...Whiton Calkins Mary Whiton Calkins was born on Mach 30, 1963 (White, 2010). Calkins was born in Hartford, Connecticut but grew up in Newton, Massachusetts. She is the eldest of five children and was extremely close to her family (Cherry, 2011). Her father was a Presbyterian minister, who believed in well rounded education (White, 2010). He knew about the education that women received back then and decided to supervise Calkins education. This allowed her to enter Smith College in 1882. She did not have any kids or spouse because she believed that she needed to have all her attention on her career to succeed. She later passed away in 1930 from cancer (Psych E-Newsletter, 2011). In 1882 Calkins entered Smith College. Due to her sister’s illness and death caused her to study at home for the following year. However she went back to the Smith University in 1885, and graduated with a double major in classics and philosophy. Later on the year, the Calkins family went to Europe and Mary studied Greek at the University of Leipzig. After she returned to the States, she was asked to teach Greek at the Wellesley College. She had been teaching Greek for about a year, when offered a position teaching psychology. Unfortunately, she struggled tremendously. There were few places for women to work or even graduate in psychology (Bumb,n.d). Calkins was invited to sit-in on William James and Josiah Royce lectures on a strictly casual basis at the Harvard University. On October 1, 1980 Calkins was...
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...Mary Whiton Calkins Natalie Scrivens Katrina Ramos The field of psychology is one that seems to be dominated with the presence of men especially in the 18th and 19th century. The world was not focused on equal rights for women. Psychology did however have women who contributed greatly to the study and focus of theories and ideas that we still use today. In this paper I will discuss the life of Mary Whiton Calkins, theoretical prospective, and contributions to the field of psychology. Mary Whiton Calkins was born in Hartford, Connecticut in 1863. She was the daughter of a Presbyterian minister and was the oldest of five children. Mary had a very close relationship with her family. She was especially close with her mother. Mary was very much the strong and independent type. She moved to Newton, Massachusetts at the age of 17. Her family built her a house and she would remain in that house throughout her life. Mary’s father was very adamant about her education. He knew that without him overseeing and designing and education plan that Mary would not get the education that she needed to be successful in a male dominated world. Her father made sure that she got the best education possible and he gave her education privately. Mary’s father’s dedication and supervision of her education would reap great benefits for her. All of his instruction allowed her to enter Smith College in 1882 with an advanced standing as a sophomore. Mary would however face a crushing...
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...PSY / 310 | Mary Whiton Calkins | Women In Psychology Paper | | Danielle R. Berg | 5/18/2014 | Select a woman who has made significant contributions to the field of psychology between the years 1850 and 1950. Obtain faculty approval of your selection prior to beginning this assignment. Prepare a 1,400- to 1,750-word paper in which you describe her background, theoretical perspective, and contributions to the field of psychology. | Mary Whiton Calkins was born on March, 30, 1863 to a Presbyterian Minister during a time when oppression of women would be stout during her growing up transitioning into adulthood. She overcame her own struggles and closed doors in regards to her schooling and succeeded in becoming the first female president of the American Psychological Association, but not without a supreme amount of perseverance. During the 19th century, women were thought to be inferior to men, not only physically but intellectually as well. Women could study on their own, but to be included in class as a student rather than a "guest" was next to impossible. Where men thought that education could cause harm to women, the actuality of it was that an educated woman could cause 'harm' to that belief. Mary Whiton Calkins would show the world that her place existed next to the greatness of any male peer within Psychology as she began her own story into the world. Thankfully her parents encouraged her to thrive towards education and overcoming the inferior stereotyping...
