in occurrence. Bandura and many other researchers founded that 88% of the children imitated the aggressive behavior. Eight months later, 40% of the same children reproduce the violent behavior observed in the Bobo doll experiment.

5. Leon Festinger?

Leon Festinger was born in New York City in 1919. He earned a Bachelors at the City College of New York and obtained his PhD from State University of Iowa.  In 1968 he went to the New School for Social Research in NYC.  Of the many contributions Festinger made to the field of Social Psychology the ideas he presented in his 1957 book Theory of Cognitive Dissonance is considered by many to be his greatest. Central to his theory of cognitive dissonance is his view that people are thinking individuals who need to have balance in their thoughts as well as their actions.

6. Carl R. Rogers

Carl R. Rogers is known as the father of client-centered therapy. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development. He began developing his humanistic concept while working with abused children. Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritative analysis. He argued that therapists should allow patients to discover the solution for themselves. Rogers received wide acclaim for his theory and was awarded the Distinguished Scientific Achievement Award from the American Psychological Association in 1956.

7. Stanley Schachter

-B.A., Art History, M.A. Psychology from Yale University

-Ph.D. Michigan, 1949 (Mentor: Leon Festinger)

-Social Psychologist who was elected to the National Academy of Sciences in 1983

-Notable contributions in areas of: affiliation, communication, social influence, group process, birth order, nature of emotional experience, attribution of behavior, causes of obesity, eating behavior disorders, addictive nature of nicotine, psychological reactions to events affecting stock market prices, interpretation of filled pauses in speech.

http://www.nap.edu/readingroom/books/biomems/sschachter.html

8. Neal E. Miller

1909 -

Received his PhD from Yale in 1935, behavioral neuroscientist, research in learning and reward, motivation, application of biofeedback to behavioral medicine, president of the APA (1960-1961), president of the Society for Neuroscience (1971-1972), wrote Personality and Psychotherapy in 1950 with John Dollard, developed the Stimulus-Response Theory of Personality

9. Edward Thorndike

Ph.D. from Columbia University in 1898.

Conducted some of the first experiments on animal learning.

Formulated the Law of Effect, which states that behaviors that are followed by pleasant consequences will be more likely to be repeated in the future.

His major contributions to educational psychology consisted of the methods he devised to test and measure children's intelligence and their ability to learn. Major works: Educational Psychology (1903) Animal Intelligence (1911) The Measurement of Intelligence (1927) Human Nature and the Social Order (1940)

10.? Abraham Maslow

A central figure in humanistic psychology and in the human potential movement, Abraham Maslow is known especially for his theory of motivation. During the 1940s, Maslow began to work out his theory of human motivation, which was eventually published in Motivation and Human Personality in 1954. Rejecting the determinism of both the psychoanalytic and behaviorist approaches, Maslow took an optimistic approach to human behavior that emphasized developing one's full potential. This hierarchy is generally portrayed as a pyramid with five levels, ranging from the most basic needs at the bottom to the most complex and sophisticated at the top. From bottom to top, the levels are biological needs (food, water, shelter); safety; belongingness and love; the need to be esteemed by others; and self-actualization, the need to realize one's full potential. During the 1950s and 1960s, Maslow became associated with the movement known as humanistic psychology, which he also referred to as the Third Force because it offered an alternative to the prevailing schools of psychoanalysis and behaviorism in both theory and therapeutic practice.

http://www.ship.edu/~cgboeree/maslow.html

Gordon Allport was one of the first psychologists to study personality. He researched areas including human attitudes, prejudices, and religious beliefs. His theory of personality rejected both Freudian and behavioral bases for understanding behavior.? Allport emphasized the uniqueness of the individual and the need to treat problems in terms of present conditions as opposed to childhood experiences. He wrote Personality (1937), The Individual and His Religion (1950), and The Nature of Prejudice (1954).

www.findarticles.com/cf_0/m0341/ 3_55/58549253/p1/article.jhtml

12. Erik H. Erikson

Erik Erikson was born in Frankfurt, Germany, on June 15, 1902. There is a little mystery about his heritage: His biological father was an unnamed Danish man who abandoned Erik's mother before he was born. His mother, Karla Abrahamsen, was a young Jewish woman who raised him alone for the first three years of his life. She then married Dr. Theodor Homberger, who was Erik's pediatrician, and moved to Karlsruhe in southern Germany. When he was 25, his friend Peter Blos -- a fellow artist and, later, psychoanalyst -- suggested he apply for a teaching position at an experimental school for American students run by Dorothy Burlingham, a friend of Anna Freud. Besides teaching art, he gathered a certificate in Montessori education and one from the Vienna Psychoanalytic Society. Anna Freud herself psychoanalyzed him. He later taught at Yale, and later still at the University of California at Berkeley. It was during this period of time that he did his famous studies of modern life among the Dakota and the Yurok. When he became an American citizen, he officially changed his name to Erik Erikson.

