Domestic psychologists. Outstanding psychologists and their contribution to the development of science - abstract

DOMESTIC PSYCHOLOGISTS.

ANANEV BORIS GERASIMOVYCH

Boris Gerasimovich Ananyev was born on August 1, 1907 in Vladikavkaz. After graduation 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 Ananyev, who eventually became R.I.’s assistant. Cheranovsky.

In this office, studies were carried out 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 B.G. 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

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

Trying to enroll in graduate school at the Brain Institute, Ananyev read his report “On the social usefulness of a musician (from a psychophysiological point of view)” at one of the conferences. The report was dedicated to music, its power over listeners and the performer's responsibility to them. Ananyev also cited large number 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, B.G. 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 B.G. 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 individual development Human sensitivity acts as a function of the whole organism, and sensory processes play a significant role in this development.

In addition, he turned to the history of Russian psychology, trying to express his own attitude to this subject. According to the scientist, it is necessary to rely on the history of science in order to move forward. He considered the experience of his predecessors necessary for further development 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. Ananyev 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 B.G. Ananiev returned to Leningrad, where he headed the formed in Leninfadsky state university Department of Psychology. 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. Also B.G. Ananyev continued to study the history of psychology and personality psychology. 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. B.G. 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 gala meeting dedicated to the anniversary of B.G. Ananyev, the scientist gave a speech in which he substantiated the need comprehensive research people, synthesizing all existing anthropological knowledge. He expressed the same idea in the articles “Man as a General Problem 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, B.G. 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. The first group of these studies was devoted to studying the age-related dynamics of psychophysiological functions in adults. The basis for this was the comparative genetic method, which made it possible to constantly determine the norms of development of an adult of various age groups.

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

In 1966, the Faculty of Psychology was founded at Leningrad University, which included departments general psychology, pedagogy and educational psychology, ergonomics and engineering psychology A year later B.G. Ananyev became the dean of this faculty. On his initiative, the Institute of Integrated Sciences was opened at Leningrad State University. social research, as well as a laboratory of differential anthropology and psychology. The scientist actively participated in the educational and scientific work of the faculty. He organized such a completely new form of teaching students as creative meetings with famous, venerable scientists. During Ananyev’s work at the faculty, A.A. came to Leningrad State University. Smirnov, A.N. Leontyev, A.R. Luria, P.Ya. Galperin, scientists from Kyiv and Tbilisi.

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

The scientific significance of the works of B.G. It is difficult to overestimate Ananyev Despite the fact that he had to abandon research in the field of pedology, the scientist continued active scientific work in various areas of psychology: from the historical foundations of science to the study of sensitivity and some psychological functions. In addition, B.G. Ananyev 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.

From the book 100 great psychologists author Yarovitsky Vladislav Alekseevich

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Psychology as an independent science was known back in ancient antiquity. It was there that it arose and was born. Over the years, this science has repeatedly changed, developed and been supplemented or refuted by many psychologists around the world. But, nevertheless, psychology is relevant and is developing as a science to this day. Throughout the centuries, psychology has included a huge number of scientific works, treatises, articles, books, and the most famous scientists, who, as a result, have been mentioned more than once as the most famous psychologists in the world. All these psychologists made a huge contribution to the development of psychology in general, and at each of its individual stages. They were able to discover the newest trends in this industry, and they were able to tell the world about something of their own, new, never known before. Today, in this article, we tried to bring them all together and introduce you to the most famous representatives of this science.

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Photo gallery: The most famous psychologists in the world

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

Let's fix it according to Freud.

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

Vladimir Lvovich Levi, psychologist-poet.

Doctor of Medical Sciences and Psychologist Vladimir Lvovich Levi born on November 18, 1938 in Moscow, where he still lives. After graduation medical institute For a long time he worked as an ambulance doctor. Then he moved to the position of psychotherapist and became an honorary employee of the Institute of Psychiatry. Vladimir Levi became the first founder of such a new direction in the science of psychology as suicidology. This direction included a complete and detailed study of suicide and the psychological state of people who are suicidal. During his entire work in psychiatry, Levy published 60 scientific papers.

In addition to psychology, Vladimir is interested in poetry. Therefore, it was not in vain that in 1974 he became an honorary member of the Writers' Union. Levi's most popular books are “The Art of Being Yourself”, “Conversation in Letters”, and the three-volume book “Confession of a Hypnotist”. And in 2000, his personal collection of poems entitled “Strike Out Profile” saw the light of day.

