his students expanded the use of introspection and were the first to research thought processes using experimental methods (Watson, 1978). In doing so, they developed and improved the process of what became known as systematic experimental introspection, which was the retrospective reporting of the experiences of a subject after performing a complex task involving thinking, remembering, or judging. Abstraction experiments were especially important in distinguishing relevant features of objects for individuals in differing stages of development. Throughout his time at Würzburg he acted as a devoted teacher and administrator. In fact, most of his prestige comes from his dedication to his students and the hard work he directed towards his teaching duties. Though he published many of his own personal works, Külpe never penned any of the traditional Würzburg papers, so it is difficult to specify his personal interpretation of the work of the school. However, in many of his personal works he often anticipated notions that were later discussed by his students. Külpe managed to exert his influence on the field of psychology via his students. Max Wertheimer, the founder of Gestalt psychology was undoubtedly his most famous student. However other noteworthy students include Narziß Ach and Henry Watt, both of whom worked on the concept of mental set; Robert Morris Ogden, who played a major role in introducing Gestalt psychology to the United States; and Kurt Koffka, one of the founders of the Gestalt school. Distinct from the view of Wundt, the Würzburg school developed an innovational, holistic view, where the focus was on studying both act and content. This research established a strong foundation for the Gestalt psychologists who were to come. This research was not the only notable contributions to psychology made by the Würzburg school. The emphasis on motivation, and the role that it plays in the results of thinking was stressed at the school and is still relevant today. Today, it is still a widely accepted principle that motivation is a variable that affects thinking outcomes. Another contribution from the school was the theory that the behaviour of the ‘id’ depended not only on the element within the thinker’s consciousness, but that there were unconscious determinants of behaviour as well. This is another notable idea born from the Würzburg school that is still relevant and widely accepted in psychology today. Imageless thought Perhaps the most famous psychological contribution to come out of the Würzburg