Erikson is a Freudian ego-psychologist. This means that he accepts Freud's ideas as basically correct, including the more debatable ideas such as the Oedipal complex, and accepts as well the ideas about the ego that were added by other Freudian loyalists such as Heinz Hartmann and, Anna Freud. Erikson is most widely noted for his 8-stage model of psychosocial development. This model can be seen summarized in the following chart.

13. Hans J. Eysenck

Hans Eysenck was born in Berlin during World Was I. He left Germany during Hitler rise to power and sought exile first in France and then in England. After receiving his PhD he founded the Psychological Department at the then newly created Institute of Psychiatry. He introduced clinical psychology as a profession into the country. He researched topics ranging from personality and intelligence to behavioral genetics and social attitudes to behavior therapy.

14. William James

William James, an American teacher, philosopher and psychologist was the founder of what is now known as Pragmatism. He started of as a creative artist aiming to be a painter and then switched over to science. He brought psychology out of its orthodox mould and took it from its abstract level as a branch of philosophy to that of a discipline that can be related directly to people. His book Principles of Psychology is considered to be a path breaking text in the history of psychology. The work that he did in his brief stint as a psychologist has influenced the field greatly.

15. David C. McClelland

?-B.A. Wesleyan University, 1938

-M.A. University of Missouri, 1939

-Ph.D. Experimental Psychology, Yale University, 1941

-APA award for Distinguished Scientific Contribution, 1987

-Developed (with John Atkinson) the scoring system for the Thematic Apperception Test

-Other contributions in areas of: achievement motivation, personality,consciousness.

-Publications:? The Achieving Society (1961), The Roots of Consciousness (1964), Power: The Inner Experience (1975), The Achievement Motive (1953)

16. Raymond B. Cattell

?

Received his PhD from University College in London in 1929, prominent measurement psychologist, developed theory of fluid and crystallized intelligences, application of advanced statistical techniques to the study of intelligence, advanced the scientific study of personality, used factor analysis to study the structure of intelligence, developed the Culture-Fair Intelligence Test (1940), separated basic traits of personality into surface traits and source traits

Eponym: Cattell 16 Factor Personality Questionnaire

http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Cattell.htm

17. John B. Watson???????

Educated at Furman University and the University of Chicago. Was professor of psychology and director of the Psychological Laboratory at Johns Hopkins University from 1908 to 1920. Founder of behaviorist school of psychology. Concluded that heredity is a minor factor in human being?s actions.

Taught at Johns Hopkins University from 1908 ? 1920.

Major works: Animal Education (1903) Behavior (1914) Behaviorism (1925; revised ed., 1936) Psychological Care of Infant and Child (1928)

18. Kurt Lewin???????????

"If you want truly to understand something, try to change it."

Kurt Lewin is universally recognized as the founder of modern social psychology. He pioneered the use of theory, using experimentation to test hypotheses. He exposed the world to the significance of an entire discipline--group dynamics and action research.

Unlike other philosophers, Lewin conducted many "action field research" studies to understand social problems. His concept of "field theory" developed from this approach with its assertion that human interactions are driven by both the people involved and their environment.  Lewin focused particularly on the interactions among races and the influences that affect inter-group and intra-group relations.  Ultimately, he wanted to identify the factors that could make diverse communities function without prejudice and discrimination.   Another area of his research was in pursuit of finding out why groups are so unproductive.

Lewin and his associates conducted notable research on the effect of democratic, autocratic, and laissez-faire methods of leadership upon the other members of groups. Largely on the basis of controlled experiments with groups of children, Lewin maintained that contrary to popular belief the democratic leader has no less power than the autocratic leader and that the characters and personalities of those who are led are rapidly and profoundly affected by a change in social atmosphere. In effecting such changes on human behavior patterns, Lewin argued, the democratic group that has long-range planning surpasses both the autocratic and laissez-faire groups in creative initiative and sociality. As a general rule, he contended, the more democratic the procedures are, the less resistance there is to change.