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...Mary Whiton Calkins (1863-1930) was a great American philosopher and psychologist of the late 19th century and early 20th century. Mary Whiton Calkins was born on March 30th, 1863 in the city of Hartford in Connecticut. Mary was the eldest of five other siblings. Her father was Presbyterian minister named Wolcott Calkins. Mary’s family was close knit; Mary was especially close to her mother. In 1880 at the age of seventeen, Mary relocated to Newton, Massachusetts. Her family constructed a new home in Newton and Mary would actually live out the rest of her life in that home. Her father, aware of the substandard education available to women of that time period took it upon himself to educate Mary himself. In 1882 through the education Mary received from her father she was able to gain acceptance into Smith College with an advanced standing as a sophomore. In the year 1883 tragedy struck Mary’s life with the death of her sister Maude. The death of Maude permanently changed Mary’s thinking and her character. She dropped out of Smith College the following year and took private lessons at home. In the autumn of 1884 Mary reentered Smith College as a senior and graduated with a degree in philosophy with a concentration in classics. In the year 1886 Mary and her family traveled to Europe for 16 months. In Europe Mary expanded her knowledge of classic philosophy. When Mary returned to Massachusetts he father arranged a meeting for her to meet the President of Wellesley College, Wellesley...
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...Alexis Martinez Dr. Easton Intro to Psych Life and works of Mary Calkins Born to a Wolcott and Charlotte Whiton Calkins, Mary Calkins was the start of her mother and fathers five-child family entering the world on March 30th 1863 in Hartford, Connecticut. Mary’s father developed a strong family structure and kept the family intertwined and close to each other. Even through her college years she took influences from her father about her education and began Smith College in 1882 only have finished and graduated in 1884 with a degree in philosophy and Greek studies, however Mary didn’t end her education there. Naturally Mary attempted to attain a job revolving around her degree, which she landed at the Wellesley College as a tutor in the Greek department. Her successes shined as a tutor for three years all the way through to a fellow colleague who offers Calkins an opportunity to expand into the psychology. Terms of advancement were for Mary to study Psychology for a year and in turn be able to teach it for the department at Wellesley. Mary had many reputable schools to have chose from to attend as a student for her second go around of studies however ended up as guest sit in student to Harvard University in lectures given by Josiah Royce and William James. Living in an era where women did have some opportunities those did not extend to women being registered students at Harvard. In her studies Calkins battled Harvard for her well-earned degree after completed all requirements...
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...Unlike the case for women, however, significant gains for blacks and most other minorities were not made in the years following World War II, and minorities continue to be underrepresented in psychology (Goodwin & Wiley & Sons inc., Chapter 15, 2008). In this paper I will be discussing Mary Whiton Calkins (1863-1930), Calkins was an American philosopher and she was the first of her generation of women to enter into psychology. Calkins was born on March 30, 1963 in Hartford, Connecticut she was the eldest of five children who were born to Charlotte Whiton Calkins (mother) and Wolcott Calkins (father). Calkins father was a Presbyterian minister her and her siblings lived and grew up in Buffalo New York, and at the age of 17-years-old her and her family moved to Newton, Massachusetts. Calkins started taking college classes at Smith College in 1882 where she was a sophomore. In 1883 her sister passed away and Calkins took some time off from school although and stayed home but, while she was home she decided to take private lessons in Greek and for the remainder of the 1883-1884 school year she did not return back to Smith college. Calkins did re-enter back into Smith College in the fall of 1884 and later that spring she graduating with majors in Classics...
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...Woman In Psychology Sarah Buonarigo PSY/310 April 4, 2013 Ms. Gina Craft Woman In Psychology: Mary Whiton Calkins Mary Whiton Calkins was the first female President of the American Psychological Association and in the American Philosophical Association Mary came from a family who highly valued education. It was no wonder that Mary Whiton Calkins was a pioneer in the field of psychology (Gale, 2001). She was known to invent many research techniques and made important advancements in the area of memory that believed to still be used today. Although Mary did not have an easy entrance in the field of psychology she was able to get her bachelors and continue studying psychology (Goodwin, 2008). Mary Calkins was never considered an official enrolled student at the University of Harvard like she would have wanted in order to obtain her undergraduate degree, however she was able to attend classes as a “guest” of the University of Harvard which still allowed her to receive an education in psychology (Goodwin, 2008). Background Mary Whiton Calkins was born March 30, 1863 in Hartford, Connecticut. Mary was the eldest of five children born to Reverend Wolcott Calkins and Charlotte Grosvenor Whiton. Mary took on adult responsibilities at a young age due to her mothers failing mental and physical health. Mary earned a bachelor of arts in the classics from Smith College and began teaching Greek at Wellesley College in 1887 (Gale, 2001). One year later she was offered a...
