19.

Erikson, Eric: was a Danish-German-Americandevelopmental psychologist and psychoanalyst known for his theory on social development of human beings. He may be most famous for coining the phrase identity crisis. 20. Eysenck, Hans: Hans Jrgen Eysenck was a German-British psychologist who spent most of his career in Britain, best remembered for his work onintelligence and personality, though he worked in a wide range of areas. At the time of his death, Eysenck was the living psychologist most frequently cited in science journals. 21. Festinger, Leon: was an American social psychologist, responsible for the development of the Theory of Cognitive Dissonance,Social comparison theory, and the discovery of the role of propinquity in the formation of social ties as well as other contributions to the study of social networks. 22. Freud, Sigmund (and Anna Freud): an Austrian neurologist who founded the discipline of psychoanalysis. Freud is best known for his theories of the unconscious mind and the mechanism of repression, and for creating the clinical method of psychoanalysis for investigating the mind and treating psychopathology through dialogue between a patient and a psychoanalyst. Freud established sexual drives as the primary motivational forces of human life, developed therapeutic techniques such as the use of free association, discovered the phenomenon of transference in the therapeutic relationship and established its central role in the analytic process; he interpreted dreams as sources of insight into unconscious desires. 23. Fromm, Erich: was a German-AmericanJewish social psychologist, psychoanalyst, humanistic philosopher, and democratic socialist. He was associated with what became known as the Frankfurt School of critical theory. 24. Galton, Frances: Galton had a prolific intellect, and produced over
340 papers and books throughout his lifetime. He also created the statistical concept of correlation and widely promoted regression toward the mean. He was the first to apply statistical methods to the study of human differences and inheritance of intelligence, and introduced the use of questionnaires and surveys for collecting data on human communities, which he needed for genealogical and biographical works and for hisanthropometric studies. He was a pioneer in eugenics, coining the term itself and the phrase "nature versus nurture". His book, Hereditary Genius (1869), was the first social scientific attempt to study genius and greatness. As an investigator of the human mind, he founded psychometrics (the science of measuring mental faculties) and

differential psychology. He devised a method for classifying fingerprints that proved useful in forensic science. 25. Gardner, Howard: Gardner's Theory of multiple intelligences states

that not only do human beings have many different ways to learn and process information, but that these are independent of each other: leading to multiple "intelligences" as opposed to a general intelligence factor among correlated abilities. In 1999 Gardner currently lists eight intelligences as linguistic, logic-mathematical, musical, spatial, bodily kinesthetic, naturalist, interpersonal and intrapersonal. Gardner is still considering a ninth, or existential intelligence, but has not added it yet. 26. Gilligan, Carol: an American feminist, ethicist, and

psychologist best known for her work with and against Lawrence Kohlberg on ethical community and ethical relationships, and certain subject-object problems in ethics. She is currently a Professor at New York University and a Visiting Professor at the University of Cambridge. She is best known for her 1982 work, In a Different Voice. 27. Goleman, Daniel: an author, psychologist, and science journalist. For twelve years, he wrote for The New York Times, specializing in psychology and brain sciences. He is the author of more than 10 books on psychology, education, science, and leadership. 28. Hall, G. Stanley: was a pioneering Americanpsychologist and educator. His interests focused on childhood development and evolutionary theory. Hall was the first president of the American Psychological Association and the first president of Clark University. 29. Harlow, Harry: was an American psychologist best known for his maternal-separation and social isolation experiments onrhesus monkeys, which demonstrated the importance of care-giving and companionship in social and cognitive development. He conducted most of his research at the University of WisconsinMadison, where humanistic psychologist Abraham Maslow worked for a time with him.

30. Harris, Thomas: is an American author and screenwriter, best known for a series of suspense novels about his most famous character, Hannibal Lecter. All of his works have been made into films, the most notable being the multi-Oscar winning The Silence of the Lambs. 31. Horney, Karen: a German psychoanalyst and psychiatrist of Norwegian and Dutch descent. Her theories questioned some traditional Freudian views, particularly his theory of sexuality, as well as the instinct orientation of psychoanalysis and its genetic psychology. As such, she is often classified as Neo-Freudian. 32. Hubel, David & Torstein Wiesel: the John Franklin Enders Professor of Neurobiology, Emeritus, at Harvard Medical School. He was co-recipient with Torsten Wiesel of the 1981 Nobel Prize in Physiology or Medicine, for their discoveries concerning information processing in the visual system; the prize was shared with Roger W. Sperry for his independent research on the cerebral hemispheres. In 1978, Hubel and Wiesel were awarded the Louisa Gross Horwitz Prize from Columbia University. 33. Hull, Clark: was an influential American psychologist who sought to
explain learning and motivation by scientific laws of behavior. is doctoral research on "Quantitative Aspects of the Evolution of Concepts" was published in Psychological Monographs. Hull conducted research demonstrating that his theories could predict and control behavior. His most significant works were the Mathematico-Deductive Theory of Rote Learning (1940), and Principles of Behavior (1943), which established his analysis of animal learning and conditioning as the dominant learning theory of its time. Hull is known for his debates with Edward C. Tolman. He is also known for his work in Drive Theory. Hulls model is couched in biological terms: Organisms suffer deprivation. Deprivation creates needs. Needs activate drives. Drives activate behavior. Behavior is goal directed. Achieving the goal has survival value.

34. James, Wiiliam and James-Lange Theory: was a pioneering American psychologist and philosopher who was trained as a medical

doctor. He wrote influential books on the young science of psychology, educational psychology, psychology ofreligious experience and mysticism, and on the philosophy of pragmatism. He was the brother of novelist Henry James and of diarist Alice James. James is one of the two namesakes of the James-Lange theory of emotion, which he formulated independently of Carl Lange in the 1880s. The theory holds that emotion is the mind's perception of physiological conditions that result from some stimulus. 35. Jones, Mary Cover: Mary Cover Jones stands out as a pioneer
of behavior therapyJoseph Wolpe dubbed her "the mother of behavior therapy"[1]. Mary Cover Jones studied psychology at Vassar College, from which she graduated in 1919, after which she went on to work with noted behaviorist John B. Watson during the 1920s. Her study of unconditioning a fear of rabbits, which she conducted at the Institute of Educational Research, Columbia University Teachers College on a three-year-old named Peter, is her most often cited work. Jones treated Peters fear of a white rabbit by direct conditioning, in which a pleasant stimulus (food) was associated with the rabbit. As the rabbit was gradually brought closer to him in the presence of his favorite food, Peter grew more tolerant, and was able to touch it without fear.

36. Jung, Carl: was a Swiss psychiatrist, an influential thinker and the founder of Analytical Psychology. Jung is often considered the first modern psychologist to state that the human psyche is "by nature religious" and to explore it in depth.[1] Though not the first to analyze dreams, he has become perhaps one of the most well known pioneers in the field of dream analysis. Unlike Freud et al. he was a self-described natural scientist, not a theoretical psychologist. For Jung this salient distinction revolved around his initial process of deep observation followed by categorizations rather than the reverse process of imagining what categories exist and then proceeding to seek for proof of and then discover that one was correct, always correct. While he was a fully involved and practicing clinician, much of his life's work was spent exploring tangential areas, including Eastern and Western philosophy, alchemy, astrology, and sociology, as well as literature and the arts;

all of which were extremely productive in regard to the symbols and processes of the human psyche, found in dreams and other entries to the unconscious. 55. Sheldon, William: Sheldon distinguished himself in both fields; in

psychology, Sheldon pioneered the use of anthropometry in the development of his categories of somatotypes, and in numismatics, Sheldon authored Penny Whimsy, the first work to extensively catalog the varieties of early American large cents. He also developed the "Sheldon scale" that graded coins on a numeric basis from 1 to 70. 56. Skinner, B. F. : as an American behaviorist, Skinner invented the operant conditioning chamber, innovated his own philosophy of science called radical behaviorism, and founded his own school of experimental research psychology the experimental analysis of behavior. His analysis of human behavior culminated in his work Verbal Behavior, which has recently seen enormous increase in interest experimentally and in applied settings. 57. Spearman, Charles: an English psychologist known for work in statistics, as a pioneer of factor analysis, and for Spearman's rank correlation coefficient. He also did seminal work on models for human intelligence, including his theory that disparate cognitive test scores reflect a single general factor and coining the term g factor. 58. Sperling, George: a cognitive psychologist who documented the
existence of iconic memory (one of the sensory memory subtypes). Sperling, through several experiments, showed support for his hypothesis that human beings store a perfect image of the visual world for a brief moment, before it is discarded from memory. In 1960, Sperling performed an experiment using a matrix with three rows of three letters. Participants of the study were asked to look at the letters, for a brief period of time, and then recall them immediately afterwards. This technique, called "free recall" showed that participants were able to, on average, recall 4-5 letters of the 9 they were given. This however, was already generally accepted in the psychological community, but Sperling believed that all 9 letters were stored in the viewer's

memory for a short period of time, but the memory failed so rapidly that only 4 or 5 could be recalled. Sperling called this ICONIC MEMORY. Sperling showed this with his experiment of cued recall. 59. Sperry, Roger: was a neuropsychologist, neurobiologist and Nobel