Lewin was a Gestalt psychologist, and that approach materially influenced him when he originated field theory. His work in this area has been judged as the single most influential element in modern social psychology, leading to large amounts of research and opening new fields of inquiry.

http://www.sonoma.edu/psychology/os2db/history3.html

http://www.skymark.com/resources/leaders/lewin.asp

19. Donald O. Hebb     

Hebb began his adult life intending to be a novelist, and decided that his calling required an understanding of psychology. He received his BA from Dalhousie University, NS in 1925, his MA in psychology from McGill (Montreal, Quebec) and his PhD from Harvard (Boston, MA) in 1936. Hebb spent two decades working with researchers like Penfield and Lashley, culminating in 1949 with the publication of The Organization of Behaviour, a keystone of modern neuroscience. In it, Hebb proposed neural structures, called cell assemblies, which were formed through the action of feedback loops or what is now called the Hebb synapse. The cell-assembly theory guided Hebb's landmark experiments on the influence of early environment on adult intelligence and foreshadowed neural network theory, an active line of research in artificial intelligence.

20. George Miller

geo@clarity.princeton.edu ?

George Miller is a professor at Princeton University. He studies information processing and focuses his studies on the capacity of Short-term Memory (STM). His name is associated with the "Magic Number 7." This theory suggests that most people can remember 7 +? 2 bits of information using their STM. Miller also found that recall of information is better when it is chunked together.

Source: fates.cns.muskingum.edu/~psych/psycweb/history/cognitiv.htm

21. Clark L. Hull      

Hull originally aspired to be a great engineer before changing to psychology. 
He applied his command of math and logic to psychological theory as no one had ever done before. 
His life long emphasis was on the development of objective methods for psychological studies designed to determine 
the underlying principles of behavior. While serving as a research professor at Yale University he developed an 
elaborate theory based on Pavlov?s laws of conditioning. His book Principles of Behavior (1943) would make 
Hull the most frequently cited psychologist of the 1940s.

22. Jerome Kagan???

jk@wjh.harvard.edu

Jerome Kagan is an American psychologist who has studied the role of physiology in psychological development.

Jerome Kagan is one of the major developmental biologists of the twentieth century. He has been a pioneer in re-introducing physiology as a determinate of psychological characteristics. The Daniel and Amy Starch Professor of Psychology at Harvard University, Kagan has won numerous awards, including the Hofheimer Prize of the American Psychiatric Association (1963) and the G. Stanley Hall Award of the American Psychological Association (APA) in 1994. He has served on numerous committees of the National Academy of Sciences, as well as the President's Science Advisory Committee and the Social Science Research Council. . Currently, he is the Daniel and Amy Starch Professor of Psychology at Harvard University.

The prevalent theme of Dr. Kagan's research during the past sixteen years has been the study of temperamental dispositions that infants inherit. The two categories he has studied extensively are shy, timid, cautious children and bold, sociable, outgoing children. According to Dr. Kagan, both tendencies have a "modest genetic basis', and his work explores the interplay between children's inborn characteristics and the ways in which culture influences development.

http://necsi.org/faculty/kagan.html

23. Carl Gustav Jung

?-Studied medicine at University of Basel, studied under the neurologist Krafft-Ebing, and pursued psychiatry as a career

-Worked under Eugene Bleuler at Burghoeltzli Mental Hospital in Zurich

-Met Freud in Vienna in 1907

-Theory of Personality including ego, personal unconscious, collective unconscious

-His concept of Personality Typologies led to the development of the Myers-Briggs Type Indicator

-Theories of Archetypes and working with dreams and myths important to Jung

24. Ivan P. Pavlov??

Russian physiologist, three major emphases of research: function of the nerves of the heart, primary digestive glands, conditioned reflexes, demonstrated that higher mental processes in animal subjects could be described in physiological terms without reference to consciousness, most significant figure in the history of Russian psychology and pioneer in research in classical conditioning. His ?Lectures on Conditioned Reflexes? is a classic work setting forth a psychology and psychiatry based on the principles of conditioning, serendipitously discovered the paradigm of classical conditioning while doing research on the digestive system

Eponym: Pavlovian Conditioning

25. Walter Mischel?

wm@paradox.psych.columbia.edu

?Born in Vienna, Austria

Ph.D. in psychology from Ohio State in 1956.

The Robert Johnston Niven Professor of Humane Letters in Psychology at Columbia University

Recognized as an authority on the psychology of personality.

Authored two classic textbooks on personality, Introduction to Personality(now in its sixth edition) and Personality and Assessment (1968).

26. Harry F. Harlow?

Experimental and comparative psychologist Harry Harlow is best known for his work on the importance of maternal contact in the growth and social development of infants. Working with infant monkeys and surrogate mothers made of terrycloth or wire, Harlow concluded that extended social deprivation in the early years of life can severely disrupt later social and sexual behavior. Harlow also conducted important studies involving the behavior of prisoners of war during the Korean War, as well as work concerning problem-solving and learning among primates.

