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SCIENCE 



[N. S. Vol. LIII. No. 1362 



such as to justify its introduction in 

 medical schools, what might immediately 

 be undertaken? This question certainly 

 should not be answered in the same way 

 for all schools. Consequently the follow- 

 ing possible lines of activity should be con- 

 sidered in their relations to local situa- 

 tions and special needs. Even though ex- 

 cellent general courses in psychology be 

 available in colleges or other medical pre- 

 paratory institutions, it may reasonably be 

 maintained that psychobiology should be 

 given a place, at least tentatively and 

 experimentally, in progressive medical 

 schools, for only in the midst of medical 

 research, education, and practise, can 

 psychobiological methods, knowledge, and 

 laws, be rapidly and eiifectively developed 

 to meet the needs of the physician. 



The following activities are suggested as 

 immediately practicable and desirable in 

 the larger medical schools, provided al- 

 ways that a thoroughly competent bio- 

 logically trained psychologist is available. 



I. There could be presented, initially as 

 a voluntary course, if it is not expedient 

 to add a new suibject to the curriculum, 

 a lecture, demonstration, and laboratory 

 course in psychobiology, which should ac- 

 quaint medical students with the principal 

 facts and laws of human behavior and ex- 

 perience and with the more important 

 methods of observing and measuring these 

 phenomena. 



II. A groundwork in psychobiology 

 having been prepared by the general 

 course, opportunity should be afforded 

 interested students for more intensive 

 training in the use of psychobiological 

 methods. This should provide alike for 

 training in the methods of practical meas- 

 urement and for psychobiological research. 

 In connection with the latter, investiga- 

 tion might be undertaken of problems 

 formulated in the lecture course in con- 



nection with such topics as the analysis of 

 instinctive activities; the development, 

 modification, and integration of habits; 

 the nature and significance of ideational 

 types; the discovery of peculiarities or 

 defects of behavior and experience. Simi- 

 larly in connection with practical psycho- 

 biological measurement, the medical stu- 

 dent might be given opportunity to utilize 

 or develop methods of measuring aspects 

 of behavior and experience in relation to 

 diagnosis and treatment. Important types 

 of practical psychological tests might also 

 be exhibited in their relations to medical 

 aspects of hygienic, industrial, and educa- 

 tional problems. 



III. As an extension of psychobiology 

 toward psychiatry, special lectures and 

 laboratory exercises dealing with at}T)ical, 

 abnormal, or pathological behavior and ex- 

 perience could be provided. These might 

 ultimately be expected to develop into 

 a systematic course in psychopathology, 

 which should be carefully correlated with 

 the established medical instruction in 

 neurology and psychiatry. In this same 

 connection, as a method of supplementing 

 such practical and research activities as 

 are referred to in the preceding paragraph, 

 psychobiological methods might be placed 

 at the service of the neurological and psy- 

 chiatric clinics, for psychology has already 

 developed a considerable array of methods 

 whose diagnostic value in neuropsychiatric 

 practise has been definitely estaiblished. 



IV. Another important field of service 

 for psychobiology is preventive medicine 

 and hygiene. Here, research in connection 

 with the characteristics and variations of 

 behavior and experience which are signifi- 

 cant of undesirable or dangerous nervous 

 or mental tendencies is particularly in 

 point, although didactic lectures might also 

 be offered to advantage. Thus psycho- 

 biology might be utilized increasingly as 



