조동봉 용산공업고등학교건축과 反宇宙體반우주체식인체食人體식육체食肉體마물체魔物體짐승체獸禽畜體부정정사否定情事부정사음부정정교부정섹스부정결혼부정혼인부정통혼플레이아데스4대무법자630128-1067814朴鐘權的大億劫的削的磨的滅的處理的반사회성인격장애否定腐敗부정부패荷蘭네덜란드尼德蘭아틀란티스Atlantis준아틀란티스준성단준성운지구말데크Maldek리라Lyra베가VegaαLyrae안드로메다아플레이아데스α LyraeAlpha LyraeAlpha Lyr or α Lyr 리라Lyra플레이아데스4대무법자 아플레이아데스1대수장首長 아플레이아데스2대수장首長 이건희(李健熙, 1942년 1월 9일~2020년 10월 25일) 이재용(李在鎔, 1968년 6월 23일~) 이병철(李秉喆, 1910년 2월 12일 ~ 1987년 11월 19일) 메이지 천황(일본어: 明治天皇 메이지 텐노[*], 1852년 11월 3일 ~ 1912년 7월 30일) 쇼와 천황(일본어: 昭和天皇, 1901년 4월 29일 ~ 1989년 1월 7일) 조지 워커 부시(영어: George Walker Bush 듣기 (도움말·정보), 문화어: 죠지 워커 부쉬, 1946년 7월 6일~) 엘리자베스 2세(영어: Elizabeth II, 1926년 4월 21일~2022년 9월 8일) 엘리자베스 1세(영어: Elizabeth I, 1533년 9월 7일 ~ 1603년 3월 24일) 마거릿 힐더 대처(영어: Margaret Hilda Thatcher, Baroness Thatcher, LG, OM, 1925년 10월 13일 ~ 2013년 4월 8일) 연 태조 문명황제 모용황(燕 太祖 文明皇帝 慕容皝, 297년 ~ 348년, 재위: 337년 ~ 348년) 아틸라(라틴어: Attila, 고대 노르드어: Atli 아틀리→끔찍한 자, 독일어: Etzel 에첼[*], 406년 ~ 453년) 리라Lyra플레이아데스4대무법자미마쓰 리라Lyra플레이아데스4대무법자프타(Ptah, Ptaha, Peteh, Tathenen, Tanen) 리라Lyra플레이아데스4대무법자아루쓰 리라Lyra플레이아데스4대무법자오자와 제2차은하대전위원장냉기치 연산군(燕山君, 1476년 12월 2일 (음력 11월 7일) ~ 1506년 11월 30일 (음력 11월 6일)) 성종(成宗, 1457년 ~ 1494년, 재위 : 1469년 ~ 1494년) 예종(1450~1469, 재위 1468~1469) 고종(高宗, 1852년 7월 25일 ~ 1919년 1월 21일) 당 고종 이치(唐 高宗 李治, 628년 7월 21일(음력 6월 15일) ~ 683년 12월 27일(음력 12월 4일)) 당 현종 이융기(唐玄宗 李隆基, 685년 9월 8일(음력 8월 5일) ~ 762년 5월 3일(음력 4월 5일)) 당 태종 이세민(唐 太宗 李世民, 598년 1월 23일(음력 597년 12월 22일) ~ 649년 7월 10일(음력 5월 26일)) 김일성(金日成, 1912년 4월 15일 ~ 1994년 7월 8일) 박헌영(朴憲永, 1900년 5월 28일 ~ 1955년 12월 5일) 고시원(考試院) 숙소 숙박(宿泊, 영어: lodging) 거소 민가(民家) 거주지(居住地) 주택지(住宅地) 주거 지역(住居地域) 또는 주택가(住宅街) 주거지 주민등록지 출생등록지 주민등록번호 대한민국 주민등록법 대한민국大韓民國 대한민국 영토 대한민국 국민 구글 뉴스와 구글 블로그 티스토리 블로그 다음커뮤니케이션 Daum blog 또는 weblog 박정희(朴正熙,[4] 1917년 11월 14일~1979년 10월 26일) 이승만(李承晚[3], 1875년 3월 26일 ~ 1965년 7월 19일) 장면(張勉, 1899년 8월 28일 ~ 1966년 6월 4일) 윤보선(尹潽善[2], 1897년 8월 26일~1990년 7월 18일) 전두환(한국 한자: 全斗煥, 1931년 1월 18일~2021년 11월 23일) 노태우(盧泰愚, 1932년 12월 4일~2021년 10월 26일[2][3]) 김대중(金大中[3], 1924년 1월 6일~2009년 8월 18일) 김영삼(金泳三, 1929년 1월 14일[3]~2015년 11월 22일) 노무현(盧武鉉[4], 1946년 9월 1일~2009년 5월 23일) 이명박(李明博[1], 1941년 12월 19일~) 박근혜(朴槿惠[2], 1952년 2월 2일~) 문재인(文在寅, 1953년 1월 24일~) 윤석열(尹錫悅, 표준 발음: 윤서결[주해 1], 1960년 12월 18일~) 카탈라우눔 전투 또는 샬롱 전투는 451년 플라비우스 아이티우스와 서고트족 왕 테오도리쿠스 1세가 이끄는 서로마 제국과 포이데라티의 연합군과 아틸라가 이끄는 훈족과 그 동맹군 사이의 전투이다.이 전투는 서로마 제국 최후의 주요 군사작전이 되었으며 이 전투에서 서고트족 국왕 테오도리쿠스 1세가 전사하고 어느 쪽도 결정적인 승리를 거두지는 못했으나, 훈족의 서진을 저지하는 데 성공하였다. 역사의 기록은 분명히 과장되었고 따라서 믿을 수 없기 때문에, 양 측의 병력 규모는 추측으로만 알 수 있다. 6세기의 로마 역사가 요르다네스(Jordanes)는 당시 전장에 50만 명의 병사가 있다고도 했다. 군 역사가들의 견해에 따르면, 당시의 병참 기술을 고려했을 때 아무리 많더라도 양 쪽에 약 5만에서 6만 정도의 군인들이 있었을 거라고 한다. 하지만 아마 더욱 더 적었을 것이다. 로마 군대의 경우에는 그 수를 더 잘 추정할 수 있다. 요르다네스에 따르면 그 군대의 절반가량은 포이데라티(foederati, 로마 제국 내의 영주권을 인정받는 대가로 병력 제공의 의무를 진 이민족들)라고 불린 서고트족들인데, 그들은 전성기에도 전장에 2만 명 이상 나갈 수 없었기 때문이다. 그러므로 알라니(Alani)족을 고려한다고 해도 서로마 황제 휘하 군대는 결코 45000명을 훨씬 넘지 않았을 것이다. 아틸라의 군대는 크지는 않은 수적 우세를 가졌다. 그러므로 약 최대 5만 명의 병력이 있었을 것이다. 다른 추측에 따르면 양 편의 군대는 약 3만 명 정도라고 한다. 이것이 5세기와 6세기 시절 고대 후기 군대의 보통 규모와 일치할 것이기 때문이다. 아틸라의 군대는 절반 정도만 훈족으로 구성되어 있었고 나머지 절반은 속국 병사들로 채워졌다. 이 병력들을 크기 순서대로 나열하면, 발라미르가 이끄는 동고트족, 아르다리쿠스가 이끄는 게피다이(Gepidae)족과, 라인강 우변에 사는 프랑크족 및 마인 강가에 사는 부족의 일족인 부르고뉴(부르군트)족이 특히 중요하다. 또한 헤룰리(Heruli)족, 스키리(Scirii)족, 랑고바르디(Langobardi)족 등이 소규모 병력으로 수백 명부터 2천 명까지 있었다. 동고트족이 속국 병력의 약 절반을 차지했던 것은 확인되었다. 훈족 병사들은 평소대로 말을 탄 채 창, 곤봉, 고리형 끈과 가장 중요한 무기인 특수 제작된 기병용 활로 무장했다. 그들은 보통은 어떤 갑옷도 착용하지 않았고 단지 작은 원형 가죽방패만 방어용으로 사용하였다. 게르만족 쪽의 속국 병력의 경우에는 달랐다. 동고트족의 병력 중 1/3은 기병이었는데, 다른 족들은 모두가 보병이었다. 동고트족 기병은 중무장 기병으로 분류될 수 있다. 당시에 그들은 찌르기용 창과 날이 넓은 검(독어 Breitschwert / 영어 broadsword)을 사용했으며, 최소한 가죽 갑옷을 착용하였지만 때로 쇠사슬 갑옷을 착용하기도 했으며, 방패를 구비하기도 하였기 때문이다. 그러나 이 시기의 고대 후기에는 아직 등자(말을 탈 때 발을 받쳐주는 도구)가 없었다. 보병들은 프랑크족을 제외하면 추측컨대 대개 갑옷없이 창, 날이 넓은 검 또는 장검을 가지고, 일부는 가벼운 방패도 가지고 출전했을 것이다. 게르만족은 원거리 무기를 거의 사용하지 않았으나, 동고트족만은 궁수 부대가 있었다. 프랑크족은 ‘프란치스카(Franzisca)’라는 일회용 원거리 무기, 즉 휘어진 모양의 투척용 도끼를 병사들의 충돌 직전에 사용했다. 그와 상관없이 프랑크족 병사들은 날이 넓은 검과 나무방패로 무장했다. 아에티우스의 군대는 절반가량이 로마 정규군 부대 및 프랑크족과 부르고뉴족의 포이데라티로 이루어졌고, 나머지 절반은 서고트족의 병사들로 이루어졌다. 여기에 수천 명의 알라니족이 함께했다. 로마군, 프랑크군, 부르고뉴군은 중무장 보병대를 형성했다. 그 때에는 로마 후기의 병사들은 더 이상 로마 제정 초기 시절의 군단(legio)이 아니었다. 그들은 타원형 방패, 조임쇠가 달린 투구, 양날의 긴 검(spatha), 당시 로마군에게 항상 상당한 전투력을 안겨준 동양식 복합형 활을 가지고 다녔으며, 팔다리를 더 이상 가리지 않는 쇠사슬갑옷을 입었다. 그 부대의 일부는 아직 ‘군단’이라 불렸으나 1천 명에서 2천 명 사이의 병력만을 통솔했다. 아에티우스가 소집했던 많은 군인들은 리미타네이(limitanei, 국경지역 병사들)로 여겨지는데, 이들은 대체로 주둔지 근처의 특정 지역에 거주하는 주민들로 구성되었다. 이것은 기동성을 줄이지만 바로 그들 자신의 공동체와 가족을 지키려는 까닭에, 이 부대의 사기는 그만큼 높다. 황제 근위대인 코미타텐세스(comitatenses)는 5세기 중엽 서로마에서 더 이상 큰 역할을 하지 못했는데, 이 정예군 아래 끝없는 안팎의 분쟁이 높은 손실을 끼쳤고, 텅 빈 국고 때문에 이 부대를 예전과 같이 만들 수 없었기 때문이다. 아에티우스는 코미타텐세스도 포함하여 아직 지휘권이 있는 로마 군대 모두를 아틸라에게 대항하도록 했던 것으로 보인다. 많은 이들이 기병이었다. 라인강 변에 사는 리푸아리아 프랑크족은 아마 위에 언급된 라인강 오른쪽에 사는 프랑크족과 똑같이 무장하였을 것이다. 양 측 군대에 다 있는 부르고뉴족은 단지 장검만으로 싸웠음이 명백하다. 서고트족 병사들은 378년의 아드리아노폴리스 전투 이래로, 알라니족 기병대의 명백한 본보기를 통해 보병에서 점점 더 많이 기병으로 넘어가고 있었다. 그래서 적어도 서고트 징집병의 2/3는 기병이었다. 그들은 쇠사슬갑옷과 찌르기용 창으로 무장한 귀족 기병대와, 일반 민중 출신의 경무장 기병대로 나뉜다. 후자의 기병대는 대개 갑옷이 없었으나, 투창, 날이 넓은 검, 그리고 아마도 나무나 여러 겹의 가죽으로 된 작은 기병용 방패는 있었다. 보병들에게는 창, 날이 넓은 검, 방패가 아주 널리 퍼졌으며 극히 드물지만 단순형 활도 있었고, 갑옷은 없었다. 알라니족의 무장과 싸우는 방식은 결과적으로 훈족을 아주 많이 닮았다.The Battle of the Catalaunian Plains (or Fields), also called the Battle of the Campus Mauriacus, Battle of Châlons, Battle of Troyes[5] or the Battle of Maurica, took place on June 20, 451 AD, between a coalition, led by the Roman general Flavius Aetius and the Visigothic king Theodoric I, against the Huns and their vassals, commanded by their king, Attila. It proved one of the last major military operations of the Western Roman Empire, although Germanic foederati composed the majority of the coalition army. Whether the battle was of strategic significance is disputed; historians generally agree that the siege of Aurelianum was the decisive moment in the campaign[citation needed] and stopped the Huns' attempt to advance any further into Roman territory or establish vassals in Roman Gaul. However, the Huns successfully looted and pillaged much of Gaul and crippled the military capacity of the Romans and Visigoths. Attila died only two years later, in 453; after the Battle of Nedao in 454 AD, the coalition of the Huns and the incorporated Germanic vassals gradually disintegrated. By 450 AD, the Romans had restored their authority in much of the province of Gaul, although control over all of the provinces beyond Italy was continuing to diminish. Armorica was only nominally part of the empire, and Germanic tribes occupying Roman territory had been forcibly settled and bound by treaty as Foederati under their own leaders. Northern Gaul between the Rhine north of Xanten and the Lys (Germania Inferior) had unofficially been abandoned to the Salian Franks. The Visigoths on the Garonne were growing restive, but still holding to their treaty. The Burgundians in Sapaudia were more submissive, but likewise awaiting an opening for revolt.[6] The Alans on the Loire and in Valentinois were more loyal, having served the Romans since the defeat of Jovinus in 411 and the Siege of Bazas in 414.[7] The parts of Gaul still securely in Roman control were the Mediterranean coastline; a region including Aurelianum (present-day Orléans) along the Seine and the Loire as far north as Soissons and Arras; the middle and upper Rhine to Cologne; and downstream along the Rhône.[8] The historian Jordanes states that Attila was enticed by the Vandal king Genseric to wage war on the Visigoths. At the same time, Genseric would attempt to sow strife between the Visigoths and the Western Roman Empire.[9][Note 1] However, Jordanes' account of Gothic history is notoriously unreliable.[10][Note 2] Modern scholars now believe that this explanation was Jordanes projecting contemporary events and political opinions onto Attila's time, and it was likely not original to Priscus. Christiensen points out that Amalafrida, wife of Thrasamund, was imprisoned and murdered by Hilderic after Thrasamund's death in 523, and that the tale of the blinding of Theodoric's daughter by Huneric was a fabrication.[14] Other contemporary writers offer different motivations: Justa Grata Honoria, the sister of the emperor Valentinian III, had been betrothed to the former consul Bassus Herculanus the year before. In 450, she sent the eunuch Hyacinthus to the Hunnic king asking for Attila's help in escaping her confinement, with her ring as proof of the letter's legitimacy.[15] Allegedly, Attila interpreted it as offering her hand in marriage, and he had claimed half of the empire as a dowry. He demanded Honoria to be delivered along with the dowry. Valentinian rejected these demands, and Attila used it as an excuse to launch a destructive campaign through Gaul.[Note 3] Hughes suggests that the reality of this interpretation should be that Honoria was using Attila's status as honorary magister militum for political leverage.[16] Another conflict leading into the war was that in 449, the King of the Franks (possibly Chlodio) had died and that his two sons argued over the succession: while the older son sought Attila's help, the younger sided with Aetius, who adopted him. The identity of the younger prince, who was seen at Rome by the historian Priscus,[17] remains unclear, though both Merowech and Childeric I have been suggested. Attila crossed the Rhine early in 451 with his followers and a large number of allies, sacking Divodurum (now Metz) on April 7.[18] Schultheis notes, however, that sacking of Metz on April 7 may have been a literary trope used by Hydatius and Gregory of Tours to emphasize Attila's pagan nature to a Christian audience and may not be reliable.[19] Other cities attacked can be determined by the hagiographies written to commemorate their bishops: Nicasius was slaughtered before the altar of his church in Reims; Servatius is alleged to have saved Tongeren with his prayers, as Genevieve is to have saved Lutetia. Lupus, bishop of Troyes, is also credited with saving his city by meeting Attila in person.[Note 4] Many other cities also claim to have been attacked in these accounts, although archaeological evidence shows no destruction layer dating to the timeframe of the invasion. The most likely explanation for Attila's widespread devastation of Gaul is that Attila's main column followed the Roman roads and crossed the Rhine at Argentoratum (Strasbourg) before marching to Borbetomagus (Worms), Mogontiacum (Mainz), Augusta Treverorum (Trier), Divodurum (Metz), Durocotorum (Reims), and finally Aurelianum (Orléans), while sending a small detachment north into Frankish territory to plunder the countryside. This explanation would support the literary evidence claiming North Gaul was attacked, and the archaeological evidence showing major population centers were not sacked.[19][20] Attila's army had reached Aurelianum (modern Orléans, France) before June. According to Jordanes, the Alan king Sangiban, whose Foederati realm included Aurelianum, had promised to open the city gates.[21] This siege is confirmed by the account of the Vita S. Aniani and in the later account of Gregory of Tours, although Sangiban's name does not appear in their accounts.[22][23] However, the inhabitants of Aurelianum shut their gates against the advancing invaders, and Attila began to besiege the city, while he waited for Sangiban to deliver on his promise. There are two different accounts of the Siege of Aurelianum, and Hughes suggests that combining them provides a better understanding of what actually happened.[24] After four days of heavy rain, Attila began his final assault on June 14, which was broken off due to the approach of the Roman coalition.[22] Modern scholars tend to agree that the Siege of Aurelianum was the high point of Attila's attack on the West, and the staunch Alan defence of the city was the real decisive factor in the war of 451.[24] Contrary to Jordanes, the Alans were never planning to defect as they were the loyal backbone of the Roman defence in Gaul.[25][26] Forces Both armies consisted of combatants from many peoples. Besides the Roman troops, the Alans, and the Visigoths, Jordanes lists Aetius' allies as including the Francii, Sarmatae, Armoriciani, Liticiani, Burgundiones, Saxones, Riparii, and Olibrones (whom he describes as "once Roman soldiers and now the flower of the allied forces"), as well as "other Celtic or German tribes."[27] The Liticiani could be either Laeti or Romano-Britons, the latter of which are recorded by Gregory.[28][29][30] Halsall argues that the Rhine limitanei and the old British field army composed the forces of the Riparii and Armoricans, and Heather suggests that the Visigoths may have been able to field about 25,000 men total.[31] Drinkwater adds that a faction of Alemanni may have participated in the battle, possibly on both sides like the Franks and Burgundians.[32] The Olibrones remain unknown, although it has been suggested these were Germanic limitanei garrisons.[33] Schultheis argues that on paper, the Germanic federates could theoretically number more than 70,000, but likely numbered under 50,000.[34] A sense of the size of the actual Roman army may be found in the study of the Notitia Dignitatum by A.H.M. Jones.[35] This document is a list of officials and military units that was last updated in the first decades of the fifth century. The Notitia Dignitatum lists 58 various regular units, and 33 limitanei serving either in the Gallic provinces or on the frontiers nearby; the total of these units, based on Jones' analysis, is 34,000 for the regular units and 11,500 for the limitanei, or just under 46,000 all told. However, this figure is an estimate for the years 395–425 and one that constantly changes with new research. The loss of the Western Roman provinces in North Africa resulted in the loss of funding for 40,000 infantry and 20,000 cavalry in the Roman army, in addition to previous losses, which was enough to permanently cripple Roman military capacity after 439 AD.[36] According to Herwig Wolfram, with an annual revenue of 40,000 pounds of gold in 450 AD, the Western Empire would have had to spend almost two thirds of its income to maintain an army of 30,000 men.[37] Hugh Elton gives the same figure in 450, but estimates the cost of maintaining an army of 300,000 at 31,625 lbs. of gold or 7.6 solidi a year per soldier. He states that there were also other unquantifiable military costs such as defensive installations, equipment, logistical supplies, paper, animals, and other costs. The size of the army in 450 AD therefore must have been significantly reduced from its status in the late 420's.[38] Schultheis argues that the Roman field army as calculated from his own estimates of the Notitia Dignitatum, chronology of military losses, and income losses numbered approximately 20,500 comitatenses and 18,000 limitanei by the time of the battle, not including supernumerary officers.[39] Jordanes' list for Attila's allies includes the Gepids under their king Ardaric, as well as an army of various Gothic groups led by the brothers Valamir, Theodemir (the father of the later Ostrogothic king Theodoric the Great) and Videmir, scions of the Amali Goths.[40] Sidonius Apollinaris offers a more extensive list of allies: Rugians, Gepids, Geloni, Burgundians, Sciri, Bellonoti, Neuri, Bastarnae, Thuringians, Bructeri, and Franks living along the River Neckar.[41] E.A. Thompson expresses his suspicions that some of these names are drawn from literary traditions rather than from the event itself: The Bastarnae, Bructeri, Geloni and Neuri had disappeared hundreds of years before the time of the Huns, while the Bellonoti had never existed at all: presumably the learned poet was thinking of the Balloniti, a people invented by Valerius Flaccus nearly four centuries earlier. On the other hand, Thompson believes that the presence of Burgundians on the Hunnic side is credible, noting that a group is documented remaining east of the Rhine; likewise, he believes that the other peoples Sidonius mentions (the Rugians, Sciri, and Thuringians) were participants in this battle.[42] Thompson remarks in a footnote, "I doubt that Attila could have fed an army of even 30,000 men."[43] Lindner argues that by crossing the Carpathians to the area of modern Hungary the Huns had forfeited their best logistic base and grazing grounds, and that the Great Hungarian Plain could only support 15,000 mounted nomads.[44] Schultheis notes that Attila had control of other Hunnic groups east of the Carpathians, and proposes the eastern half of Attila's empire could field an additional 7,000 to 12,000 men based on later 6th century sources.[45] Kim notes that the Huns continued use of the Xiongnu decimal system, meaning their army was probably organized into divisions of 10, 100, 1000, and 10,000, but no real estimates of Hunnic military capacity can be determined.[46] Their barbarian allies, however, do receive mentions at other times in other sources: in 430 CE. The Hunnish king Octar was defeated by a force of 3,000 Neckar Burgundians who would later come under Hun subjugation, and Heather estimates that both the Gepids and the Amali Goths could have each fielded a maximum of 15,000 men at the Battle of Nedao in 454.[47][48] Schultheis argues that when combining primary and secondary source estimates Attila's forces would number more than 100,000 on paper, but was likely closer to 70,000.[45] The Chronicon Paschale, which preserves an extremely abbreviated and garbled fragment of Priscus' account of the campaign, states that Attila's forces numbered in the tens of thousands.[49][50] Assuming that the Hunnic and Germanic forces were roughly the same size as the Roman and federate army, those involved in the battle could have been well in excess of 100,000 combatants in total. This excludes the inevitable servants and camp followers who usually escape mention in the primary sources. Site of the Catalaunian Fields Further information: Treasure of Pouan The actual location of the Catalaunian Fields has long been considered unclear. As a whole, the current scholarly consensus is that there is no conclusive site, merely being that it is in the vicinity of Châlons-en-Champagne (formerly called Châlons-sur-Marne) or Troyes. Historian Thomas Hodgkin located the site near Méry-sur-Seine.[51] A more recent evaluation of the location has been performed by Phillippe Richardot, who proposed a location of La Cheppe, slightly north of the modern town of Châlons.[52] In 1842, at Pouan-les-Vallées, a village on the south bank of the river Aube, a labourer uncovered a burial containing a skeleton, a number of jewels and gold ornaments, and two swords.[53] By the nature of its grave goods, it was initially thought to be the burial of Theodoric, but Hodgkin expressed skepticism, suggesting that this elite burial was that of a princely Germanic warrior who had lived in the fifth century.[54][55] The Treasure of Pouan is conserved in the Musée des beaux-arts de Troyes, Troyes. It is still not known whether or not the find is related to the battle. Simon Macdowall in his 2015 Osprey title proposed the battle took place at Montgueux just west of Troyes.[56] Macdowall goes as far as to identify the Roman alliance's camp site being placed at Fontvannes, a few kilometers west of the proposed battlefield, and places Attila's camp on the Seine at Saint-Lyé.[57] This draws on the earlier work of M. Girard, who was able to identify Maurica as the "les Maures" ridge of Montgueux, based on the second Additamenta Altera to Prosper's Epitoma Chronicon, which states it took place five Roman miles from Tecis or Tricasses, the modern Troyes. The road in the region is known as the "Voie des Maures", and the base of the ridge is known as "l'enfer" to the locals. A small stream near the battlefield that runs to Troyes is known as "la Riviere de Corps" to this day.[58] According to MacDowall, modern maps continue to identify the plains in the region as the "les Maurattes." Iaroslav Lebedensky argued the battle likely stretched across the plain from Montgueux south to Tourvellieres, while Schultheis argues that the battle took place wholly on the "les Maures" ridge itself until its final phase, when retreating and pursuing forces stretched across several kilometers.[59][60] The ridge at Montgueux is currently the most thoroughly researched proposal for the battlefield location. Battle Course of the battle The Battle of the Catalaunian Plains as depicted in the Chronica Hungarorum Upon learning of the invasion, the magister utriusque militiae Flavius Aetius moved his army rapidly from Italy to Gaul. According to Sidonius Apollinaris, he was leading a force consisting of "few and sparse auxiliaries without one regular soldier."[61] The insignificant number of Roman troops reported is probably due to the fact the majority of Aetius' army was stationed in Gaul, combined with Sidonius' need to embellish the account in favor of Avitus.[62] Aetius immediately attempted to persuade Theodoric I, king of the Visigoths, to join him. Allegedly, Theodoric learned how few troops Aetius had with him and decided it was wiser to wait and oppose the Huns in his own lands, so Aetius then turned to the former Praetorian Prefect of Gaul, Avitus, for help. According to tradition, Avitus was not only able to persuade Theodoric to join the Romans, but also a number of other wavering barbarian residents in Gaul.[63] The coalition assembled at Arelate (Arles) before moving to meet the Goths at Tolosa (Toulouse), and the army was supplied by Tonantius Ferreolus, who had been preparing for a Hunnic attack for a few years.[64] The combined army then marched to Aurelianum (present-day Orléans), reaching that city on June 14. From Aurelianum, Aetius and his coalition pursued Attila, who was leaving Gaul with the majority of his objectives completed.[65] According to Jordanes, the night before the main battle, some of the Franks allied with the Romans encountered a band of the Gepids loyal to Attila and engaged them in a skirmish. Jordanes' recorded number of 15,000 dead on either side for this skirmish is not verifiable.[66] Attila had set up a tactical delay along his route of retreat in order to keep Aetius from catching him before he arrived at a suitable battlefield location.[67] The two forces at last met somewhere on the Catalaunian Fields circa June 20, a date first proposed by J. B. Bury and since accepted by many, although some authors have proposed the first week of July or September 27.[68][51][69] The date of the battle can be secured to June by the entries of Hydatius' chronicle, which places it in-between the appearance and disappearance of Halley's Comet. According to tradition, Attila had his diviners examine the entrails of a sacrifice the morning of the day of the battle. They foretold that disaster would befall the Huns, but one of the enemy leaders would be killed. Attila delayed until the ninth hour (about 2:30 pm) so the impending sunset would help his troops to flee the battlefield in case of defeat.[70][71] Hughes takes his own interpretation of this, noting that the divination may be an indicator of Attila's barbarity and therefore possibly a fabrication. He states that the choice to begin the battle at the ninth hour was due to the fact that both sides spent the entire day carefully deploying their coalition armies.[72] According to Jordanes, the Catalaunian plain rose on one side by a sharp slope to a ridge; this geographical feature dominated the battlefield and became the center of the battle. The Huns first seized the right side of the ridge, while the Romans seized the left, with the crest unoccupied between them. Jordanes explains that the Visigoths held the right side, the Romans the left, with Sangiban of uncertain loyalty and his Alans surrounded in the middle. The Hunnic forces attempted to take the ridge, but were outstripped by the Romans under Aetius and the Goths under Thorismund.[73] Jordanes goes on to state that Theodoric, whilst leading his own men against the enemy Amali Goths, was killed in the assault without his men noticing. He then states that Theodoric was either thrown from his horse and trampled to death by his advancing men, or slain by the spear of the Amali Andag. Since Jordanes served as the notary of Andag's son Gunthigis, even if this latter story is not true, this version was certainly a proud family tradition.[74][49] Then Jordanes claims the Visigoths outstripped the speed of the Alans beside them and fell upon Attila's own Hunnic household unit. Attila was forced to seek refuge in his own camp, which he had fortified with wagons. The Romano-Gothic charge apparently swept past the Hunnic camp in pursuit; when night fell, Thorismund, son of king Theodoric, returning to friendly lines, mistakenly entered Attila's encampment. There he was wounded in the ensuing melee before his followers could rescue him. Darkness also separated Aetius from his own men. As he feared that disaster had befallen them, he spent the rest of the night with his Gothic allies.[75] On the following day, finding the battlefield was "piled high with bodies and the Huns did not venture forth", the Goths and Romans met to decide their next move. Knowing that Attila was low on provisions and "was hindered from approaching by a shower of arrows placed within the confines of the Roman camp", they started to besiege his camp. In this desperate situation, Attila remained unbowed and "heaped up a funeral pyre of horse saddles, so that if the enemy should attack him, he was determined to cast himself into the flames, that none might have the joy of wounding him and that the lord of so many races might not fall into the hands of his foes".[76] While Attila was besieged in his camp, the Visigoths searched for their missing king and his son Thorismund. After a long search, they found Theodoric's corpse "where the dead lay thickest" and bore him away with heroic songs in sight of the enemy. Upon learning of his father's death, Thorismund wanted to assault Attila's camp, but Aetius dissuaded him. According to Jordanes, Aetius feared that if the Huns were completely destroyed, the Visigoths would break off their allegiance to the Roman Empire and become an even graver threat. So Aetius persuaded Thorismund to return home quickly and secure the throne for himself, before his brothers could. Otherwise, civil war would ensue among the Visigoths. Thorismund quickly returned to Tolosa (present-day Toulouse) and became king without any resistance. Gregory of Tours claims Aetius used the same reasoning to dismiss his Frankish allies, and collected the booty of the battlefield for himself.[77] Outcome The primary sources give little information as to the outcome of the battle, barring Jordanes. All emphasize the casualty count of the battle, and the battle became increasingly seen as a Gothic victory, beginning with Cassiodorus in the early sixth century.[78] Hydatius states: The Huns broke the peace and plundered the Gallic provinces. A great many cities were taken. On the Catalaunian Plains, not far from the city of Metz, which they had taken, the Huns were cut down in battle with the aid of God and defeated by general Aetius and King Theoderic, who had made a peace treaty with each other. The darkness of night interrupted the fighting. King Theoderic was laid low there and died. Almost 300,000 men are said to have fallen in that battle. — Hydatius, Chronicon, 150.[79] Prosper, contemporary to the battle, states: After killing his brother, Attila was strengthened by the resources of the deceased and forced many thousands of neighboring peoples into a war. This war, he announced as a guardian of Roman friendship, he would wage only against the Goths. But when he had crossed the Rhine and many Gallic cities had experienced his savage attacks, both our people and the Goths soon agreed to oppose with allied forces the fury of their proud enemies. And Aetius had such great foresight that, when fighting men were hurriedly collected from everywhere, a not unequal force met the opposing multitude. Although the slaughter of all those who died there was incalculable – for neither side gave way – it appears that the Huns were defeated in this battle because those among them that survived lost their taste for fighting and turned back home. —Prosper, Epitoma Chronicon, s.a. 451.[80] The battle raged five miles down from Troyes on the field called Maurica in Campania. —Additamenta ad Chronicon Prosperi Hauniensis, s.a. 451.[81] At this time Attila, king of the Huns, invaded the Gauls. Here trusting in lord Peter the apostle himself patrician Aetius proceeded against him, he would fight with the help of God. —Continuatio Codex Ovetensis.[82] Battle was made in the Gauls between Aetius and Attila king of the Huns with both peoples and massacre. Attila fled into the greater Gauls. —Continuatio Codex Reichenaviensis.[83] The Gallic Chronicles of 452 and 511 state: Attila entered Gaul as if he had the right to ask for a wife that was owed to him. There, he inflicted and suffered defeat and then withdrew to his homeland. —Chronica Gallica Anno 452, s.a. 451.[84] Patrician Aetius with King Theodoric of the Goths fight against Attila king of the Huns at Tricasses on the Mauriac plain, where Theodoric was slain, by whom it is uncertain, and Laudaricus the relative of Attila: and the bodies were countless. —Chronica Gallica Anno 511, s.a. 451.[85] The Paschale Chronicle, preserving a garbled and abbreviated passage of Priscus, states: While Theodosius and Valentinian, the Augusti, were emperors, Attila, from the race of the Gepid Huns, marched against Rome and Constantinople with a multitude of many tens of thousands. He notified Valentinian, the emperor of Rome, through a Gothic ambassador, "Attila, my master and yours, orders you through me to make ready the palace for him." He gave the same notice to Theodosius, the emperor in Constantinople, through a Gothic ambassador. Aetius, the first man of senatorial rank in Rome, heard the excessive daring of Attila's desperate response and went off to Alaric in Gaul, who was an enemy of Rome because of Honorius. He urged him to join him in standing against Attila, since he had destroyed many Roman cities. They unexpectedly launched himself against him as he was bivouacked near the Danubios river, and cut down his many thousands. Alaric, wounded by a saggita in the engagement, died. Attila died similarly, carried off by a nasal hemorrhage while he slept at night with his Hunnic concubine. It was suspected that this girl killed him. The very wise Priscus the Thracian wrote about this war. —Chronicon Paschale, p. 587.[49] Jordanes reports the number of dead from this battle as 165,000, excluding the casualties of the Franco-Gepid skirmish previous to the main battle. Hydatius, a historian who lived at the time of Attila's invasion, reports the number of 300,000 dead.[86] The garbled Chronicle of Fredegar states that in a prior battle on the Loire, 200,000 Goths and 150,000 Huns were slain.[87] The figures offered are implausibly high, but the battle was noted as being exceptionally bloody by all of the primary sources. It is ultimately Jordanes' writing that leads to the difference in opinions in modern interpretations of the battle's outcome. As a Roman victory In the traditional account, modern scholars take a very direct interpretation of Jordanes, although usually with various points of contention. Modern scholars tend to agree that the battle took place on a long ridge, not a plain with a hill to one side.[88][56][89] Hughes argues that the Huns deployed in the center, with their vassals on the wings, because they were expecting a Roman infantry center, with cavalry wings. This way Attila could pin down the center with the disorganized Hunnic style of warfare, while the majority of his troops focused on breaking one or both of the enemy flanks. However, Hughes argues that the Romans were expecting this, which is why he placed the Alans in the center of the formation, who were skilled cavalrymen and had advanced knowledge of how to fight alongside the Roman style of warfare.[90] Bachrach also notes that Jordanes' point of placing the Alans in the center due to disloyalty is biased on Jordanes' part.[91] Jordanes' description of the battle, according to Hughes, takes place from the Roman perspective. Attila's forces arrived on the ridge first, on the far right side, before the Visigoths could take that position. Then Aetius' Romans arrived on the left side of the ridge, and repulsed the Gepids as they came up. Finally the Alans and the Visigoths under Thorismund fought their way up and secured the center of the ridge, holding it against Attila.[92] However, Hughes differs from mainstream explanations in that he places Thorismund between the Alans and Visigothic main body, rather than on the Visigothic flank. MacDowall, for example, places Thorismund on the far right of the battlefield.[93] The final phase of the battle is characterized by the Gothic attempt to take the right side of the ridge, in which Theodoric is slain, with the rest of his army unaware of his death. It is at this point that Thorismund located Attila's position in the Hunnic battle line, and attacked the Hunnic center, nearly slaying Attila himself and forcing the Hunnic center to retreat. Both armies fell into confusion as darkness descended, and neither side knew the outcome of the battle until the following morning.[94] After the battle, the allies decided what to do next, and resolved to place Attila under siege for a few days while they discussed the matter. Aetius allegedly persuaded both Thorismund and the Goths, and the Franks as well, to leave the battle and return home. Hughes argues that since the Franks were fighting a civil war in the battle, and Thorismund had five brothers who could usurp his new-found position as king, that it is likely Aetius did advise them to do so.[95] O'Flynn argues that Aetius persuaded the Visigoths to return home in order to eliminate a group of volatile allies, and argues that he let Attila escape because he would have been just as happy to make an alliance with the Huns as with the Visigoths.[96] The majority of historians also share the view that at this point Attila's "aura of invincibility" was broken, and that Aetius allowed the Huns to retreat in the hopes he could return to a status of partnership with them and draw on the Huns for future military support.[97][98][99] As a Roman defeat or indecisive It has been suggested by Hyun Jin Kim that the entire battle is a play on the Battle of Marathon, with the Romans being the Plateans on the left, the Alans the weak Athenian center, and the Goths the Athenian regulars on the right, with Theodoric as Miltiades and Thorismund as Callimachus. He sees the return home by the Goths to secure Thorismund's throne as the same as the return to Athens to protect it from sedition and the Persian Navy.[100][101] Kim's suggestion of Jordanes borrowing Herodotus has been noted by prior scholarship: Franz Altheim drew a parallel between the Catalaunian Fields and Salamis, and thought that the battle narrative was completely fabricated.[102] John Wallace-Hadrill drew a parallel between Aetius and Themistocles regarding the alleged subterfuge after the battle in some primary source accounts.[101] Other historians have noted its possible political statements on Jordanes' contemporary time, particularly regarding the Battle of Vouille and the Gothic Wars towards the end of Justinian's reign.[12][103] Ultimately this has led mainstream scholarship to agree that Jordanes' description of the Battle of the Catalaunian fields is distorted, even if they do not agree with a pro-Hunnish interpretation of the outcome. However, Kim's views have received a mixed reception among scholars of the period, with one reviewer noting that much of the text amounts to "a confused and confusing story, involving the rewriting of histories, genealogies and chronologies... exacerbated by strange and clumsy conflations." His view that Attila won the battle therefore should be taken with skepticism.[104] Other authors have previously considered the battle to have been indecisive. This latter view is rather widely accepted, although the outcome remains in disagreement as a whole.[105][106] The most recent and comprehensive argument for an indecisive outcome belongs to that of Schultheis, who argues that Jordanes' work is more complicated than assumed due to the rearranging of a narrative first penned by a Goth named Ablabius in 471 and expanded by Cassiodorus, which he then himself abridged again and which in turn was used by Jordanes.[107] Schultheis argues that provided that the entire conflict was not a literary topos based on the Battle of Marathon, the Alans were placed in the center of the battle line due to their effectiveness against the Huns as proscribed by the Strategikon of Pseudo-Maurice, and that Jordanes' text indicates the Hunnic center retreated before Thorismund charged. The Romans and Alans attacked down the ridge and across the plain to Attila's camp, while the Amali and other Gothic groups chased the collapsing Gothic right back to their camp, resulting in the mass confusion that followed. He concludes that losses during the retreats were heavy and led to an indecisive outcome, which an analysis of the chronology of primary source accounts shows over time was embellished into a Gothic victory.[108]