When Harry Harlow began his famous studies of attachment behaviors in rhesus monkeys, he was able to pit two competing theories of the development of affiliative behaviors against each other. Drive-reduction approaches were based on the premise that bonds between mothers and children were nurtured by the fact that mothers provided food and warmth to meet the infant's biological needs. Attachment theorists, on the other hand, felt that the provision of security through contact and proximity were the driving factors in the development of attachment.

Harlow devised a series of ingenious studies in which infant rhesus monkeys were raised in cages without their natural mothers, but with two surrogate objects instead. One surrogate "mother" was a wire form that the monkey could approach to receive food. Another form offered no food, but was wrapped in terry cloth so the infant could cling to a softer and more cuddly surface. What happened when a large, threatening mechanical spider was introduced into the cage? The infant monkeys ran to the terry cloth surrogates, demonstrating that contact comfort was more important than just meeting basic hunger needs for the establishment of a relationship from which the infant might derive security.

Harlow's conclusions about maternal bonding and deprivation, based on his work with monkeys and first presented in the early 1960s, later became controversial, but are still considered important developments in the area of child psychology.

http://www.findarticles.com/cf_dls/g2699/0004/2699000493/p1/article.jhtml

27. J. P. Guilford??

Guilford is credited for furthering the Thurston?s theory and focusing on the three dimensional structure of intellect.? He classified intellectual acts into 120 separate categories.? He viewed "Intelligence" as too complicated to be subsumed underneath a few primary mental abilities and "g" factor.

http://www.indiana.edu/~intell/guilford.html

28. Jerome S. Bruner???

?jerome.bruner@nyu.edu

Jerome Bruner had a great effect upon cognitive learning theory. Based upon the idea of categorization, Bruner's theory states "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize." He maintained that people interpret the world in terms of its similarities and differences and suggested a coding system in which people have a hierarchical arrangement of related categories. Each successively higher level of categories becomes more specific.

Bruner maintained that people interpret the world in terms of similarities and differences, which are detected among objects and events. Objects that are viewed as similar are placed in the same category. The major variable in his theory of learning is the coding system into which the learner organizes these categories. The act of categorizing is assumed to be involved in information processing and decision-making. Bruner's theory of cognitive learning theory emphasizes the formation of these coding systems He believed that the systems facilitate transfer, enhance retention and increase problem solving and motivation. He advocated the discovery oriented learning methods in schools which he believed helped students discover the relationships between categories.? He is currently a professor of Psychology at NYU.

29. Ernest R. Hilgard   

Hilgard was born in Belleville, Illinois in 1904. He received a bachelor?s degree in chemical engineering. He later changed to the field of psychology and received a PhD from Yale University in 1930. He won the Warren Medal in Experimental Psychology in 1940 for his work demonstrating the relation between voluntary and involuntary responses. This research led to his interest in hypnosis.

Hilgard would go on to further distinguish himself through his studies of the role of hypnosis in human behavior and response.

He (with his wife) was particularly interested in using hypnosis to help patients deal with pain. 

Awards: APA Distinguished Scientific Contribution Award (1956)American Psychological Foundation?s Gold Career Award (1978)

30. Lawrence Kohlberg?

Kohlberg, an American psychologist whose work centered in the area of the development of moral reasoning, is best known for his work in the development of moral reasoning in children and adolescents. Seeking to expand on Jean Piaget's work in cognitive development and to determine whether there are universal stages in moral development as well, Kohlberg conducted a long-term study in which he recorded the responses of boys aged seven through adolescence to hypothetical dilemmas requiring a moral choice. (The most famous sample question is whether the husband of a critically ill woman is justified in stealing a drug that could save her life if the pharmacist is charging much more than he can afford to pay.) Based on the results of his study, Kohlberg concluded that children and adults progress through six stages in the development of moral reasoning. He also concluded that moral development is directly related to cognitive development, with older children able to base their responses on increasingly broad and abstract ethical standards.

31. Martin E.P. Seligman

194

?seligman@psych.upenn.edu

-Ph.D. Experimental Psychology, University of Pennsylvania, 1967

-Currently Kogod Term Professor of Psychology at U. Penn

-President of APA, 1998

-Also served as president of APA Division 12 (Clinical)

-Has received APA Distinguished Scientific Contribution Award.

-Research interests include: psychopathology, helplessness, depression, health psychology, optimism.

-Books include: Helplessness (1975), Learned Optimism (1990), What You Can Change and What You Can?t (1993), The Optimistic Child (1995)

32. Ulric Neisser?

un13@cornell
Majored in physics at Harvard, received his PhD from Harvard in 1956, published Cognitive Psychology in 1967, designated as the ?father? of cognitive psychology, defined cognition as those processes by which ?sensory input is transformed, reduced, elaborated, stored, recovered, and used?.cognition is involved in everything a human being might possibly do.? Published Cognition and Reality in 1976.

