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Gloria Estefan

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I majored in Psychology in college. I was going to be a child psychologist.
--
thestrippodcast.com (September 9, 2006)

 
Gloria Estefan

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I went to college to study drama where I discovered I had no talent and after a period of dropping out majored in cultural anthropology which of course meant more masks and dancing ... I studied what interested me and so I had to become a writer because my education had left me unsuited for a decent well-paying job.

 
Elizabeth Hand
 

Some years ago, an American psychologist, Abraham Maslow, felt the same kind of instinctive revolt against the 'atmosphere' of Freudian psychology, with its emphasis on sickness and neurosis, and decided that he might obtain some equally interesting results if he studied extremely healthy people. He therefore looked around for the most cheerful and well-adjusted people he could find, and asked for their co-operation in his studies. he soon discovered and interesting fact: that most extremely healthy people frequently experience of intense affirmation and certainty; Maslow called these 'peak experiences.' No one had made this discovery before because it had never struck anyone that a science calling itself 'psychology' and professing to be a science of the human mind (not merely the sick mind), ought to form its estimate of human beings by taking into account healthy minds as well as sick ones. A sick man talks obsessively about his illness; a healthy man never talks about his health; for as Pirandello points out, we take happiness for granted, and only begin to question life when we are unhappy. Hence no psychologist ever made this simple and obvious discovery about peak experiences.

 
Colin Wilson
 

During the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth.

 
Margaret Mead
 

I came to MIT from Harvard University, where I was a lecturer. I had been at the Harvard Psychoacoustic Laboratory during World War II and stayed on at Harvard as a lecturer, mainly doing research, but also a little bit of teaching—statistics and physiological psychology—subjects like that.
Then there came a time that I thought that I had better go pay attention to my career. I had just been having a marvelous time there. I am not a good looker for jobs; I just came to the nearest place I could, which was in our city. I arranged to come down here and start up a psychology section, which we hoped would eventually become a psychology department. For the purposes of having a base of some kind I was in the Electrical Engineering Department. I even taught a little bit of electrical engineering.
I fell in love with the summer study process that MIT had. They had one on undersea warfare and overseas transport—a thing called Project Hartwell. I really liked that. It was getting physicists, mathematicians—everybody who could contribute—to work very intensively for a period of two or three months. After Hartwell there was a project called Project Charles, which was actually two years long (two summers and the time in between). It was on air defense. I was a member of that study. They needed one psychologist and 20 physicists. That led to the creation of the Lincoln Laboratory. It got started immediately as the applied section of the Research Laboratory for Electronics, which was already a growing concern at MIT.

 
J. C. R. Licklider
 

The objective psychologist, hoping to get at the physiological side of behavior, is apt to plunge immediately into neurology trying to correlate brain activity with modes of experience ... The result in many cases only accentuates the gap between the total experience as studied by the psychologist and neural activity as analyzed by the neurologist.

 
Roger Wolcott Sperry
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