Walter Mischel

Columbia University

Paul Meehl, in one of his last public speeches, memorably noted that most clinical psychologists select their methods like kids make choices in a candy store: They look around, maybe sample a bit, and choose what they like, whatever feels good to them.

New report in Psychological Science in the Public Interest, the result of a major two-year analysis that lays out the ugly truth behind this shady industry.

“Many clinical psychologists today, perhaps the majority, are deeply ambivalent about the role of science in informing their practice,” the authors write.

This report wasn’t written by some unhappy fringe or radical group looking to discredit psychology. It was written by a group of top psychologists, some of the few rays of light who see the darkness engulfing their profession.” William Campbell Douglass II, M.D.

Connecting Clinical Practice to Scientific Progress

by Walter Mischel (pdf file)

Copyrights: http://www.psychologicalscience.org

From Wikipedia, the free encyclopedia

Walter Mischel

Walter Mischel (1930- ) is an American psychologist specializing in personality theory and social psychology. He is the Robert Johnston Niven Professor of Humane Letters in the Department of Psychology at Columbia University.

Early life

Mischel was born in 1930 in Vienna, Austria, from which he fled with his family to the United States after the Nazi occupation in 1938.^[1] He grew up in Brooklyn, New York and studied under George Kelly and Julian Rotter at Ohio State University, where he received his Ph.D. in clinical psychology in 1956.

Professional career

Mischel taught at the University of Colorado from 1956 to 1958, at Harvard University from 1958 to 1962, and at Stanford University from 1962 to 1983. Since 1983, Mischel has been in the Department of Psychology at Columbia University.

Mischel was elected to the National Academy of Sciences in 2004 and to the American Academy of Arts and Sciences in 1991. In 2007, Mischel was elected president of the Association for Psychological Science. Mischel’s other honors include the Distinguished Scientific Contribution Award from the American Psychological Association, the Distinguished Scientist Award of the Society of Experimental Social Psychologists, the Distinguished Contributions to Personality Award of the Society of Social and Personality Psychologists, and the Distinguished Scientist Award of American Psychological Association’s Division of Clinical Psychology. He is past editor of Psychological Review and past president of the American Psychological Association Division of Social and Personality Psychology and of the Association for Research in Personality.

Contributions to personality theory

In 1968, Mischel published the now classic monograph, Personality and Assessment, which created a paradigm crisis in personality psychology that changed the agenda of the field for decades. Mischel showed that study after study failed to support the fundamental traditional assumption of personality theory, that an individual’s behavior with regard to a trait (e.g. conscientiousness, sociability) is highly consistent across diverse situations. Instead, Mischel’s analyses revealed that the individual’s behavior, when closely examined, was highly dependent upon situational cues, rather than expressed consistently across diverse situations that differed in meaning.

Mischel made the case that the field of personality psychology was searching for consistency in the wrong places. Instead of treating situations as the noise or “error of measurement” in personality psychology, Mischel’s work proposed that by including the situation as it is perceived by the person and by analyzing behavior in its situational context, the consistencies that characterize the individual would be found. He argued that these individual differences would not be expressed in consistent cross-situational behavior, but instead, he suggested that consistency would be found in distinctive but stable patterns of if-then, situation-behavior relations that form contextualized, psychologically meaningful “personality signatures” (e.g., “she does A when X, but B when Y”).

These signatures of personality were in fact revealed in a large observational study of social behavior across multiple repeated situations over time (Mischel & Shoda, 1995). Contradicting the classic assumptions, the data showed that individuals who were similar in average levels of behavior, for example in their aggression, nevertheless differed predictably and dramatically in the types of situations in which they aggressed. As predicted by Mischel, they were characterized by highly psychologically informative if-then behavioral signatures. Collectively, this work has allowed a new way to conceptualize and assess both the stability and variability of behavior that is produced by the underlying personality system, and has opened a window into the dynamic processes within the system itself (Mischel, 2004).

In a second direction, beginning in the late 1960’s and early 1970’s, Mischel pioneered work illuminating the ability to delay gratification and to exert self-control in the face of strong situational pressures and emotionally “hot” temptations. His studies with preschoolers in the late 1960s, often referred to as “the marshmallow experiment“, examined the processes and mental mechanisms that enable a young child to forego immediate gratification and to wait instead for a larger desired but delayed reward. Continuing research with these original participants has examined how preschool delay of gratification ability links to development over the life course, and may predict a variety of important outcomes (e.g., SAT scores, social and cognitive competence, educational attainment, and drug use), and can have significant protective effects against a variety of potential vulnerabilities.^[1] This work also opened a route to research on temporal discounting in decision-making, and most importantly into the mental mechanisms that enable cognitive and emotional self-control, thereby helping to demystify the concept of “willpower” (Mischel et al., 1989; Mischel & Ayduk, 2004).

References

External links

• Columbia University Department of Psychology: Walter Mischel

elected bibliography

Media reports

• Lehrer, Jonah. “Department of Science: Don’t!” May 18, 2009. The New Yorker. [1]

Scientific publications

• Mischel, W. (1968). Personality and assessment. New York: Wiley.
• Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality. Psychological Review, 80, 252-283.
• Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244, 933-938.
• Mischel, W. & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102, 246-268.
• Metcalfe, J., & Mischel, W. (1999). A hot/cool system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 3-19.
• Mischel, W., & Ayduk, O. (2004). “Willpower in a cognitive-affective processing system: The dynamics of delay of gratification”. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, Theory, and Applications (pp. 99-129). New York: Guilford.
• Mischel, W. (2004). “Toward an integrative science of the person”. Annual Review of Psychology, 55, 1-22.