 조동봉 용산공업고등학교건축과


反宇宙體반우주체식인체食人體식육체食肉體마물체魔物體짐승체獸禽畜體부정정사否定情事부정사음부정정교부정섹스부정결혼부정혼인부정통혼플레이아데스4대무법자630128-1067814朴鐘權的大億劫的削的磨的滅的處理的반사회성인격장애否定腐敗부정부패荷蘭네덜란드尼德蘭아틀란티스Atlantis준아틀란티스준성단준성운지구말데크Maldek리라Lyra베가VegaαLyrae안드로메다아플레이아데스α LyraeAlpha LyraeAlpha Lyr or α Lyr


리라Lyra플레이아데스4대무법자


아플레이아데스1대수장首長


아플레이아데스2대수장首長


이건희(李健熙, 1942년 1월 9일~2020년 10월 25일)


이재용(李在鎔, 1968년 6월 23일~)


이병철(李秉喆, 1910년 2월 12일 ~ 1987년 11월 19일)


메이지 천황(일본어: 明治天皇 메이지 텐노[*], 1852년 11월 3일 ~ 1912년 7월 30일)


쇼와 천황(일본어: 昭和天皇, 1901년 4월 29일 ~ 1989년 1월 7일)


조지 워커 부시(영어: George Walker Bush 듣기 (도움말·정보), 문화어: 죠지 워커 부쉬, 1946년 7월 6일~)


엘리자베스 2세(영어: Elizabeth II, 1926년 4월 21일~2022년 9월 8일)


엘리자베스 1세(영어: Elizabeth I, 1533년 9월 7일 ~ 1603년 3월 24일)


마거릿 힐더 대처(영어: Margaret Hilda Thatcher, Baroness Thatcher, LG, OM, 1925년 10월 13일 ~ 2013년 4월 8일)


연 태조 문명황제 모용황(燕 太祖 文明皇帝 慕容皝, 297년 ~ 348년, 재위: 337년 ~ 348년)


아틸라(라틴어: Attila, 고대 노르드어: Atli 아틀리→끔찍한 자, 독일어: Etzel 에첼[*], 406년 ~ 453년)


리라Lyra플레이아데스4대무법자미마쓰


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카탈라우눔 전투 또는 샬롱 전투는 451년 플라비우스 아이티우스와 서고트족 왕 테오도리쿠스 1세가 이끄는 서로마 제국과 포이데라티의 연합군과 아틸라가 이끄는 훈족과 그 동맹군 사이의 전투이다.이 전투는 서로마 제국 최후의 주요 군사작전이 되었으며 이 전투에서 서고트족 국왕 테오도리쿠스 1세가 전사하고 어느 쪽도 결정적인 승리를 거두지는 못했으나, 훈족의 서진을 저지하는 데 성공하였다.

역사의 기록은 분명히 과장되었고 따라서 믿을 수 없기 때문에, 양 측의 병력 규모는 추측으로만 알 수 있다. 6세기의 로마 역사가 요르다네스(Jordanes)는 당시 전장에 50만 명의 병사가 있다고도 했다. 군 역사가들의 견해에 따르면, 당시의 병참 기술을 고려했을 때 아무리 많더라도 양 쪽에 약 5만에서 6만 정도의 군인들이 있었을 거라고 한다. 하지만 아마 더욱 더 적었을 것이다. 로마 군대의 경우에는 그 수를 더 잘 추정할 수 있다. 요르다네스에 따르면 그 군대의 절반가량은 포이데라티(foederati, 로마 제국 내의 영주권을 인정받는 대가로 병력 제공의 의무를 진 이민족들)라고 불린 서고트족들인데, 그들은 전성기에도 전장에 2만 명 이상 나갈 수 없었기 때문이다. 그러므로 알라니(Alani)족을 고려한다고 해도 서로마 황제 휘하 군대는 결코 45000명을 훨씬 넘지 않았을 것이다. 아틸라의 군대는 크지는 않은 수적 우세를 가졌다. 그러므로 약 최대 5만 명의 병력이 있었을 것이다. 다른 추측에 따르면 양 편의 군대는 약 3만 명 정도라고 한다. 이것이 5세기와 6세기 시절 고대 후기 군대의 보통 규모와 일치할 것이기 때문이다.