33.? Donald T. Campbell

Ph.D. from Berkeley in 1947

Emeritus Professor of Sociology, Anthropology, Psychology, and Education at Lehigh University

Acknowledged as a master research methodologist and acclaimed as a social psychologist.

Widely known for co-authoring two of the most influential research methodology texts ever published, Experimental and Quasi-Experimental Designs for Research (1973) with Julian C. Stanley, and Analysis Issues for Field Settings (1979) with Thomas D. Cook.

Is cited as one of the truly important thinkers in evolutionary philosophy and social science methodology, and one of the most cited authors in the social sciences.

Served as president of APA in 1975

34. Roger Brown

Roger Brown was widely known for his studies of how a child learns language and how words designate things, as well as the author of influential textbooks on social and introductory psychology.

At the University of Michigan, he became interested in the science of linguistics, In 1957 he left Harvard for a position at M.I.T., where he wrote his monumental Words and Things. The book, which has been continuously in print, is an exploration of the degree to which languages are limited by the nature of human thought, and the converse, the degree to which the structure of specific languages influences the thinking of those who speak each language. a landmark study of the linguistic development of children, published in A First Language. He focused on three children, whom he called Adam, Eve, and Sarah. In this monumental study, and on the basis of careful examination of these children's utterances, he established empirical generalizations for the way in which any language is acquired.

http://www.news.harvard.edu/gazette/1998/01.15/PsychologistRog.html

35. R. B. Zajonc

rzajonc@stanford.edu

Faculty Member at Stanford as of 2002. Zajonc (pronounced Zy-unce) emigrated from Poland to the U.S. in 1949 and received his PhD from the University of Michigan in 1955. Zajonc has focused on basic processes implicated in social behavior, with a specific emphasis on the interaction between affect and cognition.

http://www-med.stanford.edu/sbrc/faculty/sbrc_fac_list/zajonc.html

36. Endel Tulving

Endel Tulving was born in Estonia in May 1927. As a youth he was passionate about sports, especially track events. He left Estonia? where he received his B.A. in 1953 and his M.A. in 1954. He then went to Harvard University and earned a Ph.D. in Experimental Psychology in 1957.
Tulving spent most of his academic career at the University of Toronto. He is perhaps best known for his research on episodic memory, much of it summarized in his 1983 book, Elements of Episodic Memory (Oxford University Press).
Since his retirement as a professor of psychology at the University of Toronto, Tulving has remained an active researcher at the Rotman Research Institute near Toronto.

Source: www.dushkin.com/connectext/psy/ch07/bio7.mhtml

37. Herbert A. Simon 

Herbert Simon was born in Milwaukee, WI in 1916.  He won the Nobel Prize for Economics. As a psychologist

he is known as one of the pioneers of artificial intelligence. In 1957 he co-wrote a chess-playing computer 

program that was able to ?think for itself? and challenge the grand masters of that time. 

http://www.psy.cmu.edu/psy/faculty/hsimon/hsimon.html

38. Noam Chomsky

chomsky@mit.edu

Chomsky is an American linguist whose theory of transformational or generative grammar has had a profound influence on thefields of both linguistics and psychology.

?He has authored over 30 political books dissecting such issues as U.S. interventionism in the developing world, the political economy of human rights and the propaganda role of corporate media. Chomsky was a pioneer in the field of psycholinguistics, which, beginning in the 1950s, helped establish a new relationship between linguistics and psychology. While Chomsky argued that linguistics should be understood as a part of cognitive psychology, in his first book, Syntactic Structures (1957), he opposed the traditional learning theory basis of language acquisition. In doing so, his expressed a view that differed from the behaviorist view of the mind as a tabula rasa; his theories were also diametrically opposed to the verbal learning theory of B. F. Skinner, the foremost proponent of behaviorism.? In Chomsky's view, certain aspects of linguistic knowledge and ability are the product of a universal innate ability, or "language acquisition device" (LAD), that enables each normal child to construct a systematic grammar and generate phrases. This theory claims to account for the fact that children acquire language skills more rapidly than other abilities, usually mastering most of the basic rules by the age of four. As evidence that an inherent ability exists to recognize underlying syntactical relationships within a sentence, Chomsky cites the fact that children readily understand transformations of a given sentence into different forms-such as declarative and interrogative-and can easily transform sentences of their own.

39. Edward E. ?Ned? Jones

-Ph.D., Clinical Psychology, Harvard, 1953

-Taught, researched at Duke University

-APA Distinguished Scientific Contribution Award, 1977

-American Psychological Society William James Fellow, 1990

-Responsible for the theory of correspondent inferences, a presentation of social psychological attribution theory.