laureate who, together with David Hunter Hubel and Torsten Nils Wiesel, won the 1981 Nobel Prize in Medicine for his work with splitbrain research. 60. Sternberg, Robert: is an American psychologistand psychometrician and Provost at Oklahoma State University. He was formerly the Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. 61. Terman, Lewis: was an American psychologist, noted as a pioneer
in educational psychologyin the early 20th century at the Stanford University School of Education. He is best known as the inventor of the Stanford-Binet IQ test. He was a prominent eugenicist and was a member of theHuman Betterment Foundation. He also served as president of the American Psychological Association. 62. Throndike, Edward: was an American psychologist who spent

nearly his entire career at Teachers College, Columbia University. His work on animal behavior and the learning process led to the theory of connectionism and helped lay the scientific foundation for modern educational psychology. He also worked on solving industrial problems, such as employee exams and testing. 63. Toleman, Edward: was an American psychologist. He was most famous for his studies on behavioral psychology. Tolman is best known for his studies of learning in rats using mazes, and he published many experimental articles, of which his paper with Ritchie and Kalish in 1946 was probably the most influential. His major theoretical contributions came in his 1932 book, Purposive Behavior in Animals and Men, and in a series of papers in the Psychological Review,

64. Vygotsky, Lev: the mid-1920s, he worked at the Institute of Psychology and other educational, research, and clinical institutions in Moscow, Leningrad, and Kharkov where he extensively investigated ideas about cognitive development. Vygotsky's interests in the fields ofdevelopmental psychology, child development, and education were extremely diverse. The philosophical framework he provided includes not only insightful interpretations about the cognitive role of tools of mediation, but also the re-interpretation of well-known concepts in psychology such as the notion of internalization of knowledge. 65. Watson, John: was an American psychologist who established the psychological school of behaviorism, after doing research on animal behavior. He also conducted the controversial "Little Albert" experiment. 66. Weber, Ernst: was a German physician who is considered a founder of experimental psychology. In the 1840s Weber discovered that the just-noticeable difference (jnd) of the change in a stimulus's magnitude (viz., small weights held in the hand) is proportional to the stimulus's magnitude (e.g., 5%), rather than being an absolute value. 67. Wernickle, Carl: was a German physician, anatomist, psychiatrist and neuropathologist. Wernicke began pursuing his own research into the effects of brain disease on speech and language. Wernicke noticed that not all language deficits were the result of damage to Broca's area. Rather he found that damage to the left posterior, superior temporal gyrus resulted in deficits in language comprehension. This region is now referred to as Wernicke's area, and the associated syndrome is known as Wernicke's aphasia, for his discovery. 68. Wertheimer, Max: was a Czech-born psychologist who was one of the three founders of Gestalt psychology research of problem-solving, or what he preferred to call productive thinking. 69. Weschler, David: was a leading Romanianborn American psychologist. He developed well-known intelligence scales, such as the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC). 70. Whorf, Benjamin: Whorf is widely known for his ideas about linguistic relativity, the hypothesis that language influences thought. An important theme in many of his publications, he has been

credited as one of the fathers of this approach, often referred to as the "SapirWhorf hypothesis", 71. Wundt, Willhelm: was a German medical doctor, psychologist, physiologist, philosopher, and professor, known today as one of the founding figures of modern psychology. He is widely regarded as the "father of experimental psychology".[3][4][5] In 1879, Wundt founded the first formal laboratory for psychological research at the University of Leipzig. By creating this laboratory he was able to explore the nature of religious beliefs, identify mental disorders and abnormal behavior, and map damaged areas of the human brain. By doing this he was able to establish psychology as a separate science from other topics. He also formed the first journal for psychological research in 1881. 72. Yerkes-Dodson Law: is an empirical relationship between arousal and performance, originally developed by psychologists, Robert M. Yerkes and John Dillingham Dodson in 1908.[1] The law dictates that performance increases with physiological or mental arousal, but only up to a point. When levels of arousal become too high, performance decreases. The process is often illustrated graphically as a curvilinear, inverted U-shaped curve which increases and then decreases with higher levels of arousal. 73. Young-Helmholz Theory: Thomas Young and Hermann von Helmholtz) is a theory of trichromatic color vision the manner in which the photoreceptor cells in the eyes of humans and other primates work to enable color vision. In 1802, Young postulated the existence of three types of photoreceptors (now known as cone cells) in the eye, each of which was sensitive to a particular range of visible light. 74. Zajonc, Robert: was a Polish-born American social psychologist who is known for his decades of work on a wide range of social and cognitive processes. One important contribution was the demonstration of the mere exposure effect, the phenomenon that repeated exposure to a stimulus brings about an attitude change in relation to the stimulus. His official faculty description notes that he

focused on processes involved in social behavior, with an emphasis on the relationship between affect, or emotion, and cognition. 75. Zimbardo, Philip: an American psychologist and aprofessor emeritus at Stanford University. He is president of the Heroic Imagination Project. He is known for his Stanford prison study and authorship of various introductory psychology books and textbooks for college students, including The Lucifer Effect and The Time Paradox.