Abraham Harold Maslow and his name in psychology

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

Viktor Emil Frankl: Australian psychologists in science

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

Boris Ananyev - the pride of Soviet psychology

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

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

Ernst Heinrich Weber - famous psychologist of all eras

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

Hakob Pogosovich Nazaretyan and mass psychology

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

Victor Ovcharenko, the pride of Russian psychology

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

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

It’s amazing, but most of the authors of books on child psychology who live and write in our country are unknown to parents. We read foreign psychologists. Maybe this is a tribute to fashion, or maybe the marketing policy of publishers. Nevertheless, modern Russian psychologists write books for parents. And what books! If you are lost in the maze of parent-child relationships, open the books in this article. We are sure that many questions will find answers. A website for parents, Growing Up in Tver, presents 10 child psychologists and authors of books on raising children.

We limited ourselves to ten authors, but there are, of course, many more. It is Russian psychologists that we recommend in this review, because they know Russian reality first-hand and understand well where the legs come from modern problems.

Books on raising children Gippenreiter Yu.B.

1. Yulia Borisovna Gippenreiter is our everything. She is deservedly considered a modern classic in the field of psychology. By the way, she writes not only books for parents, but also textbooks for students. Which is not at all surprising: she is a Doctor of Psychology, professor. Currently, he is a professor at the Department of General Psychology, Faculty of Psychology, Moscow State University. But we are grateful to her for her ability to convey to the heart of every parent the idea that the main tool of education is not a belt, but unconditional love. The books are published in large quantities, reprinted many times, quotes from them and pocket versions are published - all this is evidence of her talent as a popularizer read article.

Books on child psychology by Irina Mlodik

2. Irina Yurievna Mlodik – child psychologist, Chairman of the Association of Psychological Practitioners “Simply Together”. Her ironic writing style and common sense approach to problem solving captivate readers. By allowing us to be “imperfect parents,” Irina Yuryevna not only won the love of the target audience, but also opened the eyes of many parents to what their children feel. She speaks to her parents in the most current topics: how to tell a child about death, how to teach them to make choices and many others.

Books:

A book for imperfect parents
Introducing to a miracle, or a non-guide to child psychotherapy
School and how to survive in it
While you were trying to become a god... The painful journey of the narcissist
Where you are not yet

Nina Nekrasova

3. Nina Nekrasova - teacher, author of methods, experience working with children for more than 35 years. Another author whose books are as easy to read as they are interesting. Living examples, unexpected angles, scientific depth - this is what characterizes her books. Together with her daughter Zaryana she writes for many women's and family magazines. We are sure that you have read her articles in the magazine “My Child”. The books have been translated into other languages. In each of her books, Nina Nekrasova convinces parents that most problems can be avoided if they remember the main tool of education - unconditional love.

Books:

Stop raising children - help them grow
No danger. From birth to school.
No danger. School years
How to find contact with a child? Fabulous possibilities!
What is needed to live together. Fun parenting for the whole family
For dad to help. How to teach a man to take care of a baby

Ekaterina Murashova

4. Murashova Ekaterina – family and child psychologist, writer, author of books for teenagers. She worked under the Doctors of the World program with children from socially disadvantaged families. Winner of literary awards. Conducts an author's column in the magazine "Snob". Based on her script, the film “Correction Class” was made about the problems of teenagers.

Books:

To love or to educate?
Children are mattresses and children are disasters.
Your incomprehensible child.
Psychological recipes for parents

Vladimir Levi

5. Vladimir Levi – writer, psychotherapist, candidate of medical sciences, psychologist. The books have been translated into many languages.

Books:

Unusual child
How to raise parents or a new non-standard child
The art of being yourself
Every time
Me and We
People are lucky

Alla Barkan

Books:

6. Barkan Alla Isaakovna – pediatrician, Doctor of Medical Sciences, Professor of Psychology, Master of Philosophy at the University of Vienna, author of more than 120 articles and 19 books about children.

The world through the eyes of a baby. A baby through the eyes of a psychologist
Bad habits of good children
Private family wars

Belonoshchenko Evgenia

7. Evgeniya Belonoshchenko – psychologist, founder of a baby club, organizer of trainings for parents. The book Born with Character is an attempt to systematize the types of children's personalities. The traditional school of psychology talks about temperaments, but here they offer a different view of children's characters. After reading this book and finding your child’s type in it, you will definitely better understand him and his actions.