-Other areas of interest: ingratiation, social stigma, interpersonal perception.

40. Charles E. Osgood

Seminal research in the field of cognition, developed the semantic differential method, the Transactional Analysis of Personality and Environment assessment tool is based on the semantic differential method, with Boucher suggested the positivity bias, which is the tendency to make positive judgments more frequently than negative judgments

Eponym: Osgood?s transfer surface

41. Solomon E. Asch

Born in Warsaw, Poland

Ph.D. from Columbia University in 1932

Gestalt Psychologist

Emeritus Professor of Psychology at the University of Pennsylvania

After his death the University of Pennsylvania established the Solomon Asch Center for the Study of Ethnopolitical Conflict.

Was one of the pioneers of social psychology.

Classic textbook, Social Psychology (1952)

www.upenn.edu/almanac/V42/n23/asch.html

www.psych.upenn.edu.sacsec

42. Gordon H. Bower

Major Work: "Mood and Memory," in American Psychologist (1981)
Gordon Bower is a cognitive psychologist specializing in experimental studies of human memory, language comprehension, emotion, and behavior modification. He received his Ph.D. in learning theory from Yale University in 1959 and has been on faculty at Stanford ever since.

He has been one of the nation's leading experimental psychologists and learning theorists. Dr. Bower's research on the role of emotion in learning is one of the driving forces behind the resurgence of interest among scientists in the study of emotion.

http://www-psych.stanford.edu/~person/gtemp/Bios/bio_bower.html
http://www.cognitive-behavior-therapy.org/bower_intro.html

43. Harold H. Kelley

hal@ucla.edu

UCLA Professor as of 2002.

Kelley?s writings focused on areas such as the concept of "stimulus field."? The stimulus field is theorized to play a role in understanding common thought and language. A stimulus field specifies the psychophysical reality. In one of his articles, Kelley proposes that cognition about interpersonal phenomena is adapted to the stimulus field of those phenomena. Therefore, our understanding of the relevant thoughts and language specify and take account of that reality. Kelley?s theory helps us understand some of the facts about the cognition of interpersonal phenomena. It highlights the abstract level at which interpersonal events are often viewed and identifies advantages and disadvantages of such thought. It suggests the terms in which schematic representations of interpersonal relations are cast. It suggests the bases in the stimulus field for the distinctions that people make between "person," 'situation," and 'interaction" and for the differentiations they make within each of those categories.

44. Roger W. Sperry?????

Roger Sperry was born August 20, 1913, in Hartford, Connecticut. He was awarded a Nobel Prize in physiology and medicine in 1981 for his more than 40 years of research on the brain. The prize was given specifically for his work on the "split?brain," in which he discovered that the two cerebral hemispheres of the brain had distinct functions. The left, usually the dominant side, is involved in reasoning, language, writing, and reading, while the right, or less dominant side, is more involved in nonverbal processes, such as art, music, and creative behavior.

In one of his most important studies, Sperry asked subjects who had undergone split-brain surgery to focus on the center of a divided display screen. The word "key" was flashed on the left side of the screen, while the word "ring" was projected on the right side. When asked what they saw, the split-brain patients answered "ring", but denied that any other word was also projected onto the screen. Only the word "ring" went to the speech center in the left hemisphere. Although the right hemisphere cannot verbalize the information (the word "key") that was projected on the left side of the screen, subjects are able to identify the information nonverbally. Sperry asked subjects to pick up the object just named without looking at it. If subjects were told to use their left hand, they could easily identify a key. However, if asked what they had just touched, they would respond, "ring."

Sperry received his Ph.D. from the University of Chicago in 1941. He did his early research at the Yerkes Primate Laboratory and the National Institute of Health before joining the staff of the California Institute of Technology in 1954 as Hixon Professor of Psychobiology. He originally studied cats, and found that the corpus collosum, or nerve bundle connecting the two cerebral hemispheres, was necessary for the transfer of information from one side of the brain to the other.
 

Sperry next began to study epileptic patients whose corpus collosum had been severed to prevent seizures. His research on the "syndrome of hemisphere deconnection," has contributed valuable information to the treatment of various brain disorders.

Sperry continued to be an active researcher until his death in 1994.

45. Edward C. Tolman 

46. Stanley Milgram

47. Arthur R. Jense

1923 -

-B.A., UC-Berkeley, 1945

48. Lee J. Cronbach

49.? John Bowlby?

