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Psychology is the scientific study of mind and behavior. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.

A professional practitioner or researcher involved in the discipline is called a psychologist. Some psychologists can also be classified as behavioral or cognitive scientists. Some psychologists attempt to understand the role of mental functions in individual and social behavior. Others explore the physiological and neurobiological processes that underlie cognitive functions and behaviors.


Psychologists are involved in research on perception, cognition, attention, emotion, intelligence, subjective experiences, motivation, brain functioning, and personality. Psychologists' interests extend to interpersonal relationships, psychological resilience, family resilience, and other areas within social psychology. They also consider the unconscious mind. Research psychologists employ empirical methods to infer causal and correlational relationships between psychosocial variables. Some, but not all, clinical and counseling psychologists rely on symbolic interpretation. (Full article...)

Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.

The theory holds that moral reasoning, a necessary (but not sufficient) condition for ethical behavior, has six developmental stages, each more adequate at responding to moral dilemmas than its predecessor. Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget, who also claimed that logic and morality develop through constructive stages. Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice and that it continued throughout the individual's life, a notion that led to dialogue on the philosophical implications of such research. (Full article...)

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A demonstration of reification in perception
image credit: Slehar (The World In Your Head, S. Lehar (2003))

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  • "Loneliness is a barrier that prevents one from uniting with the inner self." — Carl Rogers

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Bloeme Evers-Emden (Dutch pronunciation: [ˈblumə ˌʔeːvərs ˈɛmdə(n)]; 26 July 1926 – 18 July 2016) was a Dutch lecturer and child psychologist who extensively researched the phenomenon of "hidden children" during World War II and wrote four books on the subject in the 1990s. Her interest in the topic grew out of her own experiences during World War II, when she was forced to go into hiding from the Nazis and was subsequently arrested and deported to Auschwitz on the last transport leaving the Westerbork transit camp on 3 September 1944. Together with her on the train were Anne Frank and her family, whom she had known in Amsterdam. She was liberated on 8 May 1945.

In the 1980s, Evers-Emden earned a doctorate in developmental psychology and began interviewing and writing about the phenomenon of "hidden children" from the points of view of the children, their biological parents, their non-Jewish foster parents, and their non-Jewish foster siblings. She was also interviewed for several television documentaries on her remembrances of Anne Frank and her family before they went into hiding and after they were sent to Auschwitz. (Full article...)

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