아틸라의 군대는 절반 정도만 훈족으로 구성되어 있었고 나머지 절반은 속국 병사들로 채워졌다. 이 병력들을 크기 순서대로 나열하면, 발라미르가 이끄는 동고트족, 아르다리쿠스가 이끄는 게피다이(Gepidae)족과, 라인강 우변에 사는 프랑크족 및 마인 강가에 사는 부족의 일족인 부르고뉴(부르군트)족이 특히 중요하다.


또한 헤룰리(Heruli)족, 스키리(Scirii)족, 랑고바르디(Langobardi)족 등이 소규모 병력으로 수백 명부터 2천 명까지 있었다. 동고트족이 속국 병력의 약 절반을 차지했던 것은 확인되었다. 훈족 병사들은 평소대로 말을 탄 채 창, 곤봉, 고리형 끈과 가장 중요한 무기인 특수 제작된 기병용 활로 무장했다. 그들은 보통은 어떤 갑옷도 착용하지 않았고 단지 작은 원형 가죽방패만 방어용으로 사용하였다. 게르만족 쪽의 속국 병력의 경우에는 달랐다. 동고트족의 병력 중 1/3은 기병이었는데, 다른 족들은 모두가 보병이었다. 동고트족 기병은 중무장 기병으로 분류될 수 있다. 당시에 그들은 찌르기용 창과 날이 넓은 검(독어 Breitschwert / 영어 broadsword)을 사용했으며, 최소한 가죽 갑옷을 착용하였지만 때로 쇠사슬 갑옷을 착용하기도 했으며, 방패를 구비하기도 하였기 때문이다. 그러나 이 시기의 고대 후기에는 아직 등자(말을 탈 때 발을 받쳐주는 도구)가 없었다. 보병들은 프랑크족을 제외하면 추측컨대 대개 갑옷없이 창, 날이 넓은 검 또는 장검을 가지고, 일부는 가벼운 방패도 가지고 출전했을 것이다. 게르만족은 원거리 무기를 거의 사용하지 않았으나, 동고트족만은 궁수 부대가 있었다. 프랑크족은 ‘프란치스카(Franzisca)’라는 일회용 원거리 무기, 즉 휘어진 모양의 투척용 도끼를 병사들의 충돌 직전에 사용했다. 그와 상관없이 프랑크족 병사들은 날이 넓은 검과 나무방패로 무장했다.


아에티우스의 군대는 절반가량이 로마 정규군 부대 및 프랑크족과 부르고뉴족의 포이데라티로 이루어졌고, 나머지 절반은 서고트족의 병사들로 이루어졌다. 여기에 수천 명의 알라니족이 함께했다.


로마군, 프랑크군, 부르고뉴군은 중무장 보병대를 형성했다. 그 때에는 로마 후기의 병사들은 더 이상 로마 제정 초기 시절의 군단(legio)이 아니었다. 그들은 타원형 방패, 조임쇠가 달린 투구, 양날의 긴 검(spatha), 당시 로마군에게 항상 상당한 전투력을 안겨준 동양식 복합형 활을 가지고 다녔으며, 팔다리를 더 이상 가리지 않는 쇠사슬갑옷을 입었다. 그 부대의 일부는 아직 ‘군단’이라 불렸으나 1천 명에서 2천 명 사이의 병력만을 통솔했다. 아에티우스가 소집했던 많은 군인들은 리미타네이(limitanei, 국경지역 병사들)로 여겨지는데, 이들은 대체로 주둔지 근처의 특정 지역에 거주하는 주민들로 구성되었다. 이것은 기동성을 줄이지만 바로 그들 자신의 공동체와 가족을 지키려는 까닭에, 이 부대의 사기는 그만큼 높다. 황제 근위대인 코미타텐세스(comitatenses)는 5세기 중엽 서로마에서 더 이상 큰 역할을 하지 못했는데, 이 정예군 아래 끝없는 안팎의 분쟁이 높은 손실을 끼쳤고, 텅 빈 국고 때문에 이 부대를 예전과 같이 만들 수 없었기 때문이다. 아에티우스는 코미타텐세스도 포함하여 아직 지휘권이 있는 로마 군대 모두를 아틸라에게 대항하도록 했던 것으로 보인다. 많은 이들이 기병이었다.


라인강 변에 사는 리푸아리아 프랑크족은 아마 위에 언급된 라인강 오른쪽에 사는 프랑크족과 똑같이 무장하였을 것이다. 양 측 군대에 다 있는 부르고뉴족은 단지 장검만으로 싸웠음이 명백하다. 서고트족 병사들은 378년의 아드리아노폴리스 전투 이래로, 알라니족 기병대의 명백한 본보기를 통해 보병에서 점점 더 많이 기병으로 넘어가고 있었다. 그래서 적어도 서고트 징집병의 2/3는 기병이었다. 그들은 쇠사슬갑옷과 찌르기용 창으로 무장한 귀족 기병대와, 일반 민중 출신의 경무장 기병대로 나뉜다. 후자의 기병대는 대개 갑옷이 없었으나, 투창, 날이 넓은 검, 그리고 아마도 나무나 여러 겹의 가죽으로 된 작은 기병용 방패는 있었다. 보병들에게는 창, 날이 넓은 검, 방패가 아주 널리 퍼졌으며 극히 드물지만 단순형 활도 있었고, 갑옷은 없었다. 알라니족의 무장과 싸우는 방식은 결과적으로 훈족을 아주 많이 닮았다.The Battle of the Catalaunian Plains (or Fields), also called the Battle of the Campus Mauriacus, Battle of Châlons, Battle of Troyes[5] or the Battle of Maurica, took place on June 20, 451 AD, between a coalition, led by the Roman general Flavius Aetius and the Visigothic king Theodoric I, against the Huns and their vassals, commanded by their king, Attila. It proved one of the last major military operations of the Western Roman Empire, although Germanic foederati composed the majority of the coalition army. Whether the battle was of strategic significance is disputed; historians generally agree that the siege of Aurelianum was the decisive moment in the campaign[citation needed] and stopped the Huns' attempt to advance any further into Roman territory or establish vassals in Roman Gaul. However, the Huns successfully looted and pillaged much of Gaul and crippled the military capacity of the Romans and Visigoths. Attila died only two years later, in 453; after the Battle of Nedao in 454 AD, the coalition of the Huns and the incorporated Germanic vassals gradually disintegrated.

By 450 AD, the Romans had restored their authority in much of the province of Gaul, although control over all of the provinces beyond Italy was continuing to diminish. Armorica was only nominally part of the empire, and Germanic tribes occupying Roman territory had been forcibly settled and bound by treaty as Foederati under their own leaders. Northern Gaul between the Rhine north of Xanten and the Lys (Germania Inferior) had unofficially been abandoned to the Salian Franks. The Visigoths on the Garonne were growing restive, but still holding to their treaty. The Burgundians in Sapaudia were more submissive, but likewise awaiting an opening for revolt.[6] The Alans on the Loire and in Valentinois were more loyal, having served the Romans since the defeat of Jovinus in 411 and the Siege of Bazas in 414.[7] The parts of Gaul still securely in Roman control were the Mediterranean coastline; a region including Aurelianum (present-day Orléans) along the Seine and the Loire as far north as Soissons and Arras; the middle and upper Rhine to Cologne; and downstream along the Rhône.[8]


The historian Jordanes states that Attila was enticed by the Vandal king Genseric to wage war on the Visigoths. At the same time, Genseric would attempt to sow strife between the Visigoths and the Western Roman Empire.[9][Note 1] However, Jordanes' account of Gothic history is notoriously unreliable.[10][Note 2] Modern scholars now believe that this explanation was Jordanes projecting contemporary events and political opinions onto Attila's time, and it was likely not original to Priscus. Christiensen points out that Amalafrida, wife of Thrasamund, was imprisoned and murdered by Hilderic after Thrasamund's death in 523, and that the tale of the blinding of Theodoric's daughter by Huneric was a fabrication.[14]


Other contemporary writers offer different motivations: Justa Grata Honoria, the sister of the emperor Valentinian III, had been betrothed to the former consul Bassus Herculanus the year before. In 450, she sent the eunuch Hyacinthus to the Hunnic king asking for Attila's help in escaping her confinement, with her ring as proof of the letter's legitimacy.[15] Allegedly, Attila interpreted it as offering her hand in marriage, and he had claimed half of the empire as a dowry. He demanded Honoria to be delivered along with the dowry. Valentinian rejected these demands, and Attila used it as an excuse to launch a destructive campaign through Gaul.[Note 3] Hughes suggests that the reality of this interpretation should be that Honoria was using Attila's status as honorary magister militum for political leverage.[16]


Another conflict leading into the war was that in 449, the King of the Franks (possibly Chlodio) had died and that his two sons argued over the succession: while the older son sought Attila's help, the younger sided with Aetius, who adopted him. The identity of the younger prince, who was seen at Rome by the historian Priscus,[17] remains unclear, though both Merowech and Childeric I have been suggested.


Attila crossed the Rhine early in 451 with his followers and a large number of allies, sacking Divodurum (now Metz) on April 7.[18] Schultheis notes, however, that sacking of Metz on April 7 may have been a literary trope used by Hydatius and Gregory of Tours to emphasize Attila's pagan nature to a Christian audience and may not be reliable.[19] Other cities attacked can be determined by the hagiographies written to commemorate their bishops: Nicasius was slaughtered before the altar of his church in Reims; Servatius is alleged to have saved Tongeren with his prayers, as Genevieve is to have saved Lutetia. Lupus, bishop of Troyes, is also credited with saving his city by meeting Attila in person.[Note 4] Many other cities also claim to have been attacked in these accounts, although archaeological evidence shows no destruction layer dating to the timeframe of the invasion. The most likely explanation for Attila's widespread devastation of Gaul is that Attila's main column followed the Roman roads and crossed the Rhine at Argentoratum (Strasbourg) before marching to Borbetomagus (Worms), Mogontiacum (Mainz), Augusta Treverorum (Trier), Divodurum (Metz), Durocotorum (Reims), and finally Aurelianum (Orléans), while sending a small detachment north into Frankish territory to plunder the countryside. This explanation would support the literary evidence claiming North Gaul was attacked, and the archaeological evidence showing major population centers were not sacked.[19][20]


Attila's army had reached Aurelianum (modern Orléans, France) before June. According to Jordanes, the Alan king Sangiban, whose Foederati realm included Aurelianum, had promised to open the city gates.[21] This siege is confirmed by the account of the Vita S. Aniani and in the later account of Gregory of Tours, although Sangiban's name does not appear in their accounts.[22][23] However, the inhabitants of Aurelianum shut their gates against the advancing invaders, and Attila began to besiege the city, while he waited for Sangiban to deliver on his promise. There are two different accounts of the Siege of Aurelianum, and Hughes suggests that combining them provides a better understanding of what actually happened.[24] After four days of heavy rain, Attila began his final assault on June 14, which was broken off due to the approach of the Roman coalition.[22] Modern scholars tend to agree that the Siege of Aurelianum was the high point of Attila's attack on the West, and the staunch Alan defence of the city was the real decisive factor in the war of 451.[24] Contrary to Jordanes, the Alans were never planning to defect as they were the loyal backbone of the Roman defence in Gaul.[25][26]


Forces

Both armies consisted of combatants from many peoples. Besides the Roman troops, the Alans, and the Visigoths, Jordanes lists Aetius' allies as including the Francii, Sarmatae, Armoriciani, Liticiani, Burgundiones, Saxones, Riparii, and Olibrones (whom he describes as "once Roman soldiers and now the flower of the allied forces"), as well as "other Celtic or German tribes."[27] The Liticiani could be either Laeti or Romano-Britons, the latter of which are recorded by Gregory.[28][29][30] Halsall argues that the Rhine limitanei and the old British field army composed the forces of the Riparii and Armoricans, and Heather suggests that the Visigoths may have been able to field about 25,000 men total.[31] Drinkwater adds that a faction of Alemanni may have participated in the battle, possibly on both sides like the Franks and Burgundians.[32] The Olibrones remain unknown, although it has been suggested these were Germanic limitanei garrisons.[33] Schultheis argues that on paper, the Germanic federates could theoretically number more than 70,000, but likely numbered under 50,000.[34]


A sense of the size of the actual Roman army may be found in the study of the Notitia Dignitatum by A.H.M. Jones.[35] This document is a list of officials and military units that was last updated in the first decades of the fifth century. The Notitia Dignitatum lists 58 various regular units, and 33 limitanei serving either in the Gallic provinces or on the frontiers nearby; the total of these units, based on Jones' analysis, is 34,000 for the regular units and 11,500 for the limitanei, or just under 46,000 all told. However, this figure is an estimate for the years 395–425 and one that constantly changes with new research. The loss of the Western Roman provinces in North Africa resulted in the loss of funding for 40,000 infantry and 20,000 cavalry in the Roman army, in addition to previous losses, which was enough to permanently cripple Roman military capacity after 439 AD.[36] According to Herwig Wolfram, with an annual revenue of 40,000 pounds of gold in 450 AD, the Western Empire would have had to spend almost two thirds of its income to maintain an army of 30,000 men.[37] Hugh Elton gives the same figure in 450, but estimates the cost of maintaining an army of 300,000 at 31,625 lbs. of gold or 7.6 solidi a year per soldier. He states that there were also other unquantifiable military costs such as defensive installations, equipment, logistical supplies, paper, animals, and other costs. The size of the army in 450 AD therefore must have been significantly reduced from its status in the late 420's.[38] Schultheis argues that the Roman field army as calculated from his own estimates of the Notitia Dignitatum, chronology of military losses, and income losses numbered approximately 20,500 comitatenses and 18,000 limitanei by the time of the battle, not including supernumerary officers.[39]


Jordanes' list for Attila's allies includes the Gepids under their king Ardaric, as well as an army of various Gothic groups led by the brothers Valamir, Theodemir (the father of the later Ostrogothic king Theodoric the Great) and Videmir, scions of the Amali Goths.[40] Sidonius Apollinaris offers a more extensive list of allies: Rugians, Gepids, Geloni, Burgundians, Sciri, Bellonoti, Neuri, Bastarnae, Thuringians, Bructeri, and Franks living along the River Neckar.[41] E.A. Thompson expresses his suspicions that some of these names are drawn from literary traditions rather than from the event itself:


The Bastarnae, Bructeri, Geloni and Neuri had disappeared hundreds of years before the time of the Huns, while the Bellonoti had never existed at all: presumably the learned poet was thinking of the Balloniti, a people invented by Valerius Flaccus nearly four centuries earlier.


On the other hand, Thompson believes that the presence of Burgundians on the Hunnic side is credible, noting that a group is documented remaining east of the Rhine; likewise, he believes that the other peoples Sidonius mentions (the Rugians, Sciri, and Thuringians) were participants in this battle.[42]


Thompson remarks in a footnote, "I doubt that Attila could have fed an army of even 30,000 men."[43] Lindner argues that by crossing the Carpathians to the area of modern Hungary the Huns had forfeited their best logistic base and grazing grounds, and that the Great Hungarian Plain could only support 15,000 mounted nomads.[44] Schultheis notes that Attila had control of other Hunnic groups east of the Carpathians, and proposes the eastern half of Attila's empire could field an additional 7,000 to 12,000 men based on later 6th century sources.[45] Kim notes that the Huns continued use of the Xiongnu decimal system, meaning their army was probably organized into divisions of 10, 100, 1000, and 10,000, but no real estimates of Hunnic military capacity can be determined.[46] Their barbarian allies, however, do receive mentions at other times in other sources: in 430 CE. The Hunnish king Octar was defeated by a force of 3,000 Neckar Burgundians who would later come under Hun subjugation, and Heather estimates that both the Gepids and the Amali Goths could have each fielded a maximum of 15,000 men at the Battle of Nedao in 454.[47][48] Schultheis argues that when combining primary and secondary source estimates Attila's forces would number more than 100,000 on paper, but was likely closer to 70,000.[45] The Chronicon Paschale, which preserves an extremely abbreviated and garbled fragment of Priscus' account of the campaign, states that Attila's forces numbered in the tens of thousands.[49][50] Assuming that the Hunnic and Germanic forces were roughly the same size as the Roman and federate army, those involved in the battle could have been well in excess of 100,000 combatants in total. This excludes the inevitable servants and camp followers who usually escape mention in the primary sources.


Site of the Catalaunian Fields

Further information: Treasure of Pouan

The actual location of the Catalaunian Fields has long been considered unclear. As a whole, the current scholarly consensus is that there is no conclusive site, merely being that it is in the vicinity of Châlons-en-Champagne (formerly called Châlons-sur-Marne) or Troyes. Historian Thomas Hodgkin located the site near Méry-sur-Seine.[51] A more recent evaluation of the location has been performed by Phillippe Richardot, who proposed a location of La Cheppe, slightly north of the modern town of Châlons.[52]


In 1842, at Pouan-les-Vallées, a village on the south bank of the river Aube, a labourer uncovered a burial containing a skeleton, a number of jewels and gold ornaments, and two swords.[53] By the nature of its grave goods, it was initially thought to be the burial of Theodoric, but Hodgkin expressed skepticism, suggesting that this elite burial was that of a princely Germanic warrior who had lived in the fifth century.[54][55] The Treasure of Pouan is conserved in the Musée des beaux-arts de Troyes, Troyes. It is still not known whether or not the find is related to the battle.


Simon Macdowall in his 2015 Osprey title proposed the battle took place at Montgueux just west of Troyes.[56] Macdowall goes as far as to identify the Roman alliance's camp site being placed at Fontvannes, a few kilometers west of the proposed battlefield, and places Attila's camp on the Seine at Saint-Lyé.[57] This draws on the earlier work of M. Girard, who was able to identify Maurica as the "les Maures" ridge of Montgueux, based on the second Additamenta Altera to Prosper's Epitoma Chronicon, which states it took place five Roman miles from Tecis or Tricasses, the modern Troyes. The road in the region is known as the "Voie des Maures", and the base of the ridge is known as "l'enfer" to the locals. A small stream near the battlefield that runs to Troyes is known as "la Riviere de Corps" to this day.[58] According to MacDowall, modern maps continue to identify the plains in the region as the "les Maurattes." Iaroslav Lebedensky argued the battle likely stretched across the plain from Montgueux south to Tourvellieres, while Schultheis argues that the battle took place wholly on the "les Maures" ridge itself until its final phase, when retreating and pursuing forces stretched across several kilometers.[59][60] The ridge at Montgueux is currently the most thoroughly researched proposal for the battlefield location.


Battle


Course of the battle


The Battle of the Catalaunian Plains as depicted in the Chronica Hungarorum

Upon learning of the invasion, the magister utriusque militiae Flavius Aetius moved his army rapidly from Italy to Gaul. According to Sidonius Apollinaris, he was leading a force consisting of "few and sparse auxiliaries without one regular soldier."[61] The insignificant number of Roman troops reported is probably due to the fact the majority of Aetius' army was stationed in Gaul, combined with Sidonius' need to embellish the account in favor of Avitus.[62] Aetius immediately attempted to persuade Theodoric I, king of the Visigoths, to join him. Allegedly, Theodoric learned how few troops Aetius had with him and decided it was wiser to wait and oppose the Huns in his own lands, so Aetius then turned to the former Praetorian Prefect of Gaul, Avitus, for help. According to tradition, Avitus was not only able to persuade Theodoric to join the Romans, but also a number of other wavering barbarian residents in Gaul.[63] The coalition assembled at Arelate (Arles) before moving to meet the Goths at Tolosa (Toulouse), and the army was supplied by Tonantius Ferreolus, who had been preparing for a Hunnic attack for a few years.[64] The combined army then marched to Aurelianum (present-day Orléans), reaching that city on June 14.


From Aurelianum, Aetius and his coalition pursued Attila, who was leaving Gaul with the majority of his objectives completed.[65] According to Jordanes, the night before the main battle, some of the Franks allied with the Romans encountered a band of the Gepids loyal to Attila and engaged them in a skirmish. Jordanes' recorded number of 15,000 dead on either side for this skirmish is not verifiable.[66] Attila had set up a tactical delay along his route of retreat in order to keep Aetius from catching him before he arrived at a suitable battlefield location.[67] The two forces at last met somewhere on the Catalaunian Fields circa June 20, a date first proposed by J. B. Bury and since accepted by many, although some authors have proposed the first week of July or September 27.[68][51][69] The date of the battle can be secured to June by the entries of Hydatius' chronicle, which places it in-between the appearance and disappearance of Halley's Comet.