50. Wolfgang K?hler

http://www.kirjasto.sci.fi/kohler.htm
http://www.findarticles.com/cf_dls/g2699/0001/2699000196/p1/article.jhtml

51. David Wechsler?????

Wechsler developed two well-known intelligence scales: the Wechsler Adult Intelligence Scales (WAIS) and the Wechsler Intelligence? Scale for Children (WISC).? He considered Spearman's two-factor theory of 'g' and many s's to be too simplistic. He conceptualized intelligence to be more of an effect, rather than a cause.? The Wechsler tests are based on ten or eleven verbal and performance subtests. He believed the subtests were collectively capable of yielding important clinical insights, which could be used for differential diagnosis as well as measuring a broad range of psychological functioning. In order to determine a meaningful representation of adult intelligence, Wechsler introduced the Deviation Quotient, an IQ computed by considering the individual's mental ability in comparison with the average individual of his or her own age

http://www.psych.usyd.edu.au/difference5/scholars/wechsler.html

52. S. S. Stevens??

53. Joseph Wolpe 

54. D.E. Broadbent?

55. Roger N. Shepard?????

56. Michael I. Posner?

57. Theodore M. Newcomb

Ph.D. in Psychology from Columbia University in 1929

Professor Emeritus of Psychology and Sociology at the University of Michigan

Principal pioneer of social psychology

Major Works: The Acquaintance Process (1961) Social Psychology (1965; with R. H. Turner, P.E. Converse)

58. Elizabeth F. Loftus????

59. Paul Ekman

60. Robert Sternberg

61. Karl S. Lashley 

62. Kenneth Spence??

63. Morton Deutsch

md319@columbia.edu

64. Julian B. Rotter?????

65. Konrad Lorenz???

Laid the foundation of an evolutionary approach to mind and cognition

Seminal work: On Aggression (translated 1966), The Foundations of Ethology (1981; originally published in German, 1978)

66. Benton J. Underwood

Underwood was one of the pre-eminent leaders in the post-World War II development of research on the acquisition and retention of verbal materials, frequently referred to at the time as the study of verbal learning and memory. Underwood is recognized for his extensive contributions to the experimental and theoretical analysis of this field and for a career as an innovator and a pacesetter in a rapidly growing and changing domain of research.

http://www.nap.edu/html/biomems/bunderwood.html

67.? Alfred Adler?

68. Michael Rutter??????????

69. Alexander R. Luria

70.? Eleanor E. Maccoby?

71. Robert Plomin 

72.5* G. Stanley Hall???

72.5* Lewis M. Terman??

Ph.D. from Clark University in 1905

Published the Stanford-Binet Intelligence Scale

Served on the faculty at Stanford University as Professor of Education and Professor of Psychology Known for his specialized research in intelligence testing and educational experiments with intellectually gifted children. Devised the term intelligence quotient (IQ)

Major works: The Measurement of Intelligence (1916) The Intelligence of School Children (1919) The Stanford Achievement Test (1923) Genetic Studies of Genius (1926-59; 5 volumes)

Encyclopaedia Britannica (15th Edition)

74.5* Eleanor Gibson?

Experimental psychologist noted for her work in the field of perceptual development in children and infants.

In 1975 Gibson was able to establish her own infant study laboratory. This enabled her to devote her research to ecological psychology, perhaps even more so after her husband's death in 1979. She has pursued her work on perceptual development, more recently concentrating on the concept of affordance. Gibson's major published work is possibly An Odyssey in Learning and Perception, (1991), which consolidates much of her lifetime's work. She also wrote Principles of Perceptual Learning and Development, in 1967, for which she received the Century Award.

Gibson, along with her husband, J.J. Gibson, argued that perceptual learning was done through a process called differentiation.? Before perceptual learning, we over-generalize and see things similarly to each other.? As we develop perceptual learning we can make distinctions between objects and events that we were not able to make initially.? Simply, as young children, we easily confuse stimuli with one another, but with repetition, the stimuli eventually become differentiated from one another (Benjafield, 1996, p. 259).

Probably the most well known contribution of E.J. Gibson is the visual cliff.? The visual cliff was developed to investigate the process of depth perception, or seeing objects in three dimensions.  E.J. Gibson and Richard Walk (1960) studied infant?s depth perception by using a small cliff with a drop-off covered by glass.? Gibson and Walk would then place 6-14 month old infants on the edge of the visual cliff to see if they would crawl ?over the edge?.? Most infants refused to crawl out on the glass signifying that they could perceive depth and that depth perception is not learned 

http://www.findarticles.com/cf_dls/g2699/0004/2699000482/p1/article.jhtml
http://teach.psy.uga.edu/dept/student/parker/PsychWomen/Gibson.htm

74.5* Paul E. Meehl?

pemeehl@tc.umn.edu

?