Book

Born with character

Olga Vologodskaya

8. Vologodskaya Olga Pavlovna

It turns out that it can be very convenient for parents to maintain their child’s lack of independence. But sometimes it’s the other way around: too early, parents burden their children with independence. In what portions should freedom be given? Where to start? How to recognize danger and teach a child to see these boundaries himself? This is described in the book by Olga Vologodskaya.

Book:

Fostering independence in children. Mom, can I go on my own?!

Lyudmila Strelkova

9. L. P. Strelkova. The Emotional Dictionary is an unusual book. This is a psychological workshop that parents do together with their children. By immersing yourself in the story-situations proposed by the author, you can learn to share the feelings of another. But this is one of the secrets of education. It is not without reason that they say that happiness is when you are understood.

Emotional primer from Ah to ay-yay-yay

Olga Yurchenko

10. Olga Yurchenko - teacher and psychologist. In her books she raises such pressing problems of child education as laziness and deception. How to distinguish between manipulation and a cry for help? What is hidden behind children's deception and where does laziness come from? Olga Yurchenko tried to find answers to these and other questions. The books contain a large number of tests and exercises to help you understand your problems.

The whole truth about children's lies, or what parents of young liars need to know
I don’t want to and I won’t! How to deal with childhood laziness

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 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 long-term emotional stress associated with the development of diseases such as stomach ulcers, hypertension, asthma, colitis, arthritis. (1864-1915) - German psychiatrist and neurologist, discovered the disease named after him. (born 1920) - German psychologist. He paid 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. Developed a series 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, special attention it paid 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” life plans individual, 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 medicinal use hypnosis, including for alcoholism. Works on sex education, early child behavior, social psychology. Researched 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 a level 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. He saw in the mental development of a child a manifestation of the biogenetic law. 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 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 ecological optics, the purpose of which is to analyze how the body sees environment, in which it is active. His approach recognized that not only individual sensations, but also holistic images are determined by the characteristics of external stimulation. (1897-1976) - American psychologist, model developer 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 widely used later to determine creativity in American system education, 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 game theory, where it was considered as a preparation for life's trials, in which organ training takes place. (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 circulation”, 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. Proposed a comprehensive approach to professional suitability that combines analysis social factors 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. Created a number of techniques for identifying individual characteristics 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 in terms of 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 World War II, he developed survey methodology public opinion . 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 of 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, more or less 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 the 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 method 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 child’s physical and spiritual development 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. Dealt with problems of management, professional selection, 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,” and “Super-Ego,” is aimed primarily at the analysis of individual manifestations. Unlike S. 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. He graduated from Harvard University with a bachelor's degree in 1950, defended his master's thesis at Swarthmore College in 1952, and his doctorate in psychology at Harvard University in 1956. Professor at Elmory University in Atlanta, director of the Center for Cognitive Psychology. Conducted research into 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. Developed new methods psychological analysis activities of the pilot, in particular, he created a laboratory aircraft. (1856-1931) - French psychologist. Specialist in the field of research of cognitive processes, primarily thinking, speech, 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. The most famous are his experiments with teaching the chimpanzee Sarah to use signs. Several earlier, the spouses R. and B. Gardner managed to teach the chimpanzees complex system 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). He 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 projective test spots of color that 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

I once wrote about the 100 most outstanding psychologists of the twentieth century. But psychology does not stand still and younger generations of researchers are stepping on the heels of the classics. A group of researchers led by Ed Diener compiled a list of the 200 most prominent psychologists of our time, referring to those whose careers peaked in the period after World War II. An article with the list was published in a new magazine open access from APA Archives of Scientific Psychology .

In the first stage, they compiled a list of 348 psychologists who could potentially lay claim to the title of the most outstanding. In compiling this list, the authors used 6 sources: 1) APA Distinguished Contributions Award recipients, 2) APS Award recipients, 3) National Academy of Sciences members, 4) American Academy of Arts and Sciences members, 5) Most Cited Authors articles according to the Institute for Scientific Information, 6) researchers frequently mentioned in 5 introductory psychology textbooks.

Next, these 348 psychologists were ranked according to an integral assessment based on three criteria: 1) the presence of APA and APS awards for contributions to psychology, 2) the number of pages in 5 introductory psychology textbooks dedicated to the researcher or his research (plus the number of lines in articles Wikipedia), 3) citations (the total number of citations, the H-index, the most cited works were combined). The number of citations was determined according to Google Scholar data, so do not be surprised by the huge absolute numbers; it is known that Google Scholar takes into account citations not only from peer-reviewed journals, so it finds much more of them than, for example, Web of Science.