According to tradition, Attila had his diviners examine the entrails of a sacrifice the morning of the day of the battle. They foretold that disaster would befall the Huns, but one of the enemy leaders would be killed. Attila delayed until the ninth hour (about 2:30 pm) so the impending sunset would help his troops to flee the battlefield in case of defeat.[70][71] Hughes takes his own interpretation of this, noting that the divination may be an indicator of Attila's barbarity and therefore possibly a fabrication. He states that the choice to begin the battle at the ninth hour was due to the fact that both sides spent the entire day carefully deploying their coalition armies.[72]


According to Jordanes, the Catalaunian plain rose on one side by a sharp slope to a ridge; this geographical feature dominated the battlefield and became the center of the battle. The Huns first seized the right side of the ridge, while the Romans seized the left, with the crest unoccupied between them. Jordanes explains that the Visigoths held the right side, the Romans the left, with Sangiban of uncertain loyalty and his Alans surrounded in the middle. The Hunnic forces attempted to take the ridge, but were outstripped by the Romans under Aetius and the Goths under Thorismund.[73]


Jordanes goes on to state that Theodoric, whilst leading his own men against the enemy Amali Goths, was killed in the assault without his men noticing. He then states that Theodoric was either thrown from his horse and trampled to death by his advancing men, or slain by the spear of the Amali Andag. Since Jordanes served as the notary of Andag's son Gunthigis, even if this latter story is not true, this version was certainly a proud family tradition.[74][49]


Then Jordanes claims the Visigoths outstripped the speed of the Alans beside them and fell upon Attila's own Hunnic household unit. Attila was forced to seek refuge in his own camp, which he had fortified with wagons. The Romano-Gothic charge apparently swept past the Hunnic camp in pursuit; when night fell, Thorismund, son of king Theodoric, returning to friendly lines, mistakenly entered Attila's encampment. There he was wounded in the ensuing melee before his followers could rescue him. Darkness also separated Aetius from his own men. As he feared that disaster had befallen them, he spent the rest of the night with his Gothic allies.[75]


On the following day, finding the battlefield was "piled high with bodies and the Huns did not venture forth", the Goths and Romans met to decide their next move. Knowing that Attila was low on provisions and "was hindered from approaching by a shower of arrows placed within the confines of the Roman camp", they started to besiege his camp. In this desperate situation, Attila remained unbowed and "heaped up a funeral pyre of horse saddles, so that if the enemy should attack him, he was determined to cast himself into the flames, that none might have the joy of wounding him and that the lord of so many races might not fall into the hands of his foes".[76]


While Attila was besieged in his camp, the Visigoths searched for their missing king and his son Thorismund. After a long search, they found Theodoric's corpse "where the dead lay thickest" and bore him away with heroic songs in sight of the enemy. Upon learning of his father's death, Thorismund wanted to assault Attila's camp, but Aetius dissuaded him. According to Jordanes, Aetius feared that if the Huns were completely destroyed, the Visigoths would break off their allegiance to the Roman Empire and become an even graver threat. So Aetius persuaded Thorismund to return home quickly and secure the throne for himself, before his brothers could. Otherwise, civil war would ensue among the Visigoths. Thorismund quickly returned to Tolosa (present-day Toulouse) and became king without any resistance. Gregory of Tours claims Aetius used the same reasoning to dismiss his Frankish allies, and collected the booty of the battlefield for himself.[77]


Outcome

The primary sources give little information as to the outcome of the battle, barring Jordanes. All emphasize the casualty count of the battle, and the battle became increasingly seen as a Gothic victory, beginning with Cassiodorus in the early sixth century.[78]


Hydatius states:


The Huns broke the peace and plundered the Gallic provinces. A great many cities were taken. On the Catalaunian Plains, not far from the city of Metz, which they had taken, the Huns were cut down in battle with the aid of God and defeated by general Aetius and King Theoderic, who had made a peace treaty with each other. The darkness of night interrupted the fighting. King Theoderic was laid low there and died. Almost 300,000 men are said to have fallen in that battle. — Hydatius, Chronicon, 150.[79]


Prosper, contemporary to the battle, states:


After killing his brother, Attila was strengthened by the resources of the deceased and forced many thousands of neighboring peoples into a war. This war, he announced as a guardian of Roman friendship, he would wage only against the Goths. But when he had crossed the Rhine and many Gallic cities had experienced his savage attacks, both our people and the Goths soon agreed to oppose with allied forces the fury of their proud enemies. And Aetius had such great foresight that, when fighting men were hurriedly collected from everywhere, a not unequal force met the opposing multitude. Although the slaughter of all those who died there was incalculable – for neither side gave way – it appears that the Huns were defeated in this battle because those among them that survived lost their taste for fighting and turned back home. —Prosper, Epitoma Chronicon, s.a. 451.[80]


The battle raged five miles down from Troyes on the field called Maurica in Campania. —Additamenta ad Chronicon Prosperi Hauniensis, s.a. 451.[81]


At this time Attila, king of the Huns, invaded the Gauls. Here trusting in lord Peter the apostle himself patrician Aetius proceeded against him, he would fight with the help of God. —Continuatio Codex Ovetensis.[82]


Battle was made in the Gauls between Aetius and Attila king of the Huns with both peoples and massacre. Attila fled into the greater Gauls. —Continuatio Codex Reichenaviensis.[83]


The Gallic Chronicles of 452 and 511 state:


Attila entered Gaul as if he had the right to ask for a wife that was owed to him. There, he inflicted and suffered defeat and then withdrew to his homeland. —Chronica Gallica Anno 452, s.a. 451.[84]


Patrician Aetius with King Theodoric of the Goths fight against Attila king of the Huns at Tricasses on the Mauriac plain, where Theodoric was slain, by whom it is uncertain, and Laudaricus the relative of Attila: and the bodies were countless. —Chronica Gallica Anno 511, s.a. 451.[85]


The Paschale Chronicle, preserving a garbled and abbreviated passage of Priscus, states:


While Theodosius and Valentinian, the Augusti, were emperors, Attila, from the race of the Gepid Huns, marched against Rome and Constantinople with a multitude of many tens of thousands. He notified Valentinian, the emperor of Rome, through a Gothic ambassador, "Attila, my master and yours, orders you through me to make ready the palace for him." He gave the same notice to Theodosius, the emperor in Constantinople, through a Gothic ambassador. Aetius, the first man of senatorial rank in Rome, heard the excessive daring of Attila's desperate response and went off to Alaric in Gaul, who was an enemy of Rome because of Honorius. He urged him to join him in standing against Attila, since he had destroyed many Roman cities. They unexpectedly launched himself against him as he was bivouacked near the Danubios river, and cut down his many thousands. Alaric, wounded by a saggita in the engagement, died. Attila died similarly, carried off by a nasal hemorrhage while he slept at night with his Hunnic concubine. It was suspected that this girl killed him. The very wise Priscus the Thracian wrote about this war. —Chronicon Paschale, p. 587.[49]


Jordanes reports the number of dead from this battle as 165,000, excluding the casualties of the Franco-Gepid skirmish previous to the main battle. Hydatius, a historian who lived at the time of Attila's invasion, reports the number of 300,000 dead.[86] The garbled Chronicle of Fredegar states that in a prior battle on the Loire, 200,000 Goths and 150,000 Huns were slain.[87] The figures offered are implausibly high, but the battle was noted as being exceptionally bloody by all of the primary sources. It is ultimately Jordanes' writing that leads to the difference in opinions in modern interpretations of the battle's outcome.


As a Roman victory

In the traditional account, modern scholars take a very direct interpretation of Jordanes, although usually with various points of contention. Modern scholars tend to agree that the battle took place on a long ridge, not a plain with a hill to one side.[88][56][89] Hughes argues that the Huns deployed in the center, with their vassals on the wings, because they were expecting a Roman infantry center, with cavalry wings. This way Attila could pin down the center with the disorganized Hunnic style of warfare, while the majority of his troops focused on breaking one or both of the enemy flanks. However, Hughes argues that the Romans were expecting this, which is why he placed the Alans in the center of the formation, who were skilled cavalrymen and had advanced knowledge of how to fight alongside the Roman style of warfare.[90] Bachrach also notes that Jordanes' point of placing the Alans in the center due to disloyalty is biased on Jordanes' part.[91]


Jordanes' description of the battle, according to Hughes, takes place from the Roman perspective. Attila's forces arrived on the ridge first, on the far right side, before the Visigoths could take that position. Then Aetius' Romans arrived on the left side of the ridge, and repulsed the Gepids as they came up. Finally the Alans and the Visigoths under Thorismund fought their way up and secured the center of the ridge, holding it against Attila.[92] However, Hughes differs from mainstream explanations in that he places Thorismund between the Alans and Visigothic main body, rather than on the Visigothic flank. MacDowall, for example, places Thorismund on the far right of the battlefield.[93] The final phase of the battle is characterized by the Gothic attempt to take the right side of the ridge, in which Theodoric is slain, with the rest of his army unaware of his death. It is at this point that Thorismund located Attila's position in the Hunnic battle line, and attacked the Hunnic center, nearly slaying Attila himself and forcing the Hunnic center to retreat. Both armies fell into confusion as darkness descended, and neither side knew the outcome of the battle until the following morning.[94]


After the battle, the allies decided what to do next, and resolved to place Attila under siege for a few days while they discussed the matter. Aetius allegedly persuaded both Thorismund and the Goths, and the Franks as well, to leave the battle and return home. Hughes argues that since the Franks were fighting a civil war in the battle, and Thorismund had five brothers who could usurp his new-found position as king, that it is likely Aetius did advise them to do so.[95] O'Flynn argues that Aetius persuaded the Visigoths to return home in order to eliminate a group of volatile allies, and argues that he let Attila escape because he would have been just as happy to make an alliance with the Huns as with the Visigoths.[96] The majority of historians also share the view that at this point Attila's "aura of invincibility" was broken, and that Aetius allowed the Huns to retreat in the hopes he could return to a status of partnership with them and draw on the Huns for future military support.[97][98][99]


As a Roman defeat or indecisive

It has been suggested by Hyun Jin Kim that the entire battle is a play on the Battle of Marathon, with the Romans being the Plateans on the left, the Alans the weak Athenian center, and the Goths the Athenian regulars on the right, with Theodoric as Miltiades and Thorismund as Callimachus. He sees the return home by the Goths to secure Thorismund's throne as the same as the return to Athens to protect it from sedition and the Persian Navy.[100][101] Kim's suggestion of Jordanes borrowing Herodotus has been noted by prior scholarship: Franz Altheim drew a parallel between the Catalaunian Fields and Salamis, and thought that the battle narrative was completely fabricated.[102] John Wallace-Hadrill drew a parallel between Aetius and Themistocles regarding the alleged subterfuge after the battle in some primary source accounts.[101] Other historians have noted its possible political statements on Jordanes' contemporary time, particularly regarding the Battle of Vouille and the Gothic Wars towards the end of Justinian's reign.[12][103] Ultimately this has led mainstream scholarship to agree that Jordanes' description of the Battle of the Catalaunian fields is distorted, even if they do not agree with a pro-Hunnish interpretation of the outcome. However, Kim's views have received a mixed reception among scholars of the period, with one reviewer noting that much of the text amounts to "a confused and confusing story, involving the rewriting of histories, genealogies and chronologies... exacerbated by strange and clumsy conflations." His view that Attila won the battle therefore should be taken with skepticism.[104]


Other authors have previously considered the battle to have been indecisive. This latter view is rather widely accepted, although the outcome remains in disagreement as a whole.[105][106] The most recent and comprehensive argument for an indecisive outcome belongs to that of Schultheis, who argues that Jordanes' work is more complicated than assumed due to the rearranging of a narrative first penned by a Goth named Ablabius in 471 and expanded by Cassiodorus, which he then himself abridged again and which in turn was used by Jordanes.[107] Schultheis argues that provided that the entire conflict was not a literary topos based on the Battle of Marathon, the Alans were placed in the center of the battle line due to their effectiveness against the Huns as proscribed by the Strategikon of Pseudo-Maurice, and that Jordanes' text indicates the Hunnic center retreated before Thorismund charged. The Romans and Alans attacked down the ridge and across the plain to Attila's camp, while the Amali and other Gothic groups chased the collapsing Gothic right back to their camp, resulting in the mass confusion that followed. He concludes that losses during the retreats were heavy and led to an indecisive outcome, which an analysis of the chronology of primary source accounts shows over time was embellished into a Gothic victory.[108]
















































