WorldWideScience

Sample records for learning social psychology

  1. CyberPsychological Computation on Social Community of Ubiquitous Learning

    Science.gov (United States)

    Zhou, Xuan; Dai, Genghui; Huang, Shuang; Sun, Xuemin; Hu, Feng; Hu, Hongzhi; Ivanović, Mirjana

    2015-01-01

    Under the modern network environment, ubiquitous learning has been a popular way for people to study knowledge, exchange ideas, and share skills in the cyberspace. Existing research findings indicate that the learners' initiative and community cohesion play vital roles in the social communities of ubiquitous learning, and therefore how to stimulate the learners' interest and participation willingness so as to improve their enjoyable experiences in the learning process should be the primary consideration on this issue. This paper aims to explore an effective method to monitor the learners' psychological reactions based on their behavioral features in cyberspace and therefore provide useful references for adjusting the strategies in the learning process. In doing so, this paper firstly analyzes the psychological assessment of the learners' situations as well as their typical behavioral patterns and then discusses the relationship between the learners' psychological reactions and their observable features in cyberspace. Finally, this paper puts forward a CyberPsychological computation method to estimate the learners' psychological states online. Considering the diversity of learners' habitual behaviors in the reactions to their psychological changes, a BP-GA neural network is proposed for the computation based on their personalized behavioral patterns. PMID:26557846

  2. Social-Psychological Aspects of Professional Learning Motivation

    Directory of Open Access Journals (Sweden)

    Markov D.O.,

    2017-01-01

    Full Text Available The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc. and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc. and inner personality settings (К. Dvak, А. Bandura on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

  3. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    Science.gov (United States)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  4. Bridging history and social psychology

    DEFF Research Database (Denmark)

    Glaveanu, Vlad Petre; Yamamoto, Koji

    2012-01-01

    This special issue aims to bridge history and social psychology by bringing together historians and social psychologists in an exercise of reading and learning from each other’s work. This interdisciplinary exercise is not only timely but of great importance for both disciplines. Social psycholog......This special issue aims to bridge history and social psychology by bringing together historians and social psychologists in an exercise of reading and learning from each other’s work. This interdisciplinary exercise is not only timely but of great importance for both disciplines. Social...... psychologists can benefit from engaging with historical sources by being able to contextualise their findings and enrich their theoretical models. It is not only that all social and psychological phenomena have a history but this history is very much part of present-day and future developments. On the other...... hand historians can enhance their analysis of historical sources by drawing upon the conceptual tools developed in social psychology. They can “test” these tools and contribute to their validation and enrichment from completely different perspectives. Most important, as contributions to this special...

  5. POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

    Directory of Open Access Journals (Sweden)

    Vladimir Tatochenko

    2016-09-01

    Full Text Available The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introduction in the educational process of didactic methodical and psychologically balanced methodical control system and correction of poor progressing students’ in Maths improves quality indicators of their permanent knowledge and skills. It allows you to discover the fullness, depth and durability of learning at different stages and levels of education, it contributes to correction, management and partly self-management learning process of poor progressing students in Mathematics, excites them to an active mental activity promotes the development of a conscious attitude to their systematic academic work. The essence of “poor progress” phenomena is observed as well as “educational retardation” of school students during teaching mathematics. Target orientation, the resource potential of the real educational process of poor progressing pupils in Mathematics are determined. Contradictions are singled out and pedagogical conditions of results control of learning outcomes of comprehensive school pupils are proved. An attempt to consider the academic failure of schoolchildren in Mathematics in connection with the main categories of didactics – the content and the learning process was made. Certain shortcomings of teaching and learning activities of students in the study of Mathematics are highlighted as poor progressing elements and gaps. The process and content, enriched with the use of NIT, ensuring the formation of key competencies of lagging behind and

  6. Virtual Learning Environments in Social Psychology: Using "The SIMs[superscript 3]" to Teach Self-Related Processes

    Science.gov (United States)

    Stansbury, Jessica A.

    2017-01-01

    An interactive learning module was developed and implemented in a social psychology course to teach concepts of the "self" via self-exploration and game play using "The SIMS[superscript 3]." Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the…

  7. Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura.

    Science.gov (United States)

    Grusec, Joan E.