The list of the first 200 most outstanding turned out to be as follows:

BANDURA, Albert
PIAGET, Jean
KAHNEMAN, Daniel
LAZARUS, Richard
SELIGMAN, Martin
SKINNER, B. F.
CHOMSKY, Noam
TAYLOR, Shelley
TVERSKY, Amos
DEENER, Ed.
SIMON, Herbert
ROGERS, Carl
SQUIRE, Larry
ANDERSON, John
EKMAN, Paul
TULVING, Endel
ALLPORT, Gordon
BOWLBY, John
NISBETT, Richard
CAMPBELL, Donald
MILLER, George
FISKE, Susan
DAVIDSON, Richard
MCEWEN, Bruce
MISCHEL, Walter
FESTINGER, Leon
MCCLELLAND, David
ARONSON, Elliot
POSNER, Michael
BAUMEISTER, Roy
KAGAN, Jerome
LEDOUX, Joseph
BRUNER, Jerome
ZAJONC, Robert
KESSLER, Ronald
RUMELHART, David
PLOMIN, Robert
SCHACTER, Daniel
BOWER, Gordon
AINSWORTH Mary
MCCLELLAND, James
MCGAUGH, James
MACCOBY, Eleanor
MILLER, Neal
RUTTER, Michael
EYSENCK, Hans
CACIOPPO, John
RESCORLA, Robert
EAGLY, Alice
COHEN Sheldon
BADDELEY, Alan
BECK, Aaron
ROTTER, Julian
SMITH, Edward
LOFTUS, Elizabeth
JANIS, Irving
SCHACHTER, Stanley
BREWER, Marilynn
SLOVIC, Paul
STERNBERG, Robert
ABELSON, Robert
MISHKIN, Mortimer
STEELE, Claude
SHIFFRIN, Richard
HIGGINS, E. Tory
WEGNER, Daniel
KELLEY, Harold
MEDIN, Douglas
CRAIK, Fergus
NEWELL, Allen
HEBB, Donald
CRONBACH, Lee
MILNER, Brenda
GARDNER, Howard
GIBSON, James
THOMPSON, Richard
GREEN, David
BERSCHEID, Ellen
MARKUS, Hazel
JOHNSON, Marcia
HILGARD, Ernest
MASLOW, Abraham
DAMASIO, Antonio
ATKINSON, Richard
ERIKSON, Erik
BROWN, Roger
SPERRY, Roger
COHEN, Jonathan
ROSENZWEIG, Mark
TOLMAN, Edward
GREENWALD, Anthony
HARLOW, Harry
DEUTCH, Morton
SPELKE, Elizabeth
GAZZANIGA, Michael
ROEDIGER, H. L.
GUILFORD, J.P.
HETHERINGTON, Mavis
PINKER, Steven
TREISMAN, Anne
RYAN, Richard
BARLOW, David
FRITH, Utah
ASCH, Solomon
SHEPARD, Roger
ATKINSON, John
COSTA, Paul
JONES, Edward
SPERLING, George
CASPI, Avshalom
EISENBERG, Nancy
GARCIA, John
HEIDER, Fritz
SHERIF, Muzafer
GOLDMAN-RAKIC, P.
UNGERLEIDER, Leslie
ROSENTHAL, Robert
SEARS, Robert
WAGNER, Allan
DECI, Ed.
DAVIS, Michael
ROZIN, Paul
GOTTESMAN, Irving
MOFFITT, Terrie
MAIER, Steven
ROSS, Lee
KOHLER, Wolfgang
GIBSON, Eleanor
FLAVEL, John
FOLKMAN, Susan
GELMAN, Rochel
LANG, Peter
NEISSER, Ulrich
CSIKSZENTMIHALYI, Mihalyi
MERZENICH, Michael
MCCRAE, Robert
OLDS, James
TRIANDIS, Harry
DWECK, Carol
HATFIELD, Elaine
SALTHOUSE, Timothy
HUTTENLOCHER, J.
BUSS, David
MCGUIRE, William
CARVER, Charles
PETTY, Richard
MURRAY, Henry
WILSON, Timothy
WATSON, David
DARLEY, John
STEVENS, S.S.
SUPPES, Patrick
PENNEBAKER, James
MOSCOVITCH, Morris
FARAH, Martha
JONIDES, John
SOLOMON, Richard
SCHEIER, Michael
KITAYAMA, Shinobu
MEANEY, Michael
PROCHASKA, James
FOA, Edna
KAZDIN, Alan
SCHAIE, K. Warner
BARGH, John
TINBERGEN, Niko
KAHN, Robert
CLORE, Gerald
LIBERMAN, Alvin
LUCE, Duncan
BROOKS-GUNN, Jeanne
LUBORSKY, Lester
PREMACK, David
NEWPORT, Elissa
SAPOLSKY, Robert
ANDERSON, Craig
GOTLIB, Ian
BEACH, Frank
MEEHL, Paul
BOUCHARD, Thomas
ROBBINS, Trevor
BERKOWITZ, Leonard
THIBAUT, John
TEITELBAUM, Philip
CECI, Stephen
MEYER, David
MILGRAM, Stanley
SIEGLER, Robert
AMABILE, Teresa
KINTSCH, Walter
CAREY, Susan
FURNHAM, Adrian
BELSKY, Jay
OSGOOD, Charles
MATTHEWS, Karen
STEVENSON, Harold
UNDERWOOD, Brenton
BIRREN, James
KUHL, Patricia
COYNE, James