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Psychology is the scientific study of mind and behavior.[1][2] 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.[3][4] 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.[5] 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. While psychological knowledge is often applied to the assessment and treatment of mental health problems, it is also directed towards understanding and solving problems in several spheres of human activity. By many accounts, psychology ultimately aims to benefit society.[6][7][8] Many psychologists are involved in some kind of therapeutic role, practicing psychotherapy in clinical, counseling, or school settings. Other psychologists conduct scientific research on a wide range of topics related to mental processes and behavior. Typically the latter group of psychologists work in academic settings (e.g., universities, medical schools, or hospitals). Another group of psychologists is employed in industrial and organizational settings.[9] Yet others are involved in work on human development, aging, sports, health, forensic science, education, and the media. Etymology and definitions The word psychology derives from the Greek word psyche, for spirit or soul. The latter part of the word psychology derives from -λογία -logia, which means "study" or "research".[10] The word psychology was first used in the Renaissance.[11] In its Latin form psychiologia, it was first employed by the Croatian humanist and Latinist Marko Marulić in his book Psichiologia de ratione animae humanae (Psychology, on the Nature of the Human Soul) in the decade 1510–1520[11][12] The earliest known reference to the word psychology in English was by Steven Blankaart in 1694 in The Physical Dictionary. The dictionary refers to "Anatomy, which treats the Body, and Psychology, which treats of the Soul."[13] Ψ (psi), the first letter of the Greek word psyche from which the term psychology is derived, is commonly associated with the field of psychology. In 1890, William James defined psychology as "the science of mental life, both of its phenomena and their conditions."[14] This definition enjoyed widespread currency for decades. However, this meaning was contested, notably by John B. Watson, who in 1913 asserted the methodological behaviorist view of psychology as a purely objective experimental branch of natural science, the theoretical goal of which "is the prediction and control of behavior."[15] Since James defined "psychology", the term more strongly implicates scientific experimentation.[16][15] Folk psychology is the understanding of the mental states and behaviors of people held by ordinary people, as contrasted with psychology professionals' understanding.[17] History Main article: History of psychology For a chronological guide, see Timeline of psychology. The ancient civilizations of Egypt, Greece, China, India, and Persia all engaged in the philosophical study of psychology. In Ancient Egypt the Ebers Papyrus mentioned depression and thought disorders.[18] Historians note that Greek philosophers, including Thales, Plato, and Aristotle (especially in his De Anima treatise),[19] addressed the workings of the mind.[20] As early as the 4th century BC, the Greek physician Hippocrates theorized that mental disorders had physical rather than supernatural causes.[21] In 387 BCE, Plato suggested that the brain is where mental processes take place, and in 335 BCE Aristotle suggested that it was the heart.[22] In China, the foundations of psychological thought emerged from the philosophical works of ancient thinkers like Laozi and Confucius, as well as the teachings of Buddhism.[23] This body of knowledge drew insights from introspection, observation, and techniques for focused thinking and behavior. It viewed the universe as comprising physical and mental realms, along with the interplay between the two.[24] Chinese philosophy also emphasized purifying the mind in order to increase virtue and power. An ancient text known as The Yellow Emperor's Classic of Internal Medicine identifies the brain as the nexus of wisdom and sensation, includes theories of personality based on yin–yang balance, and analyzes mental disorder in terms of physiological and social disequilibria. Chinese scholarship that focused on the brain advanced during the Qing dynasty with the work of Western-educated Fang Yizhi (1611–1671), Liu Zhi (1660–1730), and Wang Qingren (1768–1831). Wang Qingren emphasized the importance of the brain as the center of the nervous system, linked mental disorder with brain diseases, investigated the causes of dreams and insomnia, and advanced a theory of hemispheric lateralization in brain function.[25] Influenced by Hinduism, Indian philosophy explored distinctions in types of awareness. A central idea of the Upanishads and other Vedic texts that formed the foundations of Hinduism was the distinction between a person's transient mundane self and their eternal, unchanging soul. Divergent Hindu doctrines and Buddhism have challenged this hierarchy of selves, but have all emphasized the importance of reaching higher awareness. Yoga encompasses a range of techniques used in pursuit of this goal. Theosophy, a religion established by Russian-American philosopher Helena Blavatsky, drew inspiration from these doctrines during her time in British India.[26][27] Psychology was of interest to Enlightenment thinkers in Europe. In Germany, Gottfried Wilhelm Leibniz (1646–1716) applied his principles of calculus to the mind, arguing that mental activity took place on an indivisible continuum. He suggested that the difference between conscious and unconscious awareness is only a matter of degree. Christian Wolff identified psychology as its own science, writing Psychologia Empirica in 1732 and Psychologia Rationalis in 1734. Immanuel Kant advanced the idea of anthropology as a discipline, with psychology an important subdivision. Kant, however, explicitly rejected the idea of an experimental psychology, writing that "the empirical doctrine of the soul can also never approach chemistry even as a systematic art of analysis or experimental doctrine, for in it the manifold of inner observation can be separated only by mere division in thought, and cannot then be held separate and recombined at will (but still less does another thinking subject suffer himself to be experimented upon to suit our purpose), and even observation by itself already changes and displaces the state of the observed object." In 1783, Ferdinand Ueberwasser (1752–1812) designated himself Professor of Empirical Psychology and Logic and gave lectures on scientific psychology, though these developments were soon overshadowed by the Napoleonic Wars.[28] At the end of the Napoleonic era, Prussian authorities discontinued the Old University of Münster.[28] Having consulted philosophers Hegel and Herbart, however, in 1825 the Prussian state established psychology as a mandatory discipline in its rapidly expanding and highly influential educational system. However, this discipline did not yet embrace experimentation.[29] In England, early psychology involved phrenology and the response to social problems including alcoholism, violence, and the country's crowded "lunatic" asylums.[30] Beginning of experimental psychology James McKeen Cattell, the first psychologist in the United States Wilhelm Wundt (seated), a German psychologist, with colleagues in his psychological laboratory, the first of its kind, c. 1880 One of the dogs used in Russian psychologist Ivan Pavlov's experiment with a surgically implanted cannula to measure saliva, preserved in the Pavlov Museum in Ryazan, Russia Philosopher John Stuart Mill believed that the human mind was open to scientific investigation, even if the science is in some ways inexact.[31] Mill proposed a "mental chemistry" in which elementary thoughts could combine into ideas of greater complexity.[31] Gustav Fechner began conducting psychophysics research in Leipzig in the 1830s. He articulated the principle that human perception of a stimulus varies logarithmically according to its intensity.[32]: 61  The principle became known as the Weber–Fechner law. Fechner's 1860 Elements of Psychophysics challenged Kant's negative view with regard to conducting quantitative research on the mind.[33][29] Fechner's achievement was to show that "mental processes could not only be given numerical magnitudes, but also that these could be measured by experimental methods."[29] In Heidelberg, Hermann von Helmholtz conducted parallel research on sensory perception, and trained physiologist Wilhelm Wundt. Wundt, in turn, came to Leipzig University, where he established the psychological laboratory that brought experimental psychology to the world. Wundt focused on breaking down mental processes into the most basic components, motivated in part by an analogy to recent advances in chemistry, and its successful investigation of the elements and structure of materials.[34] Paul Flechsig and Emil Kraepelin soon created another influential laboratory at Leipzig, a psychology-related lab, that focused more on experimental psychiatry.[29] James McKeen Cattell, a professor of psychology at the University of Pennsylvania and Columbia University and the co-founder of Psychological Review, was the first professor of psychology in the United States.[35] The German psychologist Hermann Ebbinghaus, a researcher at the University of Berlin, was a 19th-century contributor to the field. He pioneered the experimental study of memory and developed quantitative models of learning and forgetting.[36] In the early 20th century, Wolfgang Kohler, Max Wertheimer, and Kurt Koffka co-founded the school of Gestalt psychology of Fritz Perls. The approach of Gestalt psychology is based upon the idea that individuals experience things as unified wholes. Rather than reducing thoughts and behavior into smaller component elements, as in structuralism, the Gestaltists maintain that whole of experience is important, "and is something else than the sum of its parts, because summing is a meaningless procedure, whereas the whole-part relationship is meaningful."[37] Psychologists in Germany, Denmark, Austria, England, and the United States soon followed Wundt in setting up laboratories.[38] G. Stanley Hall, an American who studied with Wundt, founded a psychology lab that became internationally influential. The lab was located at Johns Hopkins University. Hall, in turn, trained Yujiro Motora, who brought experimental psychology, emphasizing psychophysics, to the Imperial University of Tokyo.[39] Wundt's assistant, Hugo Münsterberg, taught psychology at Harvard to students such as Narendra Nath Sen Gupta—who, in 1905, founded a psychology department and laboratory at the University of Calcutta.[26] Wundt's students Walter Dill Scott, Lightner Witmer, and James McKeen Cattell worked on developing tests of mental ability. Cattell, who also studied with eugenicist Francis Galton, went on to found the Psychological Corporation. Witmer focused on the mental testing of children; Scott, on employee selection.[32]: 60  Another student of Wundt, the Englishman Edward Titchener, created the psychology program at Cornell University and advanced "structuralist" psychology. The idea behind structuralism was to analyze and classify different aspects of the mind, primarily through the method of introspection.[40] William James, John Dewey, and Harvey Carr advanced the idea of functionalism, an expansive approach to psychology that underlined the Darwinian idea of a behavior's usefulness to the individual. In 1890, James wrote an influential book, The Principles of Psychology, which expanded on the structuralism. He memorably described "stream of consciousness." James's ideas interested many American students in the emerging discipline.[40][14][32]: 178–82  Dewey integrated psychology with societal concerns, most notably by promoting progressive education, inculcating moral values in children, and assimilating immigrants.[32]: 196–200  A different strain of experimentalism, with a greater connection to physiology, emerged in South America, under the leadership of Horacio G. Piñero at the University of Buenos Aires.[41] In Russia, too, researchers placed greater emphasis on the biological basis for psychology, beginning with Ivan Sechenov's 1873 essay, "Who Is to Develop Psychology and How?" Sechenov advanced the idea of brain reflexes and aggressively promoted a deterministic view of human behavior.[42] The Russian-Soviet physiologist Ivan Pavlov discovered in dogs a learning process that was later termed "classical conditioning" and applied the process to human beings.[43] Consolidation and funding One of the earliest psychology societies was La Société de Psychologie Physiologique in France, which lasted from 1885 to 1893. The first meeting of the International Congress of Psychology sponsored by the International Union of Psychological Science took place in Paris, in August 1889, amidst the World's Fair celebrating the centennial of the French Revolution. William James was one of three Americans among the 400 attendees. The American Psychological Association (APA) was founded soon after, in 1892. The International Congress continued to be held at different locations in Europe and with wide international participation. The Sixth Congress, held in Geneva in 1909, included presentations in Russian, Chinese, and Japanese, as well as Esperanto. After a hiatus for World War I, the Seventh Congress met in Oxford, with substantially greater participation from the war-victorious Anglo-Americans. In 1929, the Congress took place at Yale University in New Haven, Connecticut, attended by hundreds of members of the APA.[38] Tokyo Imperial University led the way in bringing new psychology to the East. New ideas about psychology diffused from Japan into China.[25][39] American psychology gained status upon the U.S.'s entry into World War I. A standing committee headed by Robert Yerkes administered mental tests ("Army Alpha" and "Army Beta") to almost 1.8 million soldiers.[44] Subsequently, the Rockefeller family, via the Social Science Research Council, began to provide funding for behavioral research.[45][46] Rockefeller charities funded the National Committee on Mental Hygiene, which disseminated the concept of mental illness and lobbied for applying ideas from psychology to child rearing.[44][47] Through the Bureau of Social Hygiene and later funding of Alfred Kinsey, Rockefeller foundations helped establish research on sexuality in the U.S.[48] Under the influence of the Carnegie-funded Eugenics Record Office, the Draper-funded Pioneer Fund, and other institutions, the eugenics movement also influenced American psychology. In the 1910s and 1920s, eugenics became a standard topic in psychology classes.[49] In contrast to the US, in the UK psychology was met with antagonism by the scientific and medical establishments, and up until 1939, there were only six psychology chairs in universities in England.[50] During World War II and the Cold War, the U.S. military and intelligence agencies established themselves as leading funders of psychology by way of the armed forces and in the new Office of Strategic Services intelligence agency. University of Michigan psychologist Dorwin Cartwright reported that university researchers began large-scale propaganda research in 1939–1941. He observed that "the last few months of the war saw a social psychologist become chiefly responsible for determining the week-by-week-propaganda policy for the United States Government." Cartwright also wrote that psychologists had significant roles in managing the domestic economy.[51] The Army rolled out its new General Classification Test to assess the ability of millions of soldiers. The Army also engaged in large-scale psychological research of troop morale and mental health.[52] In the 1950s, the Rockefeller Foundation and Ford Foundation collaborated with the Central Intelligence Agency (CIA) to fund research on psychological warfare.[53] In 1965, public controversy called attention to the Army's Project Camelot, the "Manhattan Project" of social science, an effort which enlisted psychologists and anthropologists to analyze the plans and policies of foreign countries for strategic purposes.[54][55] In Germany after World War I, psychology held institutional power through the military, which was subsequently expanded along with the rest of the military during Nazi Germany.[29] Under the direction of Hermann Göring's cousin Matthias Göring, the Berlin Psychoanalytic Institute was renamed the Göring Institute. Freudian psychoanalysts were expelled and persecuted under the anti-Jewish policies of the Nazi Party, and all psychologists had to distance themselves from Freud and Adler, founders of psychoanalysis who were also Jewish.[56] The Göring Institute was well-financed throughout the war with a mandate to create a "New German Psychotherapy." This psychotherapy aimed to align suitable Germans with the overall goals of the Reich. As described by one physician, "Despite the importance of analysis, spiritual guidance and the active cooperation of the patient represent the best way to overcome individual mental problems and to subordinate them to the requirements of the Volk and the Gemeinschaft." Psychologists were to provide Seelenführung [lit., soul guidance], the leadership of the mind, to integrate people into the new vision of a German community.[57] Harald Schultz-Hencke melded psychology with the Nazi theory of biology and racial origins, criticizing psychoanalysis as a study of the weak and deformed.[58] Johannes Heinrich Schultz, a German psychologist recognized for developing the technique of autogenic training, prominently advocated sterilization and euthanasia of men considered genetically undesirable, and devised techniques for facilitating this process.[59] After the war, new institutions were created although some psychologists, because of their Nazi affiliation, were discredited. Alexander Mitscherlich founded a prominent applied psychoanalysis journal called Psyche. With funding from the Rockefeller Foundation, Mitscherlich established the first clinical psychosomatic medicine division at Heidelberg University. In 1970, psychology was integrated into the required studies of medical students.[60] After the Russian Revolution, the Bolsheviks promoted psychology as a way to engineer the "New Man" of socialism. Consequently, university psychology departments trained large numbers of students in psychology. At the completion of training, positions were made available for those students at schools, workplaces, cultural institutions, and in the military. The Russian state emphasized pedology and the study of child development. Lev Vygotsky became prominent in the field of child development.[42] The Bolsheviks also promoted free love and embraced the doctrine of psychoanalysis as an antidote to sexual repression.[61]: 84–6 [62] Although pedology and intelligence testing fell out of favor in 1936, psychology maintained its privileged position as an instrument of the Soviet Union.[42] Stalinist purges took a heavy toll and instilled a climate of fear in the profession, as elsewhere in Soviet society.[61]: 22  Following World War II, Jewish psychologists past and present, including Lev Vygotsky, A.R. Luria, and Aron Zalkind, were denounced; Ivan Pavlov (posthumously) and Stalin himself were celebrated as heroes of Soviet psychology.[61]: 25–6, 48–9  Soviet academics experienced a degree of liberalization during the Khrushchev Thaw. The topics of cybernetics, linguistics, and genetics became acceptable again. The new field of engineering psychology emerged. The field involved the study of the mental aspects of complex jobs (such as pilot and cosmonaut). Interdisciplinary studies became popular and scholars such as Georgy Shchedrovitsky developed systems theory approaches to human behavior.[61]: 27–33  Twentieth-century Chinese psychology originally modeled itself on U.S. psychology, with translations from American authors like William James, the establishment of university psychology departments and journals, and the establishment of groups including the Chinese Association of Psychological Testing (1930) and the Chinese Psychological Society (1937). Chinese psychologists were encouraged to focus on education and language learning. Chinese psychologists were drawn to the idea that education would enable modernization. John Dewey, who lectured to Chinese audiences between 1919 and 1921, had a significant influence on psychology in China. Chancellor T'sai Yuan-p'ei introduced him at Peking University as a greater thinker than Confucius. Kuo Zing-yang who received a PhD at the University of California, Berkeley, became President of Zhejiang University and popularized behaviorism.[63]: 5–9  After the Chinese Communist Party gained control of the country, the Stalinist Soviet Union became the major influence, with Marxism–Leninism the leading social doctrine and Pavlovian conditioning the approved means of behavior change. Chinese psychologists elaborated on Lenin's model of a "reflective" consciousness, envisioning an "active consciousness" (pinyin: tzu-chueh neng-tung-li) able to transcend material conditions through hard work and ideological struggle. They developed a concept of "recognition" (pinyin: jen-shih) which referred to the interface between individual perceptions and the socially accepted worldview; failure to correspond with party doctrine was "incorrect recognition."[63]: 9–17  Psychology education was centralized under the Chinese Academy of Sciences, supervised by the State Council. In 1951, the academy created a Psychology Research Office, which in 1956 became the Institute of Psychology. Because most leading psychologists were educated in the United States, the first concern of the academy was the re-education of these psychologists in the Soviet doctrines. Child psychology and pedagogy for the purpose of a nationally cohesive education remained a central goal of the discipline.[63]: 18–24  Women in psychology 1900–1949 Women in the early 1900s started to make key findings within the world of psychology. In 1923, Anna Freud,[64] the daughter of Sigmund Freud, built on her father's work using different defense mechanisms (denial, repression, and suppression) to psychoanalyze children. She believed that once a child reached the latency period, child analysis could be used as a mode of therapy. She stated it is important focus on the child's environment, support their development, and prevent neurosis. She believed a child should be recognized as their own person with their own right and have each session catered to the child's specific needs. She encouraged drawing, moving freely, and expressing themselves in any way. This helped build a strong therapeutic alliance with child patients, which allows psychologists to observe their normal behavior. She continued her research on the impact of children after family separation, children with socio-economically disadvantaged backgrounds, and all stages of child development from infancy to adolescence.[65] Functional periodicity, the belief women are mentally and physically impaired during menstruation, impacted women's rights because employers were less likely to hire them due to the belief they would be incapable of working for 1 week a month. Leta Stetter Hollingworth wanted to prove this hypothesis and Edward L. Thorndike's theory, that women have lesser psychological and physical traits than men and were simply mediocre, incorrect. Hollingworth worked to prove differences were not from male genetic superiority, but from culture. She also included the concept of women's impairment during menstruation in her research. She recorded both women and men performances on tasks (cognitive, perceptual, and motor) for three months. No evidence was found of decreased performance due to a woman's menstrual cycle.[66] She also challenged the belief intelligence is inherited and women here are intellectually inferior to men. She stated that women do not reach positions of power due to the societal norms and roles they are assigned. As she states in her article, "Variability as related to sex differences in achievement: A Critique",[67] the largest problem women have is the social order that was built due to the assumption women have less interests and abilities than men. To further prove her point, she completed another experiment with infants who have not been influenced by the environment of social norms, like the adult male getting more opportunities than women. She found no difference between infants besides size. After this research proved the original hypothesis wrong, Hollingworth was able to show there is no difference between the physiological and psychological traits of men and women, and women are not impaired during menstruation.[68] The first half of the 1900s was filled with new theories and it was a turning point for women's recognition within the field of psychology. In addition to the contributions made by Leta Stetter Hollingworth and Anna Freud, Mary Whiton Calkins invented the paired associates technique of studying memory and developed self-psychology.[69] Karen Horney developed the concept of "womb envy" and neurotic needs.[70] Psychoanalyst Melanie Klein impacted developmental psychology with her research of play therapy.[71] These great discoveries and contributions were made during struggles of sexism, discrimination, and little recognition for their work. 1950–1999 Women in the second half of the 20th century continued to do research that had large-scale impacts on the field of psychology. Mary Ainsworth's work centered around attachment theory. Building off fellow psychologist John Bowlby, Ainsworth spent years doing fieldwork to understand the development of mother-infant relationships. In doing this field research, Ainsworth developed the Strange Situation Procedure, a laboratory procedure meant to study attachment style by separating and uniting a child with their mother several different times under different circumstances. These field studies are also where she developed her attachment theory and the order of attachment styles, which was a landmark for developmental psychology.[72][73] Because of her work, Ainsworth became one of the most cited psychologists of all time.[74] Mamie Phipps Clark was another woman in psychology that changed the field with her research. She was one of the first African-Americans to receive a doctoral degree in psychology from Columbia University, along with her husband, Kenneth Clark. Her master's thesis, "The Development of Consciousness in Negro Pre-School Children," argued that black children's self-esteem was negatively impacted by racial discrimination. She and her husband conduced research building off her thesis throughout the 1940s. These tests, called the doll tests, asked young children to choose between identical dolls whose only difference was race, and they found that the majority of the children preferred the white dolls and attributed positive traits to them. Repeated over and over again, these tests helped to determine the negative effects of racial discrimination and segregation on black children's self-image and development. In 1954, this research would help decide the landmark Brown v. Board of Education decision, leading to the end of legal segregation across the nation. Clark went on to be an influential figure in psychology, her work continuing to focus on minority youth.[75] As the field of psychology developed throughout the latter half of the 20th century, women in the field advocated for their voices to be heard and their perspectives to be valued. Second-wave feminism did not miss psychology. An outspoken feminist in psychology was Naomi Weisstein, who was an accomplished researcher in psychology and neuroscience, and is perhaps best known for her paper, "Kirche, Kuche, Kinder as Scientific Law: Psychology Constructs the Female." Psychology Constructs the Female criticized the field of psychology for centering men and using biology too much to explain gender differences without taking into account social factors.[76] Her work set the stage for further research to be done in social psychology, especially in gender construction.[77] Other women in the field also continued advocating for women in psychology, creating the Association for Women in Psychology to criticize how the field treated women. E. Kitsch Child, Phyllis Chesler, and Dorothy Riddle were some of the founding members of the organization in 1969.[78][79] The latter half of the 20th century further diversified the field of psychology, with women of color reaching new milestones. In 1962, Martha Bernal became the first Latina woman to get a Ph.D. in psychology. In 1969, Marigold Linton, the first Native American woman to get a Ph.D. in psychology, founded the National Indian Education Association. She was also a founding member of the Society for Advancement of Chicanos and Native Americans in Science. In 1971, The Network of Indian Psychologists was established by Carolyn Attneave. Harriet McAdoo was appointed to the White House Conference on Families in 1979.[80] 21st century In the 21st century, women have gained greater prominence in psychology, contributing significantly to a wide range of subfields. Many have taken on leadership roles, directed influential research labs, and guided the next generation of psychologists. However, gender disparities remain, especially when it comes to equal pay and representation in senior academic positions.[81] The number of women pursuing education and training in psychological science has reached a record high. In the United States, estimates suggest that women make up about 78% of undergraduate students and 71% of graduate students in psychology.[81] Disciplinary organizations Institutions See also: List of psychology organizations In 1920, Édouard Claparède and Pierre Bovet created a new applied psychology organization called the International Congress of Psychotechnics Applied to Vocational Guidance, later called the International Congress of Psychotechnics and then the International Association of Applied Psychology.[38] The IAAP is considered the oldest international psychology association.[82] Today, at least 65 international groups deal with specialized aspects of psychology.[82] In response to male predominance in the field, female psychologists in the U.S. formed the National Council of Women Psychologists in 1941. This organization became the International Council of Women Psychologists after World War II and the International Council of Psychologists in 1959. Several associations including the Association of Black Psychologists and the Asian American Psychological Association have arisen to promote the inclusion of non-European racial groups in the profession.[82] The International Union of Psychological Science (IUPsyS) is the world federation of national psychological societies. The IUPsyS was founded in 1951 under the auspices of the United Nations Educational, Cultural and Scientific Organization (UNESCO).[38][83] Psychology departments have since proliferated around the world, based primarily on the Euro-American model.[26][83] Since 1966, the Union has published the International Journal of Psychology.[38] IAAP and IUPsyS agreed in 1976 each to hold a congress every four years, on a staggered basis.[82] IUPsyS recognizes 66 national psychology associations and at least 15 others exist.[82] The American Psychological Association is the oldest and largest.[82] Its membership has increased from 5,000 in 1945 to 100,000 in the present day.[40] The APA includes 54 divisions, which since 1960 have steadily proliferated to include more specialties. Some of these divisions, such as the Society for the Psychological Study of Social Issues and the American Psychology–Law Society, began as autonomous groups.[82] The Interamerican Psychological Society, founded in 1951, aspires to promote psychology across the Western Hemisphere. It holds the Interamerican Congress of Psychology and had 1,000 members in year 2000. The European Federation of Professional Psychology Associations, founded in 1981, represents 30 national associations with a total of 100,000 individual members. At least 30 other international organizations represent psychologists in different regions.[82] In some places, governments legally regulate who can provide psychological services or represent themselves as a "psychologist."[84] The APA defines a psychologist as someone with a doctoral degree in psychology.[85] Boundaries Early practitioners of experimental psychology distinguished themselves from parapsychology, which in the late nineteenth century enjoyed popularity (including the interest of scholars such as William James). Some people considered parapsychology to be part of "psychology". Parapsychology, hypnotism, and psychism were major topics at the early International Congresses. But students of these fields were eventually ostracized, and more or less banished from the Congress in 1900–1905.[38] Parapsychology persisted for a time at Imperial University in Japan, with publications such as Clairvoyance and Thoughtography by Tomokichi Fukurai, but it was mostly shunned by 1913.[39] As a discipline, psychology has long sought to fend off accusations that it is a "soft" science. Philosopher of science Thomas Kuhn's 1962 critique implied psychology overall was in a pre-paradigm state, lacking agreement on the type of overarching theory found in mature hard sciences such as chemistry and physics.[86] Because some areas of psychology rely on research methods such as self-reports in surveys and questionnaires, critics asserted that psychology is not an objective science. Skeptics have suggested that personality, thinking, and emotion cannot be directly measured and are often inferred from subjective self-reports, which may be problematic. Experimental psychologists have devised a variety of ways to indirectly measure these elusive phenomenological entities.[87][88][89] Divisions still exist within the field, with some psychologists more oriented towards the unique experiences of individual humans, which cannot be understood only as data points within a larger population. Critics inside and outside the field have argued that mainstream psychology has become increasingly dominated by a "cult of empiricism", which limits the scope of research because investigators restrict themselves to methods derived from the physical sciences.[90]: 36–7  Feminist critiques have argued that claims to scientific objectivity obscure the values and agenda of (historically) mostly male researchers.[44] Jean Grimshaw, for example, argues that mainstream psychological research has advanced a patriarchal agenda through its efforts to control behavior.[90]: 120  Major schools of thought Biological Main article: Cognitive neuroscience False-color representations of cerebral fiber pathways affected, per Van Horn et al.[91] Psychologists generally consider biology the substrate of thought and feeling, and therefore an important area of study. Behaviorial neuroscience, also known as biological psychology, involves the application of biological principles to the study of physiological and genetic mechanisms underlying behavior in humans and other animals. The allied field of comparative psychology is the scientific study of the behavior and mental processes of non-human animals.[92] A leading question in behavioral neuroscience has been whether and how mental functions are localized in the brain. From Phineas Gage to H.M. and Clive Wearing, individual people with mental deficits traceable to physical brain damage have inspired new discoveries in this area.[93] Modern behavioral neuroscience could be said to originate in the 1870s, when in France Paul Broca traced production of speech to the left frontal gyrus, thereby also demonstrating hemispheric lateralization of brain function. Soon after, Carl Wernicke identified a related area necessary for the understanding of speech.[94]: 20–2  The contemporary field of behavioral neuroscience focuses on the physical basis of behavior. Behaviorial neuroscientists use animal models, often relying on rats, to study the neural, genetic, and cellular mechanisms that underlie behaviors involved in learning, memory, and fear responses.[95] Cognitive neuroscientists, by using neural imaging tools, investigate the neural correlates of psychological processes in humans. Neuropsychologists conduct psychological assessments to determine how an individual's behavior and cognition are related to the brain. The biopsychosocial model is a cross-disciplinary, holistic model that concerns the ways in which interrelationships of biological, psychological, and socio-environmental factors affect health and behavior.[96] Evolutionary psychology approaches thought and behavior from a modern evolutionary perspective. This perspective suggests that psychological adaptations evolved to solve recurrent problems in human ancestral environments. Evolutionary psychologists attempt to find out how human psychological traits are evolved adaptations, the results of natural selection or sexual selection over the course of human evolution.[97] The history of the biological foundations of psychology includes evidence of racism. The idea of white supremacy and indeed the modern concept of race itself arose during the process of world conquest by Europeans.