    1992-01-01

    Social learning theory is evaluated from a historical perspective that goes up to the present. Sears and others melded psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behavior. Bandura emphasized cognitive and information-processing capacities that mediate social behavior. (LB)

  8. Embodiment in social psychology.

    Science.gov (United States)

    Meier, Brian P; Schnall, Simone; Schwarz, Norbert; Bargh, John A

    2012-10-01

    Psychologists are increasingly interested in embodiment based on the assumption that thoughts, feelings, and behaviors are grounded in bodily interaction with the environment. We examine how embodiment is used in social psychology, and we explore the ways in which embodied approaches enrich traditional theories. Although research in this area is burgeoning, much of it has been more descriptive than explanatory. We provide a critical discussion of the trajectory of embodiment research in social psychology. We contend that future researchers should engage in a phenomenon-based approach, highlight the theoretical boundary conditions and mediators involved, explore novel action-relevant outcome measures, and address the role of individual differences broadly defined. Such research will likely provide a more explanatory account of the role of embodiment in general terms as well as how it expands the knowledge base in social psychology. Copyright © 2012 Cognitive Science Society, Inc.

  9. A Social Psychological Perspective:

    DEFF Research Database (Denmark)

    Singla, Rashmi; Westerling, Allan

    2008-01-01

    and a longitudinal approach, differences and similarities in practices of care are identified. The care patterns are studied with a focus on young adults age 30-35. Quantitative as well as qualitative methods are employed. By utilising in-depth qualitative interview data the paper explores the interplay between...... of agency with the changing societal structures and the diaspora context is confirmed. Key words: intergenerational care, individualisation, social network analysis, socio-cultural psychology, modernisation...

  10. Contributions of Literature to Social Psychology

    Directory of Open Access Journals (Sweden)

    Anastasio Ovejero

    2012-11-01

    Full Text Available There are two main kind of psychology: a intuitive psychology, and an academic and professional psychology. These two psychologies are different, but they can make important reciprocals contributions. And the best of the intuitive psychology, that in my opinion is in the literature and overall in the romance, can be very useful for professional psychologists. The main end of this paper is to show how the social psychologists can learn from the intuitive psychology of the great romances. This contribution of the romance to the social psychology is, at least, at these two levels. At the level of construction of the subjectivity and the modern subject and the, therefore, of the psychology’s arise, and at the level of some concrete subjects studied by the psychologists (romantic love, jealousy, infidelity, compunction, emotions, vengeance, human relations…

  11. Historical spaces of social psychology

    OpenAIRE

    Kalampalikis , Nikos; Delouvée , Sylvain; Pétard , Jean-Pierre

    2006-01-01

    International audience; An extensive analysis of all social psychology textbooks published, in french, between 1947 and 2001, including a history chapter, provides a rich corpus for the study of the history of social psychology. In this article we choose to study the historical spaces of social psychology, in order to show how the discipline was located in geographical, urban, institutional and collective spaces. We argue that, into this specific corpus, spaces are essentially related to some...

  12. Social psychology and energy attitude consumer change

    International Nuclear Information System (INIS)

    Karimi, Y.; Saffarinia, M.

    2005-01-01

    One of the most issues in social Psychology is study of attitude. Attitudes are causes of human behavior. If we regard energy consumption as a behavior for changing behavior in field of energy we must to study attitude and attitude change.In social psychology attitude define as positive and negative affective state to a matter of object. In this paper try it describe approaches and theories about attitudes and attitude change such as classical conditioning operant conditioning, social learning and cognitive. We hope this paper will be useful for planners and expert that work in this field

  13. When does social learning become cultural learning?

    Science.gov (United States)

    Heyes, Cecilia

    2017-03-01

    Developmental research on selective social learning, or 'social learning strategies', is currently a rich source of information about when children copy behaviour, and who they prefer to copy. It also has the potential to tell us when and how human social learning becomes cultural learning; i.e. mediated by psychological mechanisms that are specialized, genetically or culturally, to promote cultural inheritance. However, this review article argues that, to realize its potential, research on the development of selective social learning needs more clearly to distinguish functional from mechanistic explanation; to achieve integration with research on attention and learning in adult humans and 'dumb' animals; and to recognize that psychological mechanisms can be specialized, not only by genetic evolution, but also by associative learning and cultural evolution. © 2015 John Wiley & Sons Ltd.

  14. Teaching and Learning Psychology through an Analysis of Social Science Fiction

    Science.gov (United States)

    Herman, William E.