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...of self observation, the method of natural science, and associationism; and as the original thinker behind paired-associate learning and the partial resolution of the structuralism/functionalism controversy. Mary Calkins was 57 years-old before she was legally able to vote in the United States of America. Up until the early 20th century the role of woman was universally agree to be exclusively as a wife, mother, and caretaker for the elderly in the family (Goodwin, 2005). In fact, it was widely agreed that any intellectual pursuit beyond primary school could be physically harmful to women. However, by the time Calkins was 25 she was fluent in English, German, French, and Greek; well-traveled and well-read, and a graduate of Smith College in western Massachusetts. Mary Calkins was the eldest of five siblings and the daughter of a Congregationalist minister. The friction between her academic upbringing and the gender stereotyping of her time started shortly after she began her first academic position teaching Greek at the all-girls Wellesley College. Wellesley College, in keeping with the laboratory psychology and experimental psychology blossoming in Europe and America, wanted to begin to offer courses consistent with the new psychology. To that end, Calkins found...
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...between Julie and Lois; discuss what it reveals about their individual personalities. In particular, consider notable language features that are present in the passage through a conversational analysis that includes aspects such as turn-taking, cooperative principles, implicature, and politeness strategies. You should provide quotations from the passage to substantiate your essay’s argument. Individual personalities {Julie and Louis are sisters who sound and look alike. We are told Louis is a year older and more conservative. The play opens with Julie in the bathtub. There is a window above the tub and Louis’ date Mr. Calkins comes to it and begins talking with Julie. He believes he is talking to Louis as they sound alike. (He can not see in the tub to know it is Julie as this is not a perverted play) The bulk of the dialogue is between Julie and Mr. Calkins. Eventually, however, he realizes he is talking to Julie because Louis walks out the front door. The last line is Julie preparing to emerge naked from the tub and the curtain falls.} Fitzgerald uses Julie and Louis to portray the distinction between the old generation and the youth of the 20’s. Louis, who is older, exemplifies the traditional women who were used to the strict moral code of the early 1900’s. Louis is flabbergasted when Julie tells her that she often walks to the tub naked instead of wearing a towel, “ Why, You little wretch. Haven’t you any pride or self-respect?”(273) Julie comically responds, “ Lots of...
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...Rhetorical Analysis Many agree that exploiting impoverished people as a source for cheap labor and consequentially cheap products is a morally unacceptable practice. However, the problem of sweatshops remains prominent in our globalized world. Tara J. Radin and Martin Calkins explore this problem in “The Struggle Against Sweatshops: Moving Toward Responsible Global Business” by breaking down their essay into two primary sections. The first describes the difficulties of both external and internal forces in permanently discarding sweatshops while the second division highlights the complexity behind any plausible solution. While the content of this article is of elevated interest, more important for our purpose is the success behind their rhetoric. They utilize the emotions of an audience on an already sensitive topic while simultaneously providing evidence from a variety of environments and sources to point out that their conclusive recommendations are of great value when the urge to change the manner in which we get products finally sets in. In their essay “The Struggle Against Sweatshops: Moving Toward Responsible Global Business”, Radin and Calkins both inform and persuade their audience at an effective level through their credibility, emotion, and logic—ethos, pathos, and logos, respectively—to conclusively come about at more fully understanding the need for reform in global labor markets. I will first define ethos followed by an analysis and illustration of the rhetoric...
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...WorldCom – A Business Failure Austin W. Anderson Organizational Leadership, LDR/531 12 May 2012 Alan Klingsieck WorldCom WorldCom was founded as the Long Distance Discount Services, LTD (LDDS) in 1983, and was based in Hattiesburg, Mississippi. In 1985, Bernard Ebbers was selected as its chief executive. The company went public in 1989 and merged with Advantage Companies, Inc. In 1985, the company’s name was changed to WorldCom. In 1999, as the CEO of WorldCom, Bernard Ebbers was Number 174 on Forbes magazine’s list of the 400 richest Americans, with an estimated net worth of $1.4 billion (WSJ.com). In 1998, the telecommunications industry began to decline and WorldCom’s stock was declining. CEO Bernard Ebbers was pressured from banks to cover the WorldCom stocks used to finance his other business endeavors (timber, yachting, etc.). The company’s profitability took another hit when it was forced to abandon its merger with Sprint in 2000. Beginning in 1999 and continuing through May 2002, WorldCom under the guidance of Scott Sullivan (CFO), David Myers (Controller), and Buford Yates (Director of General Accounting) used shady accounting methods to mask the companies declining financial condition by falsifying its financial growth and profitability. The fraud was accomplished two ways. First, the accounting department underreported line costs (interconnection expenses with other telecommunication...
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...Abstract The social context from which the earliest psychologists emerge worked to keep women uneducated and at home, operating under the belief that women were inferior to men. When women challenged the Zeitgeist and chose careers as psychologists, society responded by pushing them into low-end careers, usually doing jobs that were similar to the domestic activities accepted as the women’s sphere, and often jobs that resisted any notoriety. Despite these social forces, however, women did pursue their careers as psychologists and they often succeeded, making significant contributions to the field. In studying the history of psychology, one might wonder, where the women are. Have they been left out of psychology’s history because they did not contribute remarkable and noteworthy work; or was it that women did not achieve adequate prominence so as to rank with men? Whatever the circumstances may be, the scarcity of women in psychology’s textbooks does not accurately represent women’s contributions to the field. The exclusion of women and their work has been reduced to the belief that women have not contributed significantly to psychology; therefore, directed society to disregard their definite participation, thus reinforcing the initial belief that women have played no eminent role in psychology. Women have in fact been present and active in psychology since its beginnings, but for a variety of reasons women and their work have been largely invisible to psychology as a whole...
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...Exam One Study Guide I. Types of Psychologists a. Clinical Psychologists: i. help people with psychological disorders adjust to the demands of life ii. Evaluate problems such as anxiety and depression through interviews and psychological tests iii. Help clients resolve problems and change self-defeating behavior b. Counseling Psychologists: iv. Use interviews and tests to define their clients’ problems v. Clients typically have adjustment problems but not serious psychological disorders c. School Psychologists: vi. Employed by school systems to identify and assists students who have problems that interfere with learning vii. Help schools make decisions about the placement of students in special classes d. Educational Psychologists: viii. Attempt to facilitate with learning, but focus more on course planning and instructional methods for a school system rather than on individual children ix. Research issues such as how learning is affected by psychological factors such as motivation and intelligence, sociocultural factors such as poverty and acculturation, and teachers e. Developmental Psychologists: x. Study the changes-physical, cognitive, social, and emotional- that occur throughout the lifespan xi. Attempt to sort out the influences of heredity and the environment on development f. Personality Psychologists: ...
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...The mnemonic is “RADD” which means, restate the question, answer the question, detail, and detail to support your answer. Sharon explained that she learned this mnemonic at a professional development workshop which was to help their students receive fours on their ELA state test response. However, teachers can have students practice this concept through the NYS ELA Modules and Lucy Calkins. Sharon explained that this concept is taught throughout the whole year because they expand the idea of responding to the text and make it more complex. For example, students go from learning to write a single paragraph to writing an essay and they learn the proper way to organize and respond to the essay...
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...Introduction: The Origins of Psychology Wilhelm Wundt The Founder of Psychology Today, psychology is defined as the science of behavior and mental processes, a definition that reflects psychology’s origins and history. KEY QUESTIONS What roles did Wundt and James play in establishing psychology? What were the early schools and approaches in psychology, and how did their views differ? you need to understand how the definition of psychology has evolved over the past 130 years to what it is today—the scientific study of behavior and mental processes. Indeed, the early history of psychology is the history of a field struggling to define itself as a separate and unique scientific discipline. The early psychologists struggled with such fundamental issues as: • How should psychology be defined? • What is the proper subject matter of psychology? • Which areas of human experience should be studied? • What methods should be used to investigate psychological issues? • Should psychology include the study of nonhuman animal behavior? • Should psychological findings be used to change or enhance human behavior? These debates helped set the tone of the new science, define its scope, and set its limits. Over the past century, the shifting focus of these debates has influenced the topics studied and the research methods used. Wundt used scientific methods to study fundamental psychological processes, such as mental reaction times in response to visual or auditory stimuli...
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