Paul Meehl has focused on three primary areas: (1) The development and testing of taxometric statistical procedures for the classification and genetic analysis of mental disorders and personality types. (2) Cliometric metatheory, integrating logical and epistemological analysis of the traditional (philosophers') kind with actuarial and psychometric study of episodes from history of science to set up empirical criteria for more objective appraisal of scientific theories. (3) Philosophical and mathematical contributions to the significance test controversy.? He published Multivariate taxometric procedures: Distinguishing types from continuua (1998)

http://www.mcps.umn.edu/faculty_meehl.htm

76. Leonard Berkowitz

?lberkowi@facstaff.wisc.edu

Leonard Berkowitz was born on August 11, 1926. He earned his Ph.D. in social psychology from the University of Michigan in 1951. After graduating, he went to the U.S. Air Force Human Resources Center in San Antonio, Texas, where he was involved in applying social psychology to real-life situations. However, after several years, Berkowitz decided he really wanted an academic career, and in 1955 he accepted a position at the University of Wisconsin. He continued there until his retirement in 1993.
Berkowitz is well known for his studies of human aggression. He also studied the other side of human nature, helping behavior. He served as editor for a series of books called Advances in Experimental Social Psychology from 1962 until 1987. Berkowitz's books include Aggression: A Social Psychological Analysis (1962) and Aggression: Its Causes, Consequences, and Control (1993).

77. William K. Estes

Estes is considered to be one of the founders of modern mathematical psychology. He received both his BA (1940) and his PhD

(1943) from the University of Minnesota. His early research involved animal learning and behavior. He then went on to research

Visual Information Processing and later Math and Computer Modeling of Human Memory and Classification Learning. He received

many awards including the Distinguished Research Contribution Award of APA in 1982, the Warren Medal of the Society of

Experimental Psychology in 1963, and the American Psychological Foundation Gold Medal Lifetime Achievement in Psychology in 1992. 

78. Eliot Aronson?

79. Irving L. Janis

80. Richard S. Lazarus

81. W. B. Cannon?

Encyclopaedia Britannica (15th Edition)

82. Allen L. Edwards?

?Professor Allen Edwards was affiliated with the UW Department of Psychology for half a century, from his arrival in Seattle in 1944 as an Associate Professor to his death in 1994. Allen was an outstanding teacher, researcher, and writer who is credited with changing the way modern psychological research is done by introducing statistical techniques to the science. Three of his seven books are considered landmarks in the field. Allen is also known for developing personality tests, in particular the "Edwards Personality Inventory" designed to eliminate the test-taker's bias towards socially desirable answers.

http://depts.washington.edu/psych/General_Information/allen-lectureship.html

83. Lev Semenovich Vygotsky

Vygotsky?s most productive years were at the Institute of Psychology in Moscow (1924-34), where he expanded his ideas on? cognitive development, particularly the relationship between language and thinking. His writings emphasized the roles of historical, cultural, and social factors in cognition and argued that language was the most important symbolic tool provided by society. His Thought and Language (1934) is a classic text in psycholinguistics.

http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Vygotsky.htm

84. Robert Rosenthal??

85. Milton Rokeach

Rokeach?s  studies in social psychology concentrated on the relationship between  the rigid dogmatic personality style and attitudes, 

88.5* John Garcia?

88.5* James J. Gibson

88.5* David Rumelhart

88.5* L. L. Thurstone

88.5*? Robert Sessions Woodworth

His major areas of study involved behavior and consciousness, as well as mechanism and drive.

http://www.psychcorp.com/sub/whoweare/wwarsw.htm

88.5*? Margaret Floy Washburn

Washburn was the first woman ever to receive a doctorate in psychology and presidency of the American Psychological Association and the second woman to be elected to the National Academy of Sciences (1931), the most eminent scientific society in the United States. Washburn was known primarily for her work in animal psychology. The Animal Mind, which she published in 1908, was the first book by an American in this field and remained the standard comparative psychology textbook for the next 25 years.

http://www.findarticles.com/cf_dls/g2699/0003/2699000353/p1/article.jhtml
http://www.thoemmes.com/psych/washburn.htm

93.5*? Edwin Boring?

93.5*  John Dewey

93.5* Amos Tversky?

93.5* Wilhelm Wundt

?-M.D., 1856, University of Heidelberg

96. Herman A. Witkin????

97. Mary D. Ainsworth?

98. O. Hobart Mowrer

99. Anna Freud??

Continuing the work of her father, Sigmund Freud, she was a pioneer in the psychoanalysis of children. She received her training in Vienna and then emigrated to England, where she founded and directed a clinic for child therapy. Her writings include Normality and Pathology in Childhood (1965) and The Writings of Anna Freud (7 vol., 1973).