    2009-01-01

    This paper is designed to accompany an appearance by the author as a panelist during a session on science fiction and teaching methods at the I-CON 28 Science Fiction Convention held April 3-5, 2009, on Long Island (near New York City). The author describes how he employs social science fiction in an honors course at the university level to…

  15. Body Contact and Body Language: Moments of Personal Development and Social and Cultural Learning Processes in Movement Psychology and Education

    Directory of Open Access Journals (Sweden)

    Helle Winther

    2008-05-01

    Full Text Available Body contact and body language are unique and existential and, although culturally dependent and socially embodied, they are also universal communication forms. For small children all over the world, warm, close and nourishing body contact is fundamental to their embodied experi­ence of themselves and the boundaries between self and world. In western societies, the modern premises for contact are in some ways developing from close contact to virtual communication. With this breadth of perspective in mind, the ques­tion is whether conscious and experimental work with body contact and body language in move­ment psychology and education provide potential for intense personal develop­ment as well as for social and cultural learning processes. This performative research project originates from the research project entitled, Movement Psy­chol­ogy: The Language of the Body and the Psy­chol­ogy of Movement based on the Dance Therapy Form Dansergia. The author, who is a practi­tioner-researcher, is methodologically inspir­ed by phenomenology, performative methods and a narrative and auto-ethnographic approach. The project will be presented in an organic, cre­at­ive and performative way. Through a moving dia­logue between a written text and a visceral on-line performance involving photographs and music, the reader/audience has the possibility to be touched both sensually and intellectually, although through communication is in cyberspace, missing the liveliness of direct body language. See online performance: http://www.viddler.com/player/c3c7a343/. URN: urn:nbn:de:0114-fqs0802637

  16. Assessment of Teachers from a Social Psychological Perspective

    Science.gov (United States)

    Madni, Ayesha; Baker, Eva L.; Chow, Kirby A.; Delacruz, Girlie C.; Griffin, Noelle C.

    2015-01-01

    The focus of this chapter is on the description and assessment of teachers' social psychological factors, using the scientific literature as a base. Research on teachers' social psychological domains has an ultimate goal of populating classrooms with competent people who can model and incite behaviors that assist students in their own learning.…

  17. Some Psychological Aspects of Aging: Implications for Teaching and Learning.

    Science.gov (United States)

    Lersten, Kenneth C.

    This paper reviews psychological literature concerned with aging, and includes brief reviews of (a) motor skill work, (b) the phenomena of "slowing," (c) social psychological findings, (d) sensation and perception, and (e) selected learning characteristics. The following teaching and learning strategies were elicited from this study: (a)…

  18. The Emergence of Contextual Social Psychology.

    Science.gov (United States)

    Pettigrew, Thomas F

    2018-07-01

    Social psychology experiences recurring so-called "crises." This article maintains that these episodes actually mark advances in the discipline; these "crises" have enhanced relevance and led to greater methodological and statistical sophistication. New statistical tools have allowed social psychologists to begin to achieve a major goal: placing psychological phenomena in their larger social contexts. This growing trend is illustrated with numerous recent studies; they demonstrate how cultures and social norms moderate basic psychological processes. Contextual social psychology is finally emerging.

  19. Toward a more social social psychology of power

    NARCIS (Netherlands)

    Lammers, J.

    2008-01-01

    In this dissertation I aim to take a step toward a more social social psychology of power. In my opinion the existing social psychology on power is insufficiently social, and too material and physical. I believe this material and physical view has greatly influenced how social psychology has studied

  20. Core References in Introductory Social Psychology and Developmental Psychology Textbooks

    Science.gov (United States)

    Whitehead, George I., III; Smith, Stephanie H.; Losonczy-Marshall, Marta

    2017-01-01

    The purpose of the present study was to identify the core references in introductory textbooks in two sub-disciplines of psychology: social psychology and developmental psychology. One research question was the extent to which the common references in these textbooks present the trends in contemporary research in each sub-discipline. An analysis…

  1. Community Psychology, Evaluation, and Social Critique

    Science.gov (United States)

    Miller, Robin Lin

    2015-01-01

    Community psychology blends psychological science, a community-level perspective on social issues, and a social justice orientation. Despite important difference between community psychology and program evaluation, program evaluation is a key component of many community psychologists' practice and holds a central place in my own. In this…

  2. [A psychological content of social phobia syndrome].

    Science.gov (United States)

    Sagalakova, O A; Truevtsev, D V; Stoyanova, I Ya

    2017-01-01

    To perform a psychological analysis of social phobia syndrome. The subject area of research is the structure of mental activity and behavior in social activity. The study included 32 patients with symptoms of social phobia (ICD-10 F40.1) and 29 healthy people (controls). A complex of psychological methods (questionnaires; pathopsychological experiment) was used. Early maladaptive schemes and a tendency to mental rigidity can be a premorbid basis of the syndrome. Primary violation is in organizational target component by type of distortion of goal-setting regulation. The mechanism is a reduction in the mediation of emotions and behavior (an influence of emotions on the process of activity, excess metacognitive anxiety control leