What are the schools of psychology?

(1) Constructivism Psychology \ x0d \ x0d \ The main representatives of constructivism psychology are Feng Te and his student Tieqinna (E.B.Titchener, 1867- 1927), which is the first schools of psychology since psychological independence. This school 1899 was born in Germany, then developed in the United States, and gradually declined after the 1930s. Constructivism believes that the research object of psychology is conscious experience, that is, the constituent elements of psychological experience and the ways and laws of their combination, and advocates that psychology should study the content or structure of conscious experience in an experimental introspection way to find out the components of consciousness and the laws of how to combine them into various complex psychological processes. They emphasize that psychology is a pure science, and its basic task is to understand the general psychological laws of normal people, but they do not attach importance to the application of psychology. This school independently studies psychological problems by experimental methods, which promotes the rise of western psychological schools and the development of American psychology. Its research results have become an integral part of modern psychology. However, because its research object is too narrow, it has fallen into the situation of elementarism and introspection, which has been opposed by many psychologists. \x0d\\x0d\ (2) behaviorist school \ x0d \ x0d \ behaviorist school (also known as early behaviorist school) was born in the United States in 19 13, and was founded by J.B.Watson,1878-. This school disagrees with the discussion of consciousness in psychology, and thinks that psychology is the science of behavior, and the purpose of psychology should be to find ways to predict and control behavior. They believe that psychology should study "what can be obtained through objective observation and is clear to all", that is, human behavior, and put forward the behavior formula of "stimulus-response" (S-R). Behaviorism advocates an objective research direction, which helps to get rid of the nature of subjective speculation and draw more conclusions from experimental research. However, they ignored the internal process of behavior and opposed the research consciousness, which caused many people's criticism and opposition. \ x0d \ x0d \ The main representatives of the new behaviorism school are tolman (E.C.Tolman), Hull (C.L.) and Skinner (B.F.). Neo-behaviorism holds that an organism does not simply respond to stimuli, but its behavior always tends to or avoids a goal. There must be an "intermediary" factor between the purpose and behavior of animals and people, which is individual cognition. That is to say, in the process of "stimulus-response", an intermediary variable (O) is added to make the behaviorism model become "S-O-R". This is one of the main schools of western modern psychology. Neo-behaviorism emphasizes objective experimental operation, which impacts introspective psychology and promotes the wide application of psychology and the development of program teaching, but it falls into the position of reductionism and mechanism. \ \x0d\\x0d\ (3 3) Gestalt School or Gestalt School \ x0d \ x0d \ This school was founded in wertheimer (M. Wertheimer, 1880- 1943) in 2002. 1886- 194 1), Kohler (W. Kohler, 1887- 1967), Lei Wen (K. Lewin,1890-. This is one of the main schools of western modern psychology. This school opposes the S-R formula of structuralism and behaviorism, and advocates that psychology should study the gestalt or whole structure of consciousness, arguing that the whole is not the sum of parts, consciousness is not the sum of the elements of feeling and emotion, behavior is not the set of reflex arcs, and thinking is not a simple connection of ideas. They attach importance to the whole, emphasize the dynamic relationship between parts and understand creative thinking, which has played a positive role in promoting the development of psychology later. However, this school denies the role of past experience and falls into the position of idealism transcendentalism. \ x0d \ x0d \ (4) Psychoanalysis School or Psychoanalysis School \ x0d \ x0d \ Psychoanalysis School came into being in 1900, and its founder was Austrian psychiatrist and psychologist Freud (S. Freud, 1856- 1939). The theory of this school was widely circulated and had great influence in the 1920s. \ x0d \ x0d \ Freud believed that human psychology can be divided into two parts: consciousness and subconscious. The subconscious mind cannot be realized by itself, which includes primitive blind impulses, various instincts and repressed motives and desires after birth. He emphasized the importance of the subconscious, and believed that sexual instinct was the basic motive force of human psychology and the eternal force to manipulate personal destiny and determine social development. He divided personality into three parts: id, ego and superego, among