Sheldon H White
Biographic Data
| ID | 601858 |
|---|---|
| NAME | Sheldon H White |
| GIVEN NAMES | Sheldon H |
| FAMILY NAME | White |
| SIGNATURE | WHITE S H |
| AFFILIATIONS | Harvard University Press |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 4 |
Contents, Vol. 40, No. 2, 1997
Contents, Vol. 34, 1991
Commentary
Commentaries| January 20 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1994) 37 (1): 36–41. https://doi.org/10.1159/000278235 Article history Published Online: January 20 2010 Content Tools Views Icon Views Article contents Figures & table…
How Developmental Psychologists Make Their Ideas Clearer
Commentaries| January 21 2010 How Developmental Psychologists Make Their Ideas Clearer Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White; Sheldon H. White aHarvard University, Cambridge, Mass., Search for other works by this author on: This Site PubMed Google Scholar Emily.D. Cahan Emily.D. Cahan bWheelock College, Boston, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar H…
Commentary
Commentaries| January 15 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1991) 34 (6): 380–382. https://doi.org/10.1159/000277073 Article history Published Online: January 15 2010 Content Tools Views Icon Views Article contents Figures & tab…
Commentary
Age of Assignment of Roles and Responsibilities to Children
Ethnographies of 50 cultures from the HRAF files were selected for exten-siveness of information about childhood. Ratings were made to estimate the ages at which each culture assumed responsibility or teachability in children or assigned a more mature social, sexual, or cultural role. The ratings were made in 27 categories. Inter-rater reliability averaged 63 % when calculated in a way that took into account failures to rate and disagreements abo…
The Active Organism in Theoretical Behaviorism
Contemporary psychology appears to contain a number of coexisting scientific revolutions. One paradigm, theoretical behaviorism, has rested on the premise of a passive organism. But a paradigm holds more than ideology. Each of our coexisting paradigms appears to offer: (1) an empirical ‘window’; (2) a set of primitive and defined ‘reals’ observable through the window; (3) a scientific club; (4) an empirical dialectic, and (5) a social constructio…
Beyond heredity and environment: Myrtle McGraw and the maturation controversy
The Social Roles of Child Study
Commentaries| October 06 2000 The Social Roles of Child Study Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Department of Psychology, William James Hall, Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (2000) 43 (4-5): 284–288. https://doi.org/10.1159/000022689 Article history Published Online: October …
Conceptual foundations of IQ testing
Conceptual foundations of IQ testing
Cognitive neuroscience has not yet arrived at a definition of what human intelligence is. is a chapter-heading word used in the 19th century to denote some unspecified mental property that increases in evolution. Other words were given speculative evolutionary meanings in the 19th century: retardation. When the Binet-Simon test came along as a test to screen degrees of mental retardation, later as a pupil classification instrument, some (not Bine…
Proposals for a second psychology
Proposals for a second psychology
G. Stanley Hall: From philosophy to developmental psychology
When G. Stanley Hall was appointed professor of psychology and pedagogics at Johns Hopkins University in 1884, he began the process of translating an older psychology embedded in moral philosophy into a «new psychology» resting on science. As a Williams College undergraduate, Hall learned a theistic developmental psychology from Mark Hopkins. Taking his doctorate at Harvard University, studying in Germany, and serving as a professor at Johns Hopk…
Chapters in Narratives: Evidence From Oral Histories of the First Year in College
Thirty college students provided 20-min oral accounts of their first year in college. One week later, each participant divided a typed transcript of his or her memory narrative into self-defined chapters. Two independent coders also "chapterized" all 30 narratives according to their own self-defined criteria. There was considerable agreement among coders and participants in both the number of chapters per narrative and the location of chapter bre…
Child study at Clark University: 1894-1904
A first cooperative research program in developmental psychology was established in the Clark questionnaire studies. The program was not meant to be free-standing but to elaborate an evolutionary conception of child development synthesized from findings of several scientific fields. The short-lived program had some serious faults, but an examination of its research papers suggests that it produced some worthwhile work. The child-study researchers…
Scientists of the Mind: Intellectual Founders of Modern Psychology . Clarence J. Karier
Toward a critical social history of developmental psychology: A propaedeutic discussion
Practice worries in the helping professions
Knowledge for Practice
The rhetoric of social work often seeks its legitimacy and authority on the idea that knowledge can be translated into skills. Knowledge is made in universities in the form of timeless, objective, context-free truths about people and social institutions. Such knowledge rationalizes and justifies the professional practices of social work. It is not clear, however, that the knowledge-into-skills story fully explains social work practices. Practice …
Children in perspective: Introduction to the section
The Development of Spatial Representations of Large-Scale Environments
Some relationships between conscience and attentional processes
Age Differences in Reaction to Stimulus Variation
Knowledge for Practice
The rhetoric of social work often seeks its legitimacy and authority on the idea that knowledge can be translated into skills. Knowledge is made in universities in the form of timeless, objective, context-free truths about people and social institutions. Such knowledge rationalizes and justifies the professional practices of social work. It is not clear, however, that the knowledge-into-skills story fully explains social work practices. Practice …
Toward a critical social history of developmental psychology: A propaedeutic discussion
G. Stanley Hall: From philosophy to developmental psychology
When G. Stanley Hall was appointed professor of psychology and pedagogics at Johns Hopkins University in 1884, he began the process of translating an older psychology embedded in moral philosophy into a «new psychology» resting on science. As a Williams College undergraduate, Hall learned a theistic developmental psychology from Mark Hopkins. Taking his doctorate at Harvard University, studying in Germany, and serving as a professor at Johns Hopk…