Autobiography

• Mischel, W. (2007). “Walter Mischel”. In G. Lindzey & W. M. Runyan (Eds.), A History of Psychology in Autobiography (Vol. IX, pp. 229-267). Washington, DC: American Psychological Association.

Excerpts from

The Mind in the Making by

James Harvey Robinson (June 29, 1863–February 16, 1936) was an American historian.

Robinson was born Bloomington, Illinois. He taught history at the University of Pennsylvania (1891–95) and Columbia University (1895–1919), becoming a full professor in 1895.

In 1919, he was one of the founders of the New School for Social Research, of which he was the first director. Through his writings and lectures, in which he stressed the “new history” — the social, scientific, and intellectual progress of humanity rather than merely political happenings — he exerted an important influence on the study and teaching of history. An editor (1892–95) of the Annals of the American Academy of Political and Social Science, he was also an associate editor (1912–20) of the American Historical Review and president (1929) of the American Historical Association.

——————————————————————

The truest and most profound observations on Intelligence have in the
past been made by the poets and, in recent times, by story-writers.
They have been keen observers and recorders and reckoned freely with
the emotions and sentiments. Most philosophers, on the other hand,
have exhibited a grotesque ignorance of man’s life and have built up
systems that are elaborate and imposing, but quite unrelated to actual
human affairs. They have almost consistently neglected the actual
process of thought and have set the mind off as something apart to be
studied by itself. _But no such mind, exempt from bodily processes,
animal impulses, savage traditions, infantile impressions, conventional
reactions, and traditional knowledge, ever existed_, even in the case
of the most abstract of metaphysicians. Kant entitled his great work
_A Critique of Pure Reason_. But to the modern student of mind pure
reason seems as mythical as the pure gold, transparent as glass, with
which the celestial city is paved.

The fatherhood of God has been preached by Christians for over
eighteen centuries, and the brotherhood of man by the Stoics long
before them. The doctrine has proved compatible with slavery and
serfdom, with wars blessed, and not infrequently instigated, by
religious leaders, and with industrial oppression which it requires a
brave clergyman or teacher to denounce to-day. True, we sometimes have
moments of sympathy when our fellow-creatures become objects of tender
solicitude. Some rare souls may honestly flatter themselves that they
love mankind in general, but it would surely be a very rare soul
indeed who dared profess that he loved his personal enemies–much less
the enemies of his country or institutions. We still worship a tribal
god, and the “foe” is not to be reckoned among his children. Suspicion
and hate are much more congenial to our natures than love, for very
obvious reasons in this world of rivalry and common failure. There is,
beyond doubt, a natural kindliness in mankind which will show itself
under favorable auspices. But experience would seem to teach that it
is little promoted by moral exhortation. This is the only point that
need be urged here. Whether there is another way of forwarding the
brotherhood of man will be considered in the sequel.

NOTES.

[1] George Bernard Shaw reaches a similar conclusion when he
contemplates education in the British Isles. “We must teach
citizenship and political science at school. But must we? There is no
must about it, the hard fact being that we must not teach political
science or citizenship at school. The schoolmaster who attempted it
would soon find himself penniless in the streets without pupils, if
not in the dock pleading to a pompously worded indictment for sedition
against the exploiters. Our schools teach the morality of feudalism
corrupted by commercialism, and hold up the military conqueror, the
robber baron, and the profiteer, as models of the illustrious and
successful.”–_Back to Methuselah_, xii.

6. OUR ANIMAL HERITAGE. THE NATURE OF CIVILIZATION

There are four historical layers underlying the minds of civilized
men–the animal mind, the child mind, the savage mind, and the
traditional civilized mind. We are all animals and never can cease to
be; we were all children at our most impressionable age and can never
get over the effects of that; our human ancestors have lived in
savagery during practically the whole existence of the race, say five
hundred thousand or a million years, and the primitive human mind is
ever with us; finally, we are all born into an elaborate civilization,
the constant pressure of which we can by no means escape.

[13] “If the earth were struck by one of Mr. Wells’s comets, and if,
in consequence, every human being now alive were to lose all the
knowledge and habits which he had acquired from preceding generations
(though retaining unchanged all his own powers of invention and memory
and habituation) nine tenths of the inhabitants of London or New York
would be dead in a month, and 99 per cent of the remaining tenth would
be dead in six months. They would have no language to express their
thoughts, and no thoughts but vague reverie. They could not read
notices, or drive motors or horses. They would wander about, led by
the inarticulate cries of a few naturally dominant individuals,
drowning themselves, as thirst came on, in hundreds at the riverside
landing places, looting those shops where the smell of decaying food

Nous etions deja si vieux quand nous sommes nes.–ANATOLE FRANCE.

Full Book:

The Mind in the Making
The Relation of Intelligence to Social Reform

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VALUE FIRST MANIFESTO by Dr. Mani in original language

(English) can be found here:

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ValueFirst.pdf

————————-

Je fais parti de TIMIC (The Internet Marketing Inner Circle) crée par mon ami Willie Crawford

TIMIC réunit des centaines de businessmen de haut calibre venant de tous les continents, tels que *Dr. Mani, Case Stevens…Un de ses membres (*Dr. Mani – Chirurgien/*Infopreneur*) et ami, a partagé avec moi…

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Vous avez la permission de distribuer, partager, et republier ce document à condition qu’il soit laissé intacte sans changement au niveau du format ou du contenu.

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La Fondation du *Dr. Mani CHILD HEART FOUNDATION:

est à but non lucratif créé pour sensibiliser le public au sujet des cardiopathies congénitales et récolter des fonds afin de parrainer et sauver des enfants (souffrant de maladies cardiaques congénitales) issus de familles pauvres en Inde.

http://www.chdinfo.com/