which id was born with instinct and primitive desire; The self is separated from the id, and between the id and the outside world, it controls and regulates the id; The superego is a "moral self", including conscience and ideal, and its main function is to guide the self to limit the impulse of the id. The three are usually in a state of balance, and if the balance is destroyed, it will lead to mental illness. \ x0d \ x0d \ Psychoanalytic school attaches great importance to subconsciousness and psychotherapy, expands the research field of psychology and draws some important laws of psychopathology, but some of their main theories have been opposed by many people. In the mid-1930s, a group of psychologists represented by H.S. Sullivan, K. Horney and E. Fromm opposed Freud's instinctive theory, universality theory and personality structure theory, and emphasized the influence of cultural background and social factors on mental illness and personality development, thus forming a new psychoanalysis in the United States. \ x0d \ x0d \ Neo-psychoanalysis school still retains some basic ideas in Freud's theory. Although there are different concept names in his theory, in the final analysis, it is the subconscious drive and innate potential that play the main role. \x0d\\x0d\ (5) Cognitive school \ x0d \ x0d \ Cognitive psychology began in the mid-1950s and developed rapidly after 1960s. Cognitive Psychology, published by American psychologist U. neisser in 1967, marks the maturity of this theoretical school. The generalized cognitive psychology should also include Piaget's genetic epistemology, who regarded the development of human cognition as a constructive process and carefully studied the development stages of this process. Cognitive psychology in a narrow sense refers to the science of explaining people's cognitive process with the viewpoint and terminology of information processing, so it is also called information processing psychology. This school opposes the behaviorism theory and thinks that it is not necessary to understand the physiological basis of psychology before studying psychological phenomena. They regard people as a computer-based information processing system and think that the working principle of the human brain is the same as that of the computer, so they can make an analogy between the computer and the human brain. They emphasize the decisive role of people's existing knowledge structure on behavior and current cognitive activities, and strive to discover the laws of people's acquisition and utilization of knowledge through computer simulation and other means, so as to achieve the purpose of exploring the laws of human cognitive activities. They also recognize people's subjective initiative and the dynamic role of consciousness, and emphasize the overall comprehensive analysis of people's cognitive process. \ x0d \ x0d \ The theory of cognitive psychology contains dialectical factors, which is of positive significance to oppose behaviorism mechanism and Freudian irrationalism, and is helpful to expand the research methods of psychology, promote the modernization of psychology and develop artificial intelligence and computer science, which has become the main direction of psychological research at present. However, they study human psychology as a computer information processing system, which is still controversial in the field of psychology. \x0d\\x0d\ (6) Humanistic Psychology \ x0d \ x0d \ Humanism was founded by American psychologists Maslow (1908- 1970) and Rogers (C.Rogers, 1902-65440). It not only opposes psychoanalysis to belittle human nature and reduce conscious experience to basic tendency, but also opposes behaviorism to regard consciousness as an incidental phenomenon, thinking that man is not a "bigger mouse" or a "slower computer" and advocates studying the development of human value and potential. Because they believe that human nature is good, people have the need for self-realization and great psychological potential. As long as there is a proper environment and education, people will improve themselves, give full play to their creative potential and achieve some positive social goals. Therefore, from the perspective of exploring the highest pursuit and value of human beings, they think that psychology should change the study of ordinary people or morbid people and become a way to study the psychology of "healthy" people, reveal their creative motives and show their potential. This school is called the third force of psychology. \ x0d \ x0d \ humanistic methodology does not exclude traditional scientific methods, but expands the scope of scientific research to solve the problems of human beliefs and values that were excluded from the scope of psychological research in the past. Humanistic psychology is still a developing theory, and its theoretical system is not complete. Some of their research on people still stays in the abstract discussion of human nature, so they can't reveal the essential laws of human psychology.