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361:. At the University of Illinois, he started out being interested in the origin of human intelligence and its development. Although other research emphasized the genetic component of intelligence, Hunt thought that experience played just as large a role in the development of intelligence. Hunt was also interested in the neurophysiological basis of behavior and was impressed with
342:, in which they attempted to induce neuroses in hoarding rats. They found that the rats that were given unlimited food supply did not hoard their food as adults, whereas the rats that were fed irregularly did hoard their food as adults. These findings implied the importance of early life experience in shaping adult behavior.
288:, Hunt became convinced of the importance of early life experiences in shaping one's personality. Additionally, Hunt had the opportunity to test the intelligence of children at the Nebraska Home for Dependent Children, which proved to be important in his later work on the development of child intelligence.
413:, written in 1961, was one of the most influential volumes on child development. It emphasized the shift that was happening among American psychologists regarding intelligence and what determines intelligence. Hunt claimed that experience played a much larger role in determining intelligence in adulthood.
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Hunt enrolled in the
University of Nebraska in the mid-1920s. He became president of the League of Industrial Democracy and Student Christian Association as well as participating in football and wrestling. He was also a writer for a newspaper and sold life insurance while in school to earn extra
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in 1974. However, he remained an active researcher. His most important contributions were those in developmental psychology. Through his research, Hunt was able to emphasize the malleable nature of a child and the role of experience in molding a person. Hunt published over 100 research and
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in the early 1960s. He did this by emphasizing the importance of early education and developed psychometric methods that assessed cognitive developments in young children. Hunt also served as the leader of the White House Task Force on Early
Childhood Development under President
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allowed him to research the development of intelligence and motivation through child-rearing practices and experience. His work helped to develop different scales that were able to measure psychological development in young children.
331:, which Hunt accepted in 1936. Hunt was a professor at Brown for 10 years and during this time researched experimental psychopathology and Freudian concepts in animals. This is also where he became familiar with the work of
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Hunt married Esther Dahms on
December 5, 1929, and was married to her until her death in 1989. Hunt died on January 9, 1991, at home in Urbana, Illinois. He is survived by his two daughters Carol Epple and Judith Ann Hunt.
365:'s assertions. Therefore, he developed the A/S ratio, which suggested that aspects of motivation were connected to the ratio of association areas to sensory areas in the brain. This idea led to the understanding of
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Hunt had difficulty deciding on an undergraduate major, so he started with biology, and then moved to philosophy, economics, and sociology. His interest in psychology did not begin until his junior year, when
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from 1949 to 1955, was a member of the APA council of representatives and the president of the APA's
Division of Clinical Psychology from 1967 to 1970. He also helped establish the
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327:, Hunt directed the laboratory experiences for introductory psychology students and taught a course on psychological testing. He was asked to be an instructor of psychology at
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Hunt received a number of awards, including the Award for
Excellence in Research from the American Personal and Guidance Association and the Research Career Award from the
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in 1970, received the
Distinguished Contribution Award of APA developmental psychology division and the G. Stanley Hall Award from the clinical psychology division.
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returned to the
University of Nebraska to direct the psychology laboratory. Hunt took advice from one of his sociology professors and enrolled in a course taught by
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Pickren, W.E., Dewsbury, D.A., Wertheimer, M. (2012). "Portraits of
Pioneers in Developmental Psychology". Taylor & Francis Group, New York, NY. p. 185-203
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who eventually asked him to complete graduate work in psychology. Hunt accepted and became a graduate student in 1929 at the
University of Nebraska.
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Hunt completed his MA in 1930 and then became an assistant instructor at his alma mater for one year. Hunt then completed his doctoral degree at
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and challenged the nativist perspective that was dominant at the time on the development of intelligence. Grants from both the
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and author. He promoted and researched concepts related to the malleable nature of child intelligence (also promulgated by
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Haywood, C.H. (2000). "Encyclopedia of
Psychology, Vol. 4". American Psychological Association. New York, NY. p. 204-206
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Joseph McVicker Hunt was born in Nebraska on March 19, 1906, to parents R. Sanford and Carrie Pearl Hunt, who were both
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Heise K. (January 11, 1991). "Joseph McVicker Hunt, Work Led to Head Start". The Chicago Tribune. Retrieved from
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graduates. Hunt was an active student with interests in both academic and nonacademic areas such as sports.
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Uzgiris, I. C. (1992). Joseph mcvicker hunt: 1906-1991. American Journal of Psychology, 105(3), 471-476
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His latest job before his death was as professor of psychology at the
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Hunt contributed to the two-volume landmark publication entitled
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Presidents of the American Psychological Association
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stemmed from his teaching infant development at the
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221:(March 19, 1906 – January 9, 1991) was a prominent
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369:. His interest in
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44:verification
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1534:1991 deaths
1529:1906 births
1018:Carl Rogers
371:Jean Piaget
363:Donald Hebb
333:Jean Piaget
1523:Categories
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492:References
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