Some relationships between conscience and attentional processes
Children in perspective: Introduction to the section
Conceptual foundations of IQ testing
Cognitive neuroscience has not yet arrived at a definition of what human intelligence is. is a chapter-heading word used in the 19th century to denote some unspecified mental property that increases in evolution. Other words were given speculative evolutionary meanings in the 19th century: retardation. When the Binet-Simon test came along as a test to screen degrees of mental retardation, later as a pupil classification instrument, some (not Bine…
Practice worries in the helping professions
Age Differences in Reaction to Stimulus Variation
Some relationships between conscience and attentional processes
The Development of Spatial Representations of Large-Scale Environments
Children in perspective: Introduction to the section
Knowledge for Practice
The rhetoric of social work often seeks its legitimacy and authority on the idea that knowledge can be translated into skills. Knowledge is made in universities in the form of timeless, objective, context-free truths about people and social institutions. Such knowledge rationalizes and justifies the professional practices of social work. It is not clear, however, that the knowledge-into-skills story fully explains social work practices. Practice …
Practice worries in the helping professions
Toward a critical social history of developmental psychology: A propaedeutic discussion
Scientists of the Mind: Intellectual Founders of Modern Psychology . Clarence J. Karier
Child study at Clark University: 1894-1904
A first cooperative research program in developmental psychology was established in the Clark questionnaire studies. The program was not meant to be free-standing but to elaborate an evolutionary conception of child development synthesized from findings of several scientific fields. The short-lived program had some serious faults, but an examination of its research papers suggests that it produced some worthwhile work. The child-study researchers…
Chapters in Narratives: Evidence From Oral Histories of the First Year in College
Thirty college students provided 20-min oral accounts of their first year in college. One week later, each participant divided a typed transcript of his or her memory narrative into self-defined chapters. Two independent coders also "chapterized" all 30 narratives according to their own self-defined criteria. There was considerable agreement among coders and participants in both the number of chapters per narrative and the location of chapter bre…
Proposals for a second psychology
Proposals for a second psychology
G. Stanley Hall: From philosophy to developmental psychology
When G. Stanley Hall was appointed professor of psychology and pedagogics at Johns Hopkins University in 1884, he began the process of translating an older psychology embedded in moral philosophy into a «new psychology» resting on science. As a Williams College undergraduate, Hall learned a theistic developmental psychology from Mark Hopkins. Taking his doctorate at Harvard University, studying in Germany, and serving as a professor at Johns Hopk…
The Social Roles of Child Study
Commentaries| October 06 2000 The Social Roles of Child Study Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Department of Psychology, William James Hall, Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (2000) 43 (4-5): 284–288. https://doi.org/10.1159/000022689 Article history Published Online: October …
Conceptual foundations of IQ testing
Conceptual foundations of IQ testing
Cognitive neuroscience has not yet arrived at a definition of what human intelligence is. is a chapter-heading word used in the 19th century to denote some unspecified mental property that increases in evolution. Other words were given speculative evolutionary meanings in the 19th century: retardation. When the Binet-Simon test came along as a test to screen degrees of mental retardation, later as a pupil classification instrument, some (not Bine…
Beyond heredity and environment: Myrtle McGraw and the maturation controversy
Age of Assignment of Roles and Responsibilities to Children
Ethnographies of 50 cultures from the HRAF files were selected for exten-siveness of information about childhood. Ratings were made to estimate the ages at which each culture assumed responsibility or teachability in children or assigned a more mature social, sexual, or cultural role. The ratings were made in 27 categories. Inter-rater reliability averaged 63 % when calculated in a way that took into account failures to rate and disagreements abo…
The Active Organism in Theoretical Behaviorism
Contemporary psychology appears to contain a number of coexisting scientific revolutions. One paradigm, theoretical behaviorism, has rested on the premise of a passive organism. But a paradigm holds more than ideology. Each of our coexisting paradigms appears to offer: (1) an empirical ‘window’; (2) a set of primitive and defined ‘reals’ observable through the window; (3) a scientific club; (4) an empirical dialectic, and (5) a social constructio…
Contents, Vol. 40, No. 2, 1997
Contents, Vol. 34, 1991
Commentary
Commentaries| January 20 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1994) 37 (1): 36–41. https://doi.org/10.1159/000278235 Article history Published Online: January 20 2010 Content Tools Views Icon Views Article contents Figures & table…
How Developmental Psychologists Make Their Ideas Clearer
Commentaries| January 21 2010 How Developmental Psychologists Make Their Ideas Clearer Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White; Sheldon H. White aHarvard University, Cambridge, Mass., Search for other works by this author on: This Site PubMed Google Scholar Emily.D. Cahan Emily.D. Cahan bWheelock College, Boston, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar H…
Commentary
Commentaries| January 15 2010 Commentary Subject Area: Psychiatry and Psychology , Women's and Children's Health Sheldon H. White Sheldon H. White Harvard University, Cambridge, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1991) 34 (6): 380–382. https://doi.org/10.1159/000277073 Article history Published Online: January 15 2010 Content Tools Views Icon Views Article contents Figures & tab…
Commentary
Psychology (23 works) · Developmental psychology (9 works) · Computer Science (7 works) · Academic and Historical Perspectives in Psychology (6 works) · Sociology (6 works) · Citation (5 works) · Download (5 works) · Library science (5 works) · Psychoanalysis (5 works) · Social Psychology (5 works)