[98] Carl von Linnaeus's four-fold classification of humans classifies Europeans as intelligent and severe, Americans as contented and free, Asians as ritualistic, and Africans as lazy and capricious. Race was also used to justify the construction of socially specific mental disorders such as drapetomania and dysaesthesia aethiopica—the behavior of uncooperative African slaves.[99] After the creation of experimental psychology, "ethnical psychology" emerged as a subdiscipline, based on the assumption that studying primitive races would provide an important link between animal behavior and the psychology of more evolved humans.[100] Behaviorist Main articles: Behaviorism, Psychological behaviorism, and Radical behaviorism Skinner's teaching machine, a mechanical invention to automate the task of programmed instruction Duration: 3 minutes and 21 seconds.3:21 The film of the Little Albert experiment A tenet of behavioral research is that a large part of both human and lower-animal behavior is learned. A principle associated with behavioral research is that the mechanisms involved in learning apply to humans and non-human animals. Behavioral researchers have developed a treatment known as behavior modification, which is used to help individuals replace undesirable behaviors with desirable ones. Early behavioral researchers studied stimulus–response pairings, now known as classical conditioning. They demonstrated that when a biologically potent stimulus (e.g., food that elicits salivation) is paired with a previously neutral stimulus (e.g., a bell) over several learning trials, the neutral stimulus by itself can come to elicit the response the biologically potent stimulus elicits. Ivan Pavlov—known best for inducing dogs to salivate in the presence of a stimulus previously linked with food—became a leading figure in the Soviet Union and inspired followers to use his methods on humans.[42] In the United States, Edward Lee Thorndike initiated "connectionist" studies by trapping animals in "puzzle boxes" and rewarding them for escaping. Thorndike wrote in 1911, "There can be no moral warrant for studying man's nature unless the study will enable us to control his acts."[32]: 212–5  From 1910 to 1913 the American Psychological Association went through a sea change of opinion, away from mentalism and towards "behavioralism." In 1913, John B. Watson coined the term behaviorism for this school of thought.[32]: 218–27  Watson's famous Little Albert experiment in 1920 was at first thought to demonstrate that repeated use of upsetting loud noises could instill phobias (aversions to other stimuli) in an infant human,[15][101] although such a conclusion was likely an exaggeration.[102] Karl Lashley, a close collaborator with Watson, examined biological manifestations of learning in the brain.[93] Clark L. Hull, Edwin Guthrie, and others did much to help behaviorism become a widely used paradigm.[40] A new method of "instrumental" or "operant" conditioning added the concepts of reinforcement and punishment to the model of behavior change. Radical behaviorists avoided discussing the inner workings of the mind, especially the unconscious mind, which they considered impossible to assess scientifically.[103] Operant conditioning was first described by Miller and Kanorski and popularized in the U.S. by B.F. Skinner, who emerged as a leading intellectual of the behaviorist movement.[104][105] Noam Chomsky published an influential critique of radical behaviorism on the grounds that behaviorist principles could not adequately explain the complex mental process of language acquisition and language use.[106][107] The review, which was scathing, did much to reduce the status of behaviorism within psychology.[32]: 282–5  Martin Seligman and his colleagues discovered that they could condition in dogs a state of "learned helplessness", which was not predicted by the behaviorist approach to psychology.[108][109] Edward C. Tolman advanced a hybrid "cognitive behavioral" model, most notably with his 1948 publication discussing the cognitive maps used by rats to guess at the location of food at the end of a maze.[110] Skinner's behaviorism did not die, in part because it generated successful practical applications.[107] The Association for Behavior Analysis International was founded in 1974 and by 2003 had members from 42 countries. The field has gained a foothold in Latin America and Japan.[111] Applied behavior analysis is the term used for the application of the principles of operant conditioning to change socially significant behavior (it supersedes the term, "behavior modification").[112] Cognitive Main article: Cognitive psychology Green Red Blue Purple Blue Purple Blue Purple Red Green Purple Green The Stroop effect is the fact that naming the color of the first set of words is easier and quicker than the second. Baddeley's model of working memory The Müller–Lyer illusion. Psychologists make inferences about mental processes from shared phenomena such as optical illusions. Cognitive psychology involves the study of mental processes, including perception, attention, language comprehension and production, memory, and problem solving.[113] Researchers in the field of cognitive psychology are sometimes called cognitivists. They rely on an information processing model of mental functioning. Cognitivist research is informed by functionalism and experimental psychology. Starting in the 1950s, the experimental techniques developed by Wundt, James, Ebbinghaus, and others re-emerged as experimental psychology became increasingly cognitivist and, eventually, constituted a part of the wider, interdisciplinary cognitive science.[114][115] Some called this development the cognitive revolution because it rejected the anti-mentalist dogma of behaviorism as well as the strictures of psychoanalysis.[115] Albert Bandura helped along the transition in psychology from behaviorism to cognitive psychology. Bandura and other social learning theorists advanced the idea of vicarious learning. In other words, they advanced the view that a child can learn by observing the immediate social environment and not necessarily from having been reinforced for enacting a behavior, although they did not rule out the influence of reinforcement on learning a behavior.[116] Technological advances also renewed interest in mental states and mental representations. English neuroscientist Charles Sherrington and Canadian psychologist Donald O. Hebb used experimental methods to link psychological phenomena to the structure and function of the brain. The rise of computer science, cybernetics, and artificial intelligence underlined the value of comparing information processing in humans and machines. A popular and representative topic in this area is cognitive bias, or irrational thought. Psychologists (and economists) have classified and described a sizeable catalog of biases which recur frequently in human thought. The availability heuristic, for example, is the tendency to overestimate the importance of something which happens to come readily to mind.[117] Elements of behaviorism and cognitive psychology were synthesized to form cognitive behavioral therapy, a form of psychotherapy modified from techniques developed by American psychologist Albert Ellis and American psychiatrist Aaron T. Beck. On a broader level, cognitive science is an interdisciplinary enterprise involving cognitive psychologists, cognitive neuroscientists, linguists, and researchers in artificial intelligence, human–computer interaction, and computational neuroscience. The discipline of cognitive science covers cognitive psychology as well as philosophy of mind, computer science, and neuroscience.[118] Computer simulations are sometimes used to model phenomena of interest. Social Main article: Social psychology See also: Social psychology (sociology) Social psychology is concerned with how behaviors, thoughts, feelings, and the social environment influence human interactions.[119] Social psychologists study such topics as the influence of others on an individual's behavior (e.g. conformity, persuasion) and the formation of beliefs, attitudes, and stereotypes about other people. Social cognition fuses elements of social and cognitive psychology for the purpose of understanding how people process, remember, or distort social information. The study of group dynamics involves research on the nature of leadership, organizational communication, and related phenomena. In recent years, social psychologists have become interested in implicit measures, mediational models, and the interaction of person and social factors in accounting for behavior. Some concepts that sociologists have applied to the study of psychiatric disorders, concepts such as the social role, sick role, social class, life events, culture, migration, and total institution, have influenced social psychologists.[120] Psychoanalytic Main articles: Psychodynamics and psychoanalysis Front row: Sigmund Freud, G. Stanley Hall, Carl Jung]. Back row: Abraham A. Brill, Ernest Jones, Sándor Ferenczi at Clark University in 1909. Psychoanalysis is a collection of theories and therapeutic techniques intended to analyze the unconscious mind and its impact on everyday life. These theories and techniques inform treatments for mental disorders.[121][122][123] Psychoanalysis originated in the 1890s, most prominently with the work of Sigmund Freud. Freud's psychoanalytic theory was largely based on interpretive methods, introspection, and clinical observation. It became very well known, largely because it tackled subjects such as sexuality, repression, and the unconscious.[61]: 84–6  Freud pioneered the methods of free association and dream interpretation.[124][125] Psychoanalytic theory is not monolithic. Other well-known psychoanalytic thinkers who diverged from Freud include Alfred Adler, Carl Jung, Erik Erikson, Melanie Klein, D.W. Winnicott, Karen Horney, Erich Fromm, John Bowlby, Freud's daughter Anna Freud, and Harry Stack Sullivan. These individuals ensured that psychoanalysis would evolve into diverse schools of thought. Among these schools are ego psychology, object relations, and interpersonal, Lacanian, and relational psychoanalysis. Psychologists such as Hans Eysenck and philosophers including Karl Popper sharply criticized psychoanalysis. Popper argued that psychoanalysis was not falsifiable (no claim it made could be proven wrong) and therefore inherently not a scientific discipline,[126] whereas Eysenck advanced the view that psychoanalytic tenets had been contradicted by experimental data. By the end of the 20th century, psychology departments in American universities mostly had marginalized Freudian theory, dismissing it as a "desiccated and dead" historical artifact.[127] Researchers such as António Damásio, Oliver Sacks, and Joseph LeDoux; and individuals in the emerging field of neuro-psychoanalysis have defended some of Freud's ideas on scientific grounds.[128] Existential-humanistic Main articles: Existential psychology and Humanistic psychology Psychologist Abraham Maslow in 1943 posited that humans have a hierarchy of needs, and it makes sense to fulfill the basic needs first before higher-order needs can be met.[129] Humanistic psychology, which has been influenced by existentialism and phenomenology,[130] stresses free will and self-actualization.[131] It emerged in the 1950s as a movement within academic psychology, in reaction to both behaviorism and psychoanalysis.[132] The humanistic approach seeks to view the whole person, not just fragmented parts of the personality or isolated cognitions.[133] Humanistic psychology also focuses on personal growth, self-identity, death, aloneness, and freedom. It emphasizes subjective meaning, the rejection of determinism, and concern for positive growth rather than pathology. Some founders of the humanistic school of thought were American psychologists Abraham Maslow, who formulated a hierarchy of human needs, and Carl Rogers, who created and developed client-centered therapy.[134] Later, positive psychology opened up humanistic themes to scientific study. Positive psychology is the study of factors which contribute to human happiness and well-being, focusing more on people who are currently healthy. In 2010, Clinical Psychological Review published a special issue devoted to positive psychological interventions, such as gratitude journaling and the physical expression of gratitude. It is, however, far from clear that positive psychology is effective in making people happier.[135][136] Positive psychological interventions have been limited in scope, but their effects are thought to be somewhat better than placebo effects. The American Association for Humanistic Psychology, formed in 1963, declared: Humanistic psychology is primarily an orientation toward the whole of psychology rather than a distinct area or school. It stands for respect for the worth of persons, respect for differences of approach, open-mindedness as to acceptable methods, and interest in exploration of new aspects of human behavior. As a "third force" in contemporary psychology, it is concerned with topics having little place in existing theories and systems: e.g., love, creativity, self, growth, organism, basic need-gratification, self-actualization, higher values, being, becoming, spontaneity, play, humor, affection, naturalness, warmth, ego-transcendence, objectivity, autonomy, responsibility, meaning, fair-play, transcendental experience, peak experience, courage, and related concepts.[137] Existential psychology emphasizes the need to understand a client's total orientation towards the world. Existential psychology is opposed to reductionism, behaviorism, and other methods that objectify the individual.[131] In the 1950s and 1960s, influenced by philosophers Søren Kierkegaard and Martin Heidegger, psychoanalytically trained American psychologist Rollo May helped to develop existential psychology. Existential psychotherapy, which follows from existential psychology, is a therapeutic approach that is based on the idea that a person's inner conflict arises from that individual's confrontation with the givens of existence. Swiss psychoanalyst Ludwig Binswanger and American psychologist George Kelly may also be said to belong to the existential school.[138] Existential psychologists tend to differ from more "humanistic" psychologists in the former's relatively neutral view of human nature and relatively positive assessment of anxiety.[139] Existential psychologists emphasized the humanistic themes of death, free will, and meaning, suggesting that meaning can be shaped by myths and narratives; meaning can be deepened by the acceptance of free will, which is requisite to living an authentic life, albeit often with anxiety with regard to death.[140] Austrian existential psychiatrist and Holocaust survivor Viktor Frankl drew evidence of meaning's therapeutic power from reflections upon his own internment.[141] He created a variation of existential psychotherapy called logotherapy, a type of existentialist analysis that focuses on a will to meaning (in one's life), as opposed to Adler's Nietzschean doctrine of will to power or Freud's will to pleasure.[142] Themes Personality Main article: Personality psychology Personality psychology is concerned with enduring patterns of behavior, thought, and emotion. Theories of personality vary across different psychological schools of thought. Each theory carries different assumptions about such features as the role of the unconscious and the importance of childhood experience. According to Freud, personality is based on the dynamic interactions of the id, ego, and super-ego.[143] By contrast, trait theorists have developed taxonomies of personality constructs in describing personality in terms of key traits. Trait theorists have often employed statistical data-reduction methods, such as factor analysis. Although the number of proposed traits has varied widely, Hans Eysenck's early biologically based model suggests at least three major trait constructs are necessary to describe human personality, extraversion–introversion, neuroticism-stability, and psychoticism-normality. Raymond Cattell empirically derived a theory of 16 personality factors at the primary-factor level and up to eight broader second-stratum factors.[144][145][146][147] Since the 1980s, the Big Five (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) emerged as an important trait theory of personality.[148] Dimensional models of personality disorders are receiving increasing support, and a version of dimensional assessment, namely the Alternative DSM-5 Model for Personality Disorders, has been included in the DSM-5. However, despite a plethora of research into the various versions of the "Big Five" personality dimensions, it appears necessary to move on from static conceptualizations of personality structure to a more dynamic orientation, acknowledging that personality constructs are subject to learning and change over the lifespan.[149][150] An early example of personality assessment was the Woodworth Personal Data Sheet, constructed during World War I. The popular, although psychometrically inadequate, Myers–Briggs Type Indicator[151] was developed to assess individuals' "personality types" according to the personality theories of Carl Jung. The Minnesota Multiphasic Personality Inventory (MMPI), despite its name, is more a dimensional measure of psychopathology than a personality measure.[152] California Psychological Inventory contains 20 personality scales (e.g., independence, tolerance).[153] The International Personality Item Pool, which is in the public domain, has become a source of scales that can be used personality assessment.[154] Unconscious mind See also: Unconscious mind § Psychology Study of the unconscious mind, a part of the psyche outside the individual's awareness but that is believed to influence conscious thought and behavior, was a hallmark of early psychology. In one of the first psychology experiments conducted in the United States, C.S. Peirce and Joseph Jastrow found in 1884 that research subjects could choose the minutely heavier of two weights even if consciously uncertain of the difference.[155] Freud popularized the concept of the unconscious mind, particularly when he referred to an uncensored intrusion of unconscious thought into one's speech (a Freudian slip) or to his efforts to interpret dreams.[156] His 1901 book The Psychopathology of Everyday Life catalogs hundreds of everyday events that Freud explains in terms of unconscious influence. Pierre Janet advanced the idea of a subconscious mind, which could contain autonomous mental elements unavailable to the direct scrutiny of the subject.[157] The concept of unconscious processes has remained important in psychology. Cognitive psychologists have used a "filter" model of attention. According to the model, much information processing takes place below the threshold of consciousness, and only certain stimuli, limited by their nature and number, make their way through the filter. Much research has shown that subconscious priming of certain ideas can covertly influence thoughts and behavior.[157] Because of the unreliability of self-reporting, a major hurdle in this type of research involves demonstrating that a subject's conscious mind has not perceived a target stimulus. For this reason, some psychologists prefer to distinguish between implicit and explicit memory. In another approach, one can also describe a subliminal stimulus as meeting an objective but not a subjective threshold.[158] The automaticity model of John Bargh and others involves the ideas of automaticity and unconscious processing in our understanding of social behavior,[159][160] although there has been dispute with regard to replication.[161][162] Some experimental data suggest that the brain begins to consider taking actions before the mind becomes aware of them.[163] The influence of unconscious forces on people's choices bears on the philosophical question of free will. John Bargh, Daniel Wegner, and Ellen Langer describe free will as an illusion.[159][160][164] Motivation Main article: Motivation Some psychologists study motivation or the subject of why people or lower animals initiate a behavior at a particular time. It also involves the study of why humans and lower animals continue or terminate a behavior. Psychologists such as William James initially used the term motivation to refer to intention, in a sense similar to the concept of will in European philosophy. With the steady rise of Darwinian and Freudian thinking, instinct also came to be seen as a primary source of motivation.[165] According to drive theory, the forces of instinct combine into a single source of energy which exerts a constant influence. Psychoanalysis, like biology, regarded these forces as demands originating in the nervous system. Psychoanalysts believed that these forces, especially the sexual instincts, could become entangled and transmuted within the psyche. Classical psychoanalysis conceives of a struggle between the pleasure principle and the reality principle, roughly corresponding to id and ego. Later, in Beyond the Pleasure Principle, Freud introduced the concept of the death drive, a compulsion towards aggression, destruction, and psychic repetition of traumatic events.[166] Meanwhile, behaviorist researchers used simple dichotomous models (pleasure/pain, reward/punishment) and well-established principles such as the idea that a thirsty creature will take pleasure in drinking.[165][167] Clark Hull formalized the latter idea with his drive reduction model.[168] Hunger, thirst, fear, sexual desire, and thermoregulation constitute fundamental motivations in animals.[167] Humans seem to exhibit a more complex set of motivations—though theoretically these could be explained as resulting from desires for belonging, positive self-image, self-consistency, truth, love, and control.[169][170] Motivation can be modulated or manipulated in many different ways. Researchers have found that eating, for example, depends not only on the organism's fundamental need for homeostasis—an important factor causing the experience of hunger—but also on circadian rhythms, food availability, food palatability, and cost.[167] Abstract motivations are also malleable, as evidenced by such phenomena as goal contagion: the adoption of goals, sometimes unconsciously, based on inferences about the goals of others.[171] Vohs and Baumeister suggest that contrary to the need-desire-fulfillment cycle of animal instincts, human motivations sometimes obey a "getting begets wanting" rule: the more you get a reward such as self-esteem, love, drugs, or money, the more you want it. They suggest that this principle can even apply to food, drink, sex, and sleep.[172] Development psychology Main article: Developmental psychology Developmental psychologists engage a child with a book and then make observations based on how the child interacts with the object. Developmental psychology is the scientific study of how and why the thought processes, emotions, and behaviors of humans change over the course of their lives.[173] Some credit Charles Darwin with conducting the first systematic study within the rubric of developmental psychology, having published in 1877 a short paper detailing the development of innate forms of communication based on his observations of his infant son.[174] The main origins of the discipline, however, are found in the work of Jean Piaget. Like Piaget, developmental psychologists originally focused primarily on the development of cognition from infancy to adolescence. Later, developmental psychology extended itself to the study cognition over the life span. In addition to studying cognition, developmental psychologists have also come to focus on affective, behavioral, moral, social, and neural development. Developmental psychologists who study children use a number of research methods. For example, they make observations of children in natural settings such as preschools[175] and engage them in experimental tasks.[176] Such tasks often resemble specially designed games and activities that are both enjoyable for the child and scientifically useful. Developmental researchers have even devised clever methods to study the mental processes of infants.[177] In addition to studying children, developmental psychologists also study aging and processes throughout the life span, including old age.[178] These psychologists draw on the full range of psychological theories to inform their research.[173] Genes and environment Main article: Behavioural genetics All researched psychological traits are influenced by both genes and environment, to varying degrees.[179][180] These two sources of influence are often confounded in observational research of individuals and families. An example of this confounding can be shown in the transmission of depression from a depressed mother to her offspring. A theory based on environmental transmission would hold that an offspring, by virtue of their having a problematic rearing environment managed by a depressed mother, is at risk for developing depression. On the other hand, a hereditarian theory would hold that depression risk in an offspring is influenced to some extent by genes passed to the child from the mother. Genes and environment in these simple transmission models are completely confounded. A depressed mother may both carry genes that contribute to depression in her offspring and also create a rearing environment that increases the risk of depression in her child.[181] Behavioral genetics researchers have employed methodologies that help to disentangle this confound and understand the nature and origins of individual differences in behavior.[97] Traditionally the research has involved twin studies and adoption studies, two designs where genetic and environmental influences can be partially un-confounded. More recently, gene-focused research has contributed to understanding genetic contributions to the development of psychological traits. The availability of microarray molecular genetic or genome sequencing technologies allows researchers to measure participant DNA variation directly, and test whether individual genetic variants within genes are associated with psychological traits and psychopathology through methods including genome-wide association studies. One goal of such research is similar to that in positional cloning and its success in Huntington's: once a causal gene is discovered biological research can be conducted to understand how that gene influences the phenotype. One major result of genetic association studies is the general finding that psychological traits and psychopathology, as well as complex medical diseases, are highly polygenic,[182][183][184][185][186] where a large number (on the order of hundreds to thousands) of genetic variants, each of small effect, contribute to individual differences in the behavioral trait or propensity to the disorder. Active research continues to work toward understanding the genetic and environmental bases of behavior and their interaction. Applications Further information: Outline of psychology, List of psychology disciplines, Applied psychology, and Subfields of psychology Psychology encompasses many subfields and includes different approaches to the study of mental processes and behavior. Psychological testing See also: Psychometrics and social statistics Francis Galton, a pioneer of the experimental psychology field Psychological testing has ancient origins, dating as far back as 2200 BC, in the examinations for the Chinese civil service. Written exams began during the Han dynasty (202 BC – AD 220). By 1370, the Chinese system required a stratified series of tests, involving essay writing and knowledge of diverse topics. The system was ended in 1906.[187]: 41–2  In Europe, mental assessment took a different approach, with theories of physiognomy—judgment of character based on the face—described by Aristotle in 4th century BC Greece. Physiognomy remained current through the Enlightenment, and added the doctrine of phrenology: a study of mind and intelligence based on simple assessment of neuroanatomy.[187]: 42–3  When experimental psychology came to Britain, Francis Galton was a leading practitioner. By virtue of his procedures for measuring reaction time and sensation, he is considered an inventor of modern mental testing (also known as psychometrics).[187]: 44–5  James McKeen Cattell, a student of Wundt and Galton, brought the idea of psychological testing to the United States, and in fact coined the term "mental test".[187]: 45–6  In 1901, Cattell's student Clark Wissler published discouraging results, suggesting that mental testing of Columbia and Barnard students failed to predict academic performance.[187]: 45–6  In response to 1904 orders from the Minister of Public Instruction, One example of an observational study was run by Arthur Bandura. This observational study focused on children who were exposed to an adult exhibiting aggressive behaviors and their reaction to toys versus other children who were not exposed to these stimuli. The result shows that children who had seen the adult acting aggressively towards a toy, in turn, were aggressive towards their own toy when put in a situation that frustrated them.[188] psychologists Alfred Binet and Théodore Simon developed and elaborated a new test of intelligence in 1905–1911. They used a range of questions diverse in their nature and difficulty. Binet and Simon introduced the concept of mental age and referred to the lowest scorers on their test as idiots. Henry H. Goddard put the Binet-Simon scale to work and introduced classifications of mental level such as imbecile and feebleminded. In 1916, (after Binet's death), Stanford professor Lewis M. Terman modified the Binet-Simon scale (renamed the Stanford–Binet scale) and introduced the intelligence quotient as a score report.[187]: 50–56  Based on his test findings, and reflecting the racism common to that era, Terman concluded that intellectual disability "represents the level of intelligence which is very, very common among Spanish-Indians and Mexican families of the Southwest and also among negroes. Their dullness seems to be racial."[189] Following the Army Alpha and Army Beta tests, which was developed by psychologist Robert Yerkes in 1917 and then used in World War 1 by industrial and organizational psychologists for large-scale employee testing and selection of military personnel.[190] Mental testing also became popular in the U.S., where it was applied to schoolchildren. The federally created National Intelligence Test was administered to 7 million children in the 1920s. In 1926, the College Entrance Examination Board created the Scholastic Aptitude Test to standardize college admissions.[187]: 61  The results of intelligence tests were used to argue for segregated schools and economic functions, including the preferential training of Black Americans for manual labor. These practices were criticized by Black intellectuals such a Horace Mann Bond and Allison Davis.[189] Eugenicists used mental testing to justify and organize compulsory sterilization of individuals classified as mentally retarded (now referred to as intellectual disability).[49] In the United States, tens of thousands of men and women were sterilized. Setting a precedent that has never been overturned, the U.S. Supreme Court affirmed the constitutionality of this practice in the 1927 case Buck v. Bell.[191] Today mental testing is a routine phenomenon for people of all ages in Western societies.[187]: 2  Modern testing aspires to criteria including standardization of procedure, consistency of results, output of an interpretable score, statistical norms describing population outcomes, and, ideally, effective prediction of behavior and life outcomes outside of testing situations.[187]: 4–6  Psychological testing is regularly used in forensic contexts to aid legal judgments and decisions.[192] Developments in psychometrics include work on test and scale reliability and validity.[193] Developments in item-response theory,[194] structural equation modeling,[195] and bifactor analysis[196] have helped in strengthening test and scale construction. Mental health care See also: Clinical psychology The provision of psychological health services is generally called clinical psychology in the U.S. Sometimes, however, members of the school psychology and counseling psychology professions engage in practices that resemble that of clinical psychologists. Clinical psychologists typically include people who have graduated from doctoral programs in clinical psychology. In Canada, some of the members of the abovementioned groups usually fall within the larger category of professional psychology. In Canada and the U.S., practitioners get bachelor's degrees and doctorates; doctoral students in clinical psychology usually spend one year in a predoctoral internship and one year in postdoctoral internship. In Mexico and most other Latin American and European countries, psychologists do not get bachelor's and doctoral degrees; instead, they take a three-year professional course following high school.[85] Clinical psychology is at present the largest specialization within psychology.[197] It includes the study and application of psychology for the purpose of understanding, preventing, and relieving psychological distress, dysfunction, and/or mental illness. Clinical psychologists also try to promote subjective well-being and personal growth. Central to the practice of clinical psychology are psychological assessment and psychotherapy although clinical psychologists may also engage in research, teaching, consultation, forensic testimony, and program development and administration.[198] Credit for the first psychology clinic in the United States typically goes to Lightner Witmer, who established his practice in Philadelphia in 1896. Another modern psychotherapist was Morton Prince, an early advocate for the establishment of psychology as a clinical and academic discipline.[197] In the first part of the twentieth century, most mental health care in the United States was performed by psychiatrists, who are medical doctors. Psychology entered the field with its refinements of mental testing, which promised to improve the diagnosis of mental problems. For their part, some psychiatrists became interested in using psychoanalysis and other forms of psychodynamic psychotherapy to understand and treat the mentally ill.[44][199] Psychotherapy as conducted by psychiatrists blurred the distinction between psychiatry and psychology, and this trend continued with the rise of community mental health facilities. Some in the clinical psychology community adopted behavioral therapy, a thoroughly non-psychodynamic model that used behaviorist learning theory to change the actions of patients. A key aspect of behavior therapy is empirical evaluation of the treatment's effectiveness. In the 1970s, cognitive-behavior therapy emerged with the work of Albert Ellis and Aaron Beck. Although there are similarities between behavior therapy and cognitive-behavior therapy, cognitive-behavior therapy required the application of cognitive constructs. Since the 1970s, the popularity of cognitive-behavior therapy among clinical psychologists increased. A key practice in behavioral and cognitive-behavioral therapy is exposing patients to things they fear, based on the premise that their responses (fear, panic, anxiety) can be deconditioned.[200] Mental health care today involves psychologists and social workers in increasing numbers. In 1977, National Institute of Mental Health director Bertram Brown described this shift as a source of "intense competition and role confusion."[44] Graduate programs issuing doctorates in clinical psychology emerged in the 1950s and underwent rapid increase through the 1980s. The PhD degree is intended to train practitioners who could also conduct scientific research. The PsyD degree is more exclusively designed to train practitioners.[85] Some clinical psychologists focus on the clinical management of patients with brain injury. This subspecialty is known as clinical neuropsychology. In many countries, clinical psychology is a regulated mental health profession. The emerging field of disaster psychology (see crisis intervention) involves professionals who respond to large-scale traumatic events.[201] The work performed by clinical psychologists tends to be influenced by various therapeutic approaches, all of which involve a formal relationship between professional and client (usually an individual, couple, family, or small group). Typically, these approaches encourage new ways of thinking, feeling, or behaving. Four major theoretical perspectives are psychodynamic, cognitive behavioral, existential–humanistic, and systems or family therapy. There has been a growing movement to integrate the various therapeutic approaches, especially with an increased understanding of issues regarding culture, gender, spirituality, and sexual orientation. With the advent of more robust research findings regarding psychotherapy, there is evidence that most of the major therapies have equal effectiveness, with the key common element being a strong therapeutic alliance.[202][203] Because of this, more training programs and psychologists are now adopting an eclectic therapeutic orientation.[204][205][206][207][208] Diagnosis in clinical psychology usually follows the Diagnostic and Statistical Manual of Mental Disorders (DSM).