The list included researchers representing 16 topic areas in psychology. The three most common are social psychology (16%), biological psychology (11%), and developmental psychology (10%).

Prominent psychologists almost always have a very large number of articles (most often hundreds, but some have significantly more: Adrian Furnham - more than 1100, Robert Sternberg - more than 1200!), some of which are mega-cited. This is facilitated by the fact that most often they do not retire and continue to conduct research throughout their lives. Apparently because they really like it. And since the average age of those who have already died is 80 years, and many live into their 90s (for example, Jerome Bruner), their academic experience often exceeds 50 or even 60 years.
Recognition from professional organizations comes late. Middle age 59 years of receiving an APA award. Only one Paul Meehl received the award at 30, and Kahneman and Festinger at 40.
38% of psychologists from this list received a PhD degree from 5 universities: Harvard, University of Michigan, Yale, Stanford, University of Pennsylvania. If we add 5 more to them - the University of California at Berkeley, the University of Minnesota, Columbia University, the University of Chicago and the University of Texas - then there will already be 55% of those who defended their defense in this ten. Since there are about 285 graduate schools in psychology in the United States, the authors note great inequality among them. However, over time, this inequality decreases, because Among those born before 1936, 38% received their PhD from Ivy League universities (i.e., a total of 8 universities). Among those born after 1936, this figure is already 21%. There is greater diversity at the undergraduate and graduate levels. The top 5 places here are occupied by Harvard, the University of Michigan, the City University of New York, Stanford and the University of California at Berkeley. The top 20% of psychologists have graduated from these universities.
Most of the researchers on this list worked at least for some time at these most prestigious universities: 50 people worked at Harvard, 30 at Stanford, 27 at the University of Pennsylvania, 27 at the University of Michigan, 25 at Yale.
Despite the fact that 75% to 80% of psychologists graduating from universities are women (the same is true at the PhD level), women are a minority on the list of the most distinguished. However, over time their number increases. Among those born before 1921, only 10% were women, between 1921 and 1950 - 22%, between 1951 and 1965 - 27%.

It is interesting to look separately at the list of the 50 most cited publications.

Anticipating possible questions and comments, I’ll say it right away. Yes, this list consists only of researchers, there are no practitioners on it. That's how it was intended. The list was built on the basis of specific criteria, and if your favorite psychologist is not on it, it means that according to these criteria he is lower than the rest. The list is current at the moment, but it may change over time. New people can get into it, and those already in it can change their place.

And one last thing. If you suddenly want to become an outstanding psychologist, analyzing the list of the most outstanding psychologists can give you some tips that can help you with this. First, you need to graduate from one of the most prestigious universities in the world and receive a PhD degree from one of them. At the same time, it is not so important what exactly you will do within psychology and what you will study, although studying the psychology of sensations and perception or social psychology seems to be more profitable. Secondly, you need to work hard, conduct a lot of research and publish many articles, at least a hundred. Thirdly, you must love to do research and do it all your life, which should be long (you must try to live to at least 80 years). Fourthly, you need to be patient; in psychology, fame comes late.

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Diener, E., Oishi, S., & Park, J. Y. (2014). An Incomplete List of Eminent Psychologists of the Modern Era. Archives of Scientific Psychology, 2(1), 20–32. doi:10.1037/arc0000006

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