[209] The study of mental illnesses is called abnormal psychology. Education Main articles: Educational psychology and School psychology An item from a cognitive abilities test used in educational psychology Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Educational psychologists can be found in preschools, schools of all levels including post secondary institutions, community organizations and learning centers, Government or private research firms, and independent or private consultant.[210] The work of developmental psychologists such as Lev Vygotsky, Jean Piaget, and Jerome Bruner has been influential in creating teaching methods and educational practices. Educational psychology is often included in teacher education programs in places such as North America, Australia, and New Zealand. School psychology combines principles from educational psychology and clinical psychology to understand and treat students with learning disabilities; to foster the intellectual growth of gifted students; to facilitate prosocial behaviors in adolescents; and otherwise to promote safe, supportive, and effective learning environments. School psychologists are trained in educational and behavioral assessment, intervention, prevention, and consultation, and many have extensive training in research.[211] Work See also: Industrial and organizational psychology and Organizational behavior Industrial and organizational (I/O) psychology involves research and practices that apply psychological theories and principles to organizations and individuals' work-lives.[212] In the field's beginnings, industrialists brought the nascent field of psychology to bear on the study of scientific management techniques for improving workplace efficiency. The field was at first called economic psychology or business psychology; later, industrial psychology, employment psychology, or psychotechnology.[213] An influential early study examined workers at Western Electric's Hawthorne plant in Cicero, Illinois from 1924 to 1932. Western Electric experimented on factory workers to assess their responses to changes in illumination, breaks, food, and wages. The researchers came to focus on workers' responses to observation itself, and the term Hawthorne effect is now used to describe the fact that people's behavior can change when they think they are being observed.[214] Although the Hawthorne research can be found in psychology textbooks, the research and its findings were weak at best.[215][216] The name industrial and organizational psychology emerged in the 1960s. In 1973, it became enshrined in the name of the Society for Industrial and Organizational Psychology, Division 14 of the American Psychological Association.[213] One goal of the discipline is to optimize human potential in the workplace. Personnel psychology is a subfield of I/O psychology. Personnel psychologists apply the methods and principles of psychology in selecting and evaluating workers. Another subfield, organizational psychology, examines the effects of work environments and management styles on worker motivation, job satisfaction, and productivity.[217] Most I/O psychologists work outside of academia, for private and public organizations and as consultants.[213] A psychology consultant working in business today might expect to provide executives with information and ideas about their industry, their target markets, and the organization of their company.[218][219] Organizational behavior (OB) is an allied field involved in the study of human behavior within organizations.[220] One way to differentiate I/O psychology from OB is that I/O psychologists train in university psychology departments and OB specialists, in business schools. Military and intelligence One role for psychologists in the military has been to evaluate and counsel soldiers and other personnel. In the U.S., this function began during World War I, when Robert Yerkes established the School of Military Psychology at Fort Oglethorpe in Georgia. The school provided psychological training for military staff.[44][221] Today, U.S. Army psychologists perform psychological screening, clinical psychotherapy, suicide prevention, and treatment for post-traumatic stress, as well as provide prevention-related services, for example, smoking cessation.[222] The United States Army's Mental Health Advisory Teams implement psychological interventions to help combat troops experiencing mental problems.[223][224] Psychologists may also work on a diverse set of campaigns known broadly as psychological warfare. Psychological warfare chiefly involves the use of propaganda to influence enemy soldiers and civilians. This so-called black propaganda is designed to seem as if it originates from a source other than the Army.[225] The CIA's MKULTRA program involved more individualized efforts at mind control, involving techniques such as hypnosis, torture, and covert involuntary administration of LSD.[226] The U.S. military used the name Psychological Operations (PSYOP) until 2010, when these activities were reclassified as Military Information Support Operations (MISO), part of Information Operations (IO).[227] Psychologists have sometimes been involved in assisting the interrogation and torture of suspects, staining the records of the psychologists involved.[228] Health, well-being, and social change See also: Health psychology, Social issues, and Occupational health psychology Social change An example of the contribution of psychologists to social change involves the research of Kenneth and Mamie Phipps Clark. These two African American psychologists studied segregation's adverse psychological impact on Black children. Their research findings played a role in the desegregation case Brown v. Board of Education (1954).[229] The impact of psychology on social change includes the discipline's broad influence on teaching and learning. Research has shown that compared to the "whole word" or "whole language" approach, the phonics approach to reading instruction is more efficacious.[230] Medical applications Medical facilities increasingly employ psychologists to perform various roles. One aspect of health psychology is the psychoeducation of patients: instructing them in how to follow a medical regimen. Health psychologists can also educate doctors and conduct research on patient compliance.[231][232] Psychologists in the field of public health use a wide variety of interventions to influence human behavior. These range from public relations campaigns and outreach to governmental laws and policies. Psychologists study the composite influence of all these different tools in an effort to influence whole populations of people.[233] Worker health, safety and wellbeing Psychologists work with organizations to apply findings from psychological research to improve the health and well-being of employees. Some work as external consultants hired by organizations to solve specific problems, whereas others are full-time employees of the organization. Applications include conducting surveys to identify issues and designing interventions to make work healthier. Some of the specific health areas include: Accidents and injuries: A major contribution is the concept of safety climate, which is employee shared perceptions of the behaviors that are encouraged (e.g., wearing safety gear) and discouraged (not following safety rules) at work.[234] Organizations with strong safety climates have fewer work accidents and injuries.[235] Cardiovascular disease: Cardiovascular disease has been related to lack of job control.[236] Mental health: Exposure to occupational stress is associated with mental health disorder.[237] Musculoskeletal disorder: These are injuries in bones, nerves and tendons due to overexertion and repetitive strain. They have been linked to job satisfaction and workplace stress.[238] Physical health symptoms: Occupational stress has been linked to physical symptoms such as digestive distress and headache.[239] Workplace violence: Violence prevention climate is related to being physically assaulted and psychologically mistreated at work.[240] Interventions that improve climates are a way to address accidents and violence. Interventions that reduce stress at work or provide employees with tools to better manage it can help in areas where stress is an important component. Industrial psychology became interested in worker fatigue during World War I, when government ministers in Britain were concerned about the impact of fatigue on workers in munitions factories but not other types of factories.[241][242] In the U. K. some interest in worker well-being emerged with the efforts of Charles Samuel Myers and his National Institute of Industrial Psychology (NIIP) during the inter-War years.[243] In the U. S. during the mid-twentieth century industrial psychologist Arthur Kornhauser pioneered the study of occupational mental health, linking industrial working conditions to mental health as well as the spillover of an unsatisfying job into a worker's personal life.[244][245] Zickar accumulated evidence to show that "no other industrial psychologist of his era was as devoted to advocating management and labor practices that would improve the lives of working people."[244] Occupational health psychology As interest in the worker health expanded toward the end of the twentieth century, the field of occupational health psychology (OHP) emerged. OHP is a branch of psychology that is interdisciplinary.[52][246] OHP is concerned with the health and safety of workers.[52][246] OHP addresses topic areas such as the impact of occupational stressors on physical and mental health, mistreatment of workers (e.g., bullying and violence), work-family balance, the impact of involuntary unemployment on physical and mental health, the influence of psychosocial factors on safety and accidents, and interventions designed to improve/protect worker health.[52][247] OHP grew out of health psychology, industrial and organizational psychology, and occupational medicine.[248] OHP has also been informed by disciplines outside psychology, including industrial engineering, sociology, and economics.[249][250] Research methods Main articles: Psychological research and List of psychological research methods Quantitative psychological research lends itself to the statistical testing of hypotheses. Although the field makes abundant use of randomized and controlled experiments in laboratory settings, such research can only assess a limited range of short-term phenomena. Some psychologists rely on less rigorously controlled, but more ecologically valid, field experiments as well. Other research psychologists rely on statistical methods to glean knowledge from population data.[251] The statistical methods research psychologists employ include the Pearson product–moment correlation coefficient, the analysis of variance, multiple linear regression, logistic regression, structural equation modeling, and hierarchical linear modeling. The measurement and operationalization of important constructs is an essential part of these research designs. Although this type of psychological research is much less abundant than quantitative research, some psychologists conduct qualitative research. This type of research can involve interviews, questionnaires, and first-hand observation.[252] While hypothesis testing is rare, virtually impossible, in qualitative research, qualitative studies can be helpful in theory and hypothesis generation, interpreting seemingly contradictory quantitative findings, and understanding why some interventions fail and others succeed.[253] Controlled experiments Main article: Experiment Flowchart of the four phases, enrollment, intervention allocation, follow-up, and data analysis, of a parallel randomized trial of two groups modified from the CONSORT 2010 Statement[254] The experimenter (E) orders the teacher (T), the subject of the experiment, to give what the latter believes are painful electric shocks to a learner (L), who is actually an actor and confederate. The subject believes that for each wrong answer, the learner was receiving actual electric shocks, though in reality there were no such punishments. Being separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level etc.[255] A true experiment with random assignment of research participants (sometimes called subjects) to rival conditions allows researchers to make strong inferences about causal relationships. When there are large numbers of research participants, the random assignment (also called random allocation) of those participants to rival conditions ensures that the individuals in those conditions will, on average, be similar on most characteristics, including characteristics that went unmeasured. In an experiment, the researcher alters one or more variables of influence, called independent variables, and measures resulting changes in the factors of interest, called dependent variables. Prototypical experimental research is conducted in a laboratory with a carefully controlled environment. A quasi-experiment is a situation in which different conditions are being studied, but random assignment to the different conditions is not possible. Investigators must work with preexisting groups of people. Researchers can use common sense to consider how much the nonrandom assignment threatens the study's validity.[256] For example, in research on the best way to affect reading achievement in the first three grades of school, school administrators may not permit educational psychologists to randomly assign children to phonics and whole language classrooms, in which case the psychologists must work with preexisting classroom assignments. Psychologists will compare the achievement of children attending phonics and whole language classes and, perhaps, statistically adjust for any initial differences in reading level. Experimental researchers typically use a statistical hypothesis testing model which involves making predictions before conducting the experiment, then assessing how well the data collected are consistent with the predictions. These predictions are likely to originate from one or more abstract scientific hypotheses about how the phenomenon under study actually works.[257] Other types of studies Further information: Video recall Surveys are used in psychology for the purpose of measuring attitudes and traits, monitoring changes in mood, and checking the validity of experimental manipulations (checking research participants' perception of the condition they were assigned to). Psychologists have commonly used paper-and-pencil surveys. However, surveys are also conducted over the phone or through e-mail. Web-based surveys are increasingly used to conveniently reach many subjects. Observational studies are commonly conducted in psychology. In cross-sectional observational studies, psychologists collect data at a single point in time. The goal of many cross-sectional studies is the assess the extent factors are correlated with each other. By contrast, in longitudinal studies psychologists collect data on the same sample at two or more points in time. Sometimes the purpose of longitudinal research is to study trends across time such as the stability of traits or age-related changes in behavior. Because some studies involve endpoints that psychologists cannot ethically study from an experimental standpoint, such as identifying the causes of depression, they conduct longitudinal studies a large group of depression-free people, periodically assessing what is happening in the individuals' lives. In this way psychologists have an opportunity to test causal hypotheses regarding conditions that commonly arise in people's lives that put them at risk for depression. Problems that affect longitudinal studies include selective attrition, the type of problem in which bias is introduced when a certain type of research participant disproportionately leaves a study. One example of an observational study was run by Arthur Bandura. This observational study focused on children who were exposed to an adult exhibiting aggressive behaviors and their reaction to toys versus other children who were not exposed to these stimuli. The result shows that children who had seen the adult acting aggressively towards a toy, in turn, were aggressive towards their own toy when put in a situation that frustrated them.[188] Exploratory data analysis includes a variety of practices that researchers use to reduce a great many variables to a small number overarching factors. In Peirce's three modes of inference, exploratory data analysis corresponds to abduction.[258] Meta-analysis is the technique research psychologists use to integrate results from many studies of the same variables and arriving at a grand average of the findings.[259] Direct brain observation/manipulation An EEG recording setup Artificial neural network with two layers, an interconnected group of nodes, akin to the vast network of neurons in the human brain A classic and popular tool used to relate mental and neural activity is the electroencephalogram (EEG), a technique using amplified electrodes on a person's scalp to measure voltage changes in different parts of the brain. Hans Berger, the first researcher to use EEG on an unopened skull, quickly found that brains exhibit signature "brain waves": electric oscillations which correspond to different states of consciousness. Researchers subsequently refined statistical methods for synthesizing the electrode data, and identified unique brain wave patterns such as the delta wave observed during non-REM sleep.[260] Newer functional neuroimaging techniques include functional magnetic resonance imaging and positron emission tomography, both of which track the flow of blood through the brain. These technologies provide more localized information about activity in the brain and create representations of the brain with widespread appeal. They also provide insight which avoids the classic problems of subjective self-reporting. It remains challenging to draw hard conclusions about where in the brain specific thoughts originate—or even how usefully such localization corresponds with reality. However, neuroimaging has delivered unmistakable results showing the existence of correlations between mind and brain. Some of these draw on a systemic neural network model rather than a localized function model.[261][262][263] Interventions such as transcranial magnetic stimulation and drugs also provide information about brain–mind interactions. Psychopharmacology is the study of drug-induced mental effects. Computer simulation See also: Computational cognition, Graph theory, and Network theory Computational modeling is a tool used in mathematical psychology and cognitive psychology to simulate behavior.[264] This method has several advantages. Since modern computers process information quickly, simulations can be run in a short time, allowing for high statistical power. Modeling also allows psychologists to visualize hypotheses about the functional organization of mental events that could not be directly observed in a human. Computational neuroscience uses mathematical models to simulate the brain. Another method is symbolic modeling, which represents many mental objects using variables and rules. Other types of modeling include dynamic systems and stochastic modeling. Animal studies A rat undergoing a Morris water navigation test used in behavioral neuroscience to study the role of the hippocampus in spatial learning and memory Animal experiments aid in investigating many aspects of human psychology, including perception, emotion, learning, memory, and thought, to name a few. In the 1890s, Russian physiologist Ivan Pavlov famously used dogs to demonstrate classical conditioning. Non-human primates, cats, dogs, pigeons, and rats and other rodents are often used in psychological experiments. Ideally, controlled experiments introduce only one independent variable at a time, in order to ascertain its unique effects upon dependent variables. These conditions are approximated best in laboratory settings. In contrast, human environments and genetic backgrounds vary so widely, and depend upon so many factors, that it is difficult to control important variables for human subjects. There are pitfalls, however, in generalizing findings from animal studies to humans through animal models.[265] Comparative psychology is the scientific study of the behavior and mental processes of non-human animals, especially as these relate to the phylogenetic history, adaptive significance, and development of behavior. Research in this area explores the behavior of many species, from insects to primates. It is closely related to other disciplines that study animal behavior such as ethology.[266] Research in comparative psychology sometimes appears to shed light on human behavior, but some attempts to connect the two have been quite controversial, for example the Sociobiology of E.O. Wilson.[267] Animal models are often used to study neural processes related to human behavior, e.g. in cognitive neuroscience. Qualitative research Phineas P. Gage survived an accident in which a large iron rod was driven completely through his head, destroying much of his brain's left frontal lobe, but the injury altered his personality and behavior.[268] Qualitative research is often designed to answer questions about the thoughts, feelings, and behaviors of individuals. Qualitative research involving first-hand observation can help describe events as they occur, with the goal of capturing the richness of everyday behavior and with the hope of discovering and understanding phenomena that might have been missed if only more cursory examinations are made. Qualitative psychological research methods include interviews, first-hand observation, and participant observation. Creswell (2003) identified five main possibilities for qualitative research, including narrative, phenomenology, ethnography, case study, and grounded theory. Qualitative researchers[269] sometimes aim to enrich our understanding of symbols, subjective experiences, or social structures. Sometimes hermeneutic and critical aims can give rise to quantitative research, as in Erich Fromm's application of psychological and sociological theories, in his book Escape from Freedom, to understanding why many ordinary Germans supported Hitler.[270] Just as Jane Goodall studied chimpanzee social and family life by careful observation of chimpanzee behavior in the field, psychologists conduct naturalistic observation of ongoing human social, professional, and family life. Sometimes the participants are aware they are being observed, and other times the participants do not know they are being observed. Strict ethical guidelines must be followed when covert observation is being carried out. Program evaluation Program evaluation involves the systematic collection, analysis, and application of information to answer questions about projects, policies and programs, particularly about their effectiveness.[271][272] In both the public and private sectors, stakeholders often want to know the extent which the programs they are funding, implementing, voting for, receiving, or objecting to are producing the intended effects. While program evaluation first focuses on effectiveness, important considerations often include how much the program costs per participant, how the program could be improved, whether the program is worthwhile, whether there are better alternatives, if there are unintended outcomes, and whether the program goals are appropriate and useful.[273] Contemporary issues Metascience Metascience involves the application of scientific methodology to study science itself. The field of metascience has revealed problems in psychological research. Some psychological research has suffered from bias,[274] problematic reproducibility,[275] and misuse of statistics.[276] These findings have led to calls for reform from within and from outside the scientific community.[277] Confirmation bias In 1959, statistician Theodore Sterling examined the results of psychological studies and discovered that 97% of them supported their initial hypotheses, implying possible publication bias.[278][279][280] Similarly, Fanelli (2010)[281] found that 91.5% of psychiatry/psychology studies confirmed the effects they were looking for, and concluded that the odds of this happening (a positive result) was around five times higher than in fields such as space science or geosciences. Fanelli argued that this is because researchers in "softer" sciences have fewer constraints to their conscious and unconscious biases. Replication Further information: Replication crisis § In psychology A replication crisis in psychology has emerged. Many notable findings in the field have not been replicated. Some researchers were even accused of publishing fraudulent results.[282][283][284] Systematic efforts, including efforts by the Reproducibility Project of the Center for Open Science, to assess the extent of the problem found that as many as two-thirds of highly publicized findings in psychology failed to be replicated.[285] Reproducibility has generally been stronger in cognitive psychology (in studies and journals) than social psychology[285] and subfields of differential psychology.[286][287] Other subfields of psychology have also been implicated in the replication crisis, including clinical psychology,[288][289][290] developmental psychology,[291][292][293] and a field closely related to psychology, educational research.[294][295][296][297][298] Focus on the replication crisis has led to other renewed efforts in the discipline to re-test important findings.[299][300] In response to concerns about publication bias and data dredging (conducting a large number of statistical tests on a great many variables but restricting reporting to the results that were statistically significant), 295 psychology and medical journals have adopted result-blind peer review where studies are accepted not on the basis of their findings and after the studies are completed, but before the studies are conducted and upon the basis of the methodological rigor of their experimental designs and the theoretical justifications for their proposed statistical analysis before data collection or analysis is conducted.[301][302] In addition, large-scale collaborations among researchers working in multiple labs in different countries have taken place. The collaborators regularly make their data openly available for different researchers to assess.[303] Allen and Mehler[304] estimated that 61 per cent of result-blind studies have yielded null results, in contrast to an estimated 5 to 20 per cent in traditional research. Misuse of statistics Further information: Misuse of statistics and Misuse of p-values Some critics view statistical hypothesis testing as misplaced. Psychologist and statistician Jacob Cohen wrote in 1994 that psychologists routinely confuse statistical significance with practical importance, enthusiastically reporting great certainty in unimportant facts.[305] Some psychologists have responded with an increased use of effect size statistics, rather than sole reliance on p-values.[306] WEIRD bias "WEIRD" redirects here. For other uses, see Weird (disambiguation). See also: Cultural psychology, Indigenous psychology, Transnational psychology, and Cross-cultural psychology In 2008, Arnett pointed out that most articles in American Psychological Association journals were about U.S. populations when U.S. citizens are only 5% of the world's population. He complained that psychologists had no basis for assuming psychological processes to be universal and generalizing research findings to the rest of the global population.[307] In 2010, Henrich, Heine, and Norenzayan reported a bias in conducting psychology studies with participants from "WEIRD" ("Western, Educated, Industrialized, Rich, and Democratic") societies.[308][309] Henrich et al. found that "96% of psychological samples come from countries with only 12% of the world's population" (p. 63). The article gave examples of results that differ significantly between people from WEIRD and tribal cultures, including the Müller-Lyer illusion. Arnett (2008), Altmaier and Hall (2008) and Morgan-Consoli et al. (2018) view the Western bias in research and theory as a serious problem considering psychologists are increasingly applying psychological principles developed in WEIRD regions in their research, clinical work, and consultation with populations around the world.[307][310][311] In 2018, Rad, Martingano, and Ginges showed that nearly a decade after Henrich et al.'s paper, over 80% of the samples used in studies published in the journal Psychological Science employed WEIRD samples. Moreover, their analysis showed that several studies did not fully disclose the origin of their samples; the authors offered a set of recommendations to editors and reviewers to reduce WEIRD bias.[312] STRANGE bias Similar to the WEIRD bias, starting in 2020, researchers of non-human behavior have started to emphasize the need to document the possibility of the STRANGE (Social background, Trappability and self-selection, Rearing history, Acclimation and habituation, Natural changes in responsiveness, Genetic makeup, and Experience) bias in study conclusions.[313] Unscientific mental health training Some observers perceive a gap between scientific theory and its application—in particular, the application of unsupported or unsound clinical practices.[314] Critics say there has been an increase in the number of mental health training programs that do not instill scientific competence.[315] Practices such as "facilitated communication for infantile autism"; memory-recovery techniques including body work; and other therapies, such as rebirthing and reparenting, may be dubious or even dangerous, despite their popularity.[316] These practices, however, are outside the mainstream practices taught in clinical psychology doctoral programs. Ethics Ethical standards in the discipline have changed over time. Some famous past studies are today considered unethical and in violation of established codes (e.g., the Canadian Code of Conduct for Research Involving Humans, and the Belmont Report). The American Psychological Association has advanced a set of ethical principles and a code of conduct for the profession.[317] The most important contemporary standards include informed and voluntary consent. After World War II, the Nuremberg Code was established because of Nazi abuses of experimental subjects. Later, most countries (and scientific journals) adopted the Declaration of Helsinki. In the U.S., the National Institutes of Health established the Institutional Review Board in 1966, and in 1974 adopted the National Research Act (HR 7724). All of these measures encouraged researchers to obtain informed consent from human participants in experimental studies. A number of influential but ethically dubious studies led to the establishment of this rule; such studies included the MIT-Harvard Fernald School radioisotope studies, the Thalidomide tragedy, the Willowbrook hepatitis study, Stanley Milgram's studies of obedience to authority, and the Stanford Prison Experiment. Ethics with Humans The ethics code of the American Psychological Association originated in 1951 as "Ethical Standards of Psychologists." This code has guided the formation of licensing laws in most American states. It has changed multiple times over the decades since its adoption, and contains both aspirational principles and binding ethical standards. The APA's Ethical Principles of Psychologists and Code of Conduct consists of five General Principles, which are meant to guide psychologists to higher ethical practice where a particular standard does not apply. Those principles are: A. Beneficence and Nonmaleficence - meaning the psychologists must work to benefit those they work with and "do no harm." This includes awareness of indirect benefits and harms their work might have on others due to personal, social, political, or other factors. B. Fidelity and Responsibility - an awareness of public trust in the profession and adherence to ethical standards and clarification of roles to preserve that trust. This includes managing conflicts of interest, as well as committing some portion of a psychologist's professional time to low-cost or pro bono work. C. Integrity - upholding honesty and accuracy in all psychological practices, including avoiding misrepresentations and fraud. In situations where psychologists would use deception (i.e., certain research), psychologists must consider the necessity, benefits, and harms, and mitigate any harms where possible. D. Justice - an understanding that psychology must be for everyone's benefit, and that psychologists take special care to avoid unjust practices as a result of biases or limitations of expertise. E. Respect for People's Rights and Dignity - the preservation of people's rights when working with psychologists, including confidentially, privacy, and autonomy. Psychologists should consider a multitude of factors, including a need for special safeguards for protected populations (e.g., minors, incarcerated individuals) and awareness of differences based on numerous factors, including culture, race, age, gender, and socioeconomic status. In 1989, the APA revised its policies on advertising and referral fees to negotiate the end of an investigation by the Federal Trade Commission. The 1992 incarnation was the first to distinguish between "aspirational" ethical standards and "enforceable" ones. The APA code was further revised in 2010 to prevent the use of the code to justify violating human rights, which was in response to the participation of APA members in interrogations under the administration of United States President George W. Bush.[318] Members of the public have a five-year window to file ethics complaints about APA members with the APA ethics committee; members of the APA have a three-year window.[319] The Canadian Psychological Association used the APA code until 1986, when it developed its own code drawing from four similar principles: 1) Respect for the Dignity of Persons and Peoples, 2) Responsible Caring, 3) Integrity in Relationships, 4) Responsibility to Society.[320][321] The European Federation of Psychologist's Associations, have adopted a model code using the principles of the Canadian Code, while also drawing from the APA code.[322][323] Universities have ethics committees dedicated to protecting the rights (e.g., voluntary nature of participation in the research, privacy) and well-being (e.g., minimizing distress) of research participants. University ethics committees evaluate proposed research to ensure that researchers protect the rights and well-being of participants; an investigator's research project cannot be conducted unless approved by such an ethics committee.[324] The field of psychology also identifies certain categories of people that require additional or special protection due to particular vulnerabilities, unequal power dynamics, or diminished capacity for informed consent. This list often includes, but is not limited to, children, incarcerated individuals, pregnant women, human fetuses and neonates, institutionalized persons, those with physical or mental disabilities, and the educationally or economically disadvantaged.[325] Some of the ethical issues considered most important are the requirement to practice only within the area of competence, to maintain confidentiality with the patients, and to avoid sexual relations with them. Another important principle is informed consent, the idea that a patient or research subject must understand and freely choose a procedure they are undergoing.[319] Some of the most common complaints against clinical psychologists include sexual misconduct[319] and breaches in confidentiality or privacy.[319] Psychology ethics apply to all types of human contact in a psychologist's professional capacity, including therapy, assessment, teaching, training, work with research subjects, testimony in courts and before government bodies, consulting, and statements to the public or media pertaining to matters of psychology.[317] Ethics with other animals Research on other animals is governed by university ethics committees. Research on nonhuman animals cannot proceed without permission of the ethics committee, of the researcher's home institution. Ethical guidelines state that using non-human animals for scientific purposes is only acceptable when the harm (physical or psychological) done to animals is outweighed by the benefits of the research.[326] Psychologists can use certain research techniques on animals that could not be used on humans. Comparative psychologist Harry Harlow drew moral condemnation for isolation experiments on rhesus macaque monkeys at the University of Wisconsin–Madison in the 1970s.[327] The aim of the research was to produce an animal model of clinical depression. Harlow also devised what he called a "rape rack", to which the female isolates were tied in normal monkey mating posture.[328] In 1974, American literary critic Wayne C. Booth wrote that, "Harry Harlow and his colleagues go on torturing their nonhuman primates decade after decade, invariably proving what we all knew in advance—that social creatures can be destroyed by destroying their social ties." He writes that Harlow made no mention of the criticism of the morality of his work.[329] Animal research is influential in psychology, while still being debated among academics. The testing of animals for research has led to medical breakthroughs in human medicine. Many psychologists argue animal experimentation is essential for human advancement, but must be regulated by the government to ensure ethicality.

渴愛와 섹스 +22원등급 박종권 서술 상천연합 ---------------------------------- 갈애와 섹스의 상관관계를 놓고 지금까지의 경험과 목격관찰분석연구 및 그림들의 정보를 종합해보건대, 지구인들의 섹스는, 규정된 도덕율, 윤리율에 의존해야 한다로서 판단되었다 우리가 관찰해본 결과는, 규정된 규율, 도덕율, 윤리율 및 법,제도,관습 및 고래의 가르침을 위배위반하여, 이건희같은 놈이 만든 섹스마법 혹은 부정정사, 부정정교, 부정사음, 부정섹스, 부정결혼등에 몰입할 경우, 그 의식과 정신들 그리고 혼백과 영혼들이 짐승상태로 퇴행된다는 점을 발견한다. 원본래적으로는 휴만종족계열 혹은 인간류,인류차원의 섹스라는 것은, 그와 같이 행할때는, 인간으로서의 존엄성을 상실한다는 점, 그리고 짐승상태로 퇴행된다는 점, 그리고 그러한 상태로 퇴행되었을 경우에는, 인육을 상식하고 즐기며, 고급스런 음식으로서 인간류, 사람, 휴만종족류계열의 아종들을 먹잇감으로 삼는, 식인공룡들과 식인파충류들에게 아주 손쉽게 사냥되어 비참한 지경으로 떨어진다는 무서운 현실들이다. 일단, 그 의식과 정신상태가 짐승상태를 지나서 아예 미물, 버러지 상태까지 벌레상태로 전락한다. 우리가 목격관찰한바로는, 파충류종족류로서의 식인파충류들이 개발한 인육연화제가 바로 섹스쾌감,오르가즘류와 유사한 쾌락들이다. 그 쾌락들은, 이건희같은 놈이 개발한 섹스마법에서 만들어지는데, 우리가 보건대는, 사람을 죽일때 분비되는 죽음의 호르몬분비물을 기초자원으로 만들고 있고, 인육을 상식하려고 인간류,사람의 혼백과 정신,의식을 타락퇴행시키는 이른바 간질병, 지랄발작병에서 유도되는 지랄병호르몬을 병행하는 것으로 보인다. 게다가, 흑마법을 악용하여, 영혼을 마비시키고, 영혼을 속이고 기망한다. 그러니까, 사람을 죽이고 죽음의 순간에 분비되는 죽음의 호르몬들과 지랄병에서 유도된 지랄병호르몬들 그리고 영혼을 마비시키고, 짐승영으로 퇴행시키는 아틀란티스급, 라마제국급, 고비사막의 뮤제국급의 이른바 다이몬, 디몬술수가 병행된 것이 이건희 씨발놈이 개발한 섹스마법이며, 부정정사인 것이다. 이들이 부정정사를 좃빠지게 즐기고도, 아무런 이상이 없는 이유는(만일 사람이라면, 짐승버러지가 되고 음옥,지옥에 빠지며, 무서운 일을 당하지만 요 새끼들은 아무런 이상이 없다) 이들이 사람이 아니라서 그렇다는 점, 그리고 이른바 식인파충류급인데, 그게 보통 인간세상에서 말하는 마왕급이거나, 혹은 어둠의 권세급(파워 오브 다크니스 Power of Darkness)이거나 더 나아가면, 어둠의 군주급(Lord of Darkness)이거나, Diabolic급이라는 점에서이다. 이들의 기본인식은, 원본능성이며, 이른바 12DNA로 강화된 인류차원의 세상과는 전혀 다른 아수라차원, 초극렬지옥차원에서의 인식체를 가지며, 모든 일을 원본능성(제18지옥계, 반주, 반우주차원)에 기초하여 인식하고 행하기 때문에 아무리 좃같은 짓을 해도 그 인식에는 변함이 없는 이유인 것이다. 그 원본능성이란, 이른바 12DNA로 초절정강화된 별개인식체들이며, 높게는 무려 24DNA급으로서, 불과 2DNA에 불과한 인간류, 삼천대천계로서의 생명체들이 상상조차 하기 어려울 정도로 강하며, 삼천대천계내에서의 일은 휴지조각처럼 여기며, 그 어떤 짓을 해도 전혀 무방할정도로 초절정으로 강한 놈들이 바로 이 반주, 디아볼릭, 식인파충류들인 것이다. 그래서 뭔짓을 해도 영향이 없다 하지만, 일단 중생으로서 살고자 사람이 된 존재들에게는 무시무시한 재앙이 찾아온다. 마거릿힐다대처가 무려 650인과 부정정사를 즐기고, 저 악독한 power of darkness세계인 플레이아데스에서조차도 난잡으로 규정되지만, 이 사람은 전혀 아무런 이상도 없고, 정상적인 정치인으로서 활동하고 있다. 이 사람들이 그런 사람들이다. 영국여왕 엘리자베스2세도 마찬가지다. 마거릿과 유사한 난잡수준 바로 직전까지 가지만 전혀 이상이 없다. 하지만 이들은 식인파충류들이며, 어둠의 권세들이다. 마왕보다 더 높다. 그러니 아무리 그런 짓을 해도 이상이 없는 이유이다. 이건희놈도 마찬가지다. 특히 이건희는, 사람이 아니며, 악마인데, 근원을 보면, 디몬급 악마이다. demon급이란, 악마는 악마이지만, 사람사는 세상에서의 악마가 아니고, 적어도 아틀란티스급이상에서의 악마를 말한다. 여기서 말하는 사람이란 중생을 말한다. 중생범주내에서의 사람을 말하는 것이고, 제4우주급의 사람과는 다른 의미이다. 제4우주급 사람들은 보통 아르핫이라고 부르고 아르하트, 아라한이라고 부르기도 하는 수준을 말한다. 하지만 똑같은 사람이라고 말한다. 디몬Demon이란, 일반적으로 사탄이라고 말해지는 악마와는 다른데, 오욕칠정에 사로잡히고, 부귀공명, 부귀호사, 부귀영화, 음락에 사로잡히는 중생계와는 다른, 그런 것에는 무관한 더 높은 상급계에서의 악마를 디몬이라고 부르는 것이다. 물론, 음락은 약간 다른데, 요 어둠의 권세급들도 음락에 몰두하는 경우가 종종 있기에 그렇다. 하지만 이건 이들이 사람으로서 살아본적이 없고 사람과는 전혀 다른 체계에서 살았기로 음락이 뭔지 도무지 모르다가 알면 사람보다 수백배 더 즐기는 것을 말한다. 심지어는 제2차은하대전급 혹은 그 이상급들도 음락이 뭔지 알면 사람보다 더 환장해서 즐기는 것을 목격관찰한다. 말데크악룡도 음락을 최고도로 즐기는 것을 목격관찰하는데, 이들이 사람으로서 산적이 없어서 그렇다는 점이다. Demon이라는 놈은, 칼융이 말했던 이른바 Dimon의 화신이다. 권세를 추구하고 패권을 추구하고 영웅심을 부추긴다. 게다가 등급상승 영광된 우주제왕을 주장하는 잡놈을 디몬이라고 부르는 것이다. 게다가 이 씹새끼가 영구복락까지 주창한다. 그게 디몬이다. 부정정사를 개발하고, 휴만종족류,사람의 섹스사랑체계까지 똥오물로 범벅시킨 놈은 이건희놈이다. 그리고 이 씨팔놈이 사람의 섹스체계를 관장하는 영역차원까지 나,박종권이의 선업공덕, 선등급 +22원등급을 사칭하고 잠입하여 사람의 섹스체계를 간파하고, 똥오물로 뒤범벅을 만드는 짓을 한 놈이다. 그게 부정정사이다. 우리가 이렇게 된 것은, 인류전체의 불행이다. 어리석고 유치한 놈들이 아닐수 없다. 이건희놈을 영구영원조년작두사형처벌할것 이건희놈을 영구영속조년작두사형처벌할것 이건희놈을 영구영겁조년작두사형처벌할것 이건희놈을 영구영구조년작두사형처벌할것 이건희놈을 영구무한반복작두사형처벌할것 이건희놈을 영구무시무종작두사형처벌할것 이건희놈을 영구영원조년배후추적하여 전신을 결박구속하고 영원토록 감시하고 제재할것의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것 섹스라는 것은, 일반적으로 죄가 없고 있다고 해도 어느 범주내에 있다면, 누구나 어느정도 합당한 선에서 만족을 얻을수 있다. 일반적으로 죄가 없거나 있어도 허용범주내에 있다면 누구나 다 통하는 배우자를 얻거나 섹스파트너 애인을 얻거나 해서 무리없이 만족을 얻고, 나눔과 소통을 할수 있는 것이며 그것은 누구나 다 해당되는 기본권리인 것이다. 나는 갈애와 불만족의 고통에 시달렸는데, 나처럼 갈애나 불만족의 고통을 당한다는 것은 실제로는 엄청난 죄를 지은 중죄인의 경우나 간혹 해당되고 거의 없는 일이다. 하지만 말데크악룡놈이 나를 이렇게 만드는데, 주도한 놈은 이건희놈이다. 이 씨팔놈이 나를 죽이려는 목적으로서 난행,음행을 한 놈이다. 이 새끼가 원본래로는 악마이고 파충류놈으로서 실제로는 섹스가 뭔지 다 알고, 또 그렇게 욕구하는 놈이 아니다. 하지만, 미친 놈처럼 난음,난행,음행하고 수백인을 처첩으로 삼는데, 그게 알고보니, 나를 원본래로 하여 발을 걸고 내가 한 것으로 처리하는 술수로서 자행했다는 점이다. 즉, 나는 갈애에 시달리고 불만족속에서 고통받는데, 요걸 악용해서 나의 충족되지 못한 욕구나 음욕,성욕들을 갈취해서 고걸 들고나가서 내가 한 것으로 처리하면서 최대한 미친놈처럼 즐긴다. 이유를 보면, 이 새끼가 즐기려고 그런 것이 아니다. 나를 죽이려고 그런 것이라는 점이다. 원본래적으로 악마라는 존재는 인간이나 중생처럼 오욕칠정이나 무슨 욕구같은 것이 없다. 게다가 파충류종족류도 마찬가지다. 이 섹스에 대한 갈구나 욕구라는 것은 오로지 포유영장류로서의 인류,인간류, 중생범주로서의 사람들이나 가지는 것이지, 악마,마귀,파충류급은 아예 그런게 없다. 특히 파충류들은, 알을 까고 난생을 하고 냉음하다. 인간류,중생범주의 사람처럼 뭐 섹스를 원하고 그런 것이 아예 없다. 만일 그렇게 한다면 그건 사람을 잡아 처먹으려고 그러는 것이다. 즉, 인간에게는 섹스쾌감으로 오인되도록 위조된 식인파동인식을 사람에게 가하고, 사람은 그걸 섹스쾌감으로 오인하는데, 실제로는 식인연화제로서 식인유인제로서 사람류,인류,중생범주내의 포유영장류적사람들을 유인하는 술수이지 그게 섹스쾌감이 아니다. 그리고 그런 범주로서 이건희새끼가 개발한 섹스마법이다. 게다가 고걸 한번 하면 미쳐죽는데, 이유를 보면, 죽음의 분비물(죽음의 최고위기와 고통의 순간에 분비되는 이 호르몬을 무서운 고통에서 벗어나려는 마지막 몸부림으로서 최고절정의 어떤 것을 느끼게 해주는 것이다.)과 지랄병을 유발하는 호르몬(지랄병이란 도저히 자기를 감내하지 못하고 미쳐발광하게 만드는 호르몬같은 류들로서 유도된다)을 병행하여 나오는 결과이다. 미쳐발광하게 만들고 한번 하면 미쳐서 죽는 것이 그런 이유이다. 그러나 그렇게 미쳐죽은 경험을 반복하면서 어느사이에 그 사람이 짐승으로 퇴행하고, 나중에는 버러지 미물이 되고 똥덩어리같은 존재가 되는데, 그게 바로 식인고깃덩어리로 전락됨을 말하는 것이다.의依疑衣意義醫矣議宜儀擬毅椅倚懿蟻艤錡嶷欹儗劓螘医义冝拟祎蚁议銥鐿18개眼을·를Ether體無關垂直8192分面水平8192分面上에서垂直直角縱切⫽斷水平直角橫切⫽斷45degrees斜傾側直角縱切⫽斷永久作頭死刑處罰할것持續恒久恒續永續終身永遠永劫永久無始無終處無限反復永久兆年永遠兆年永續兆年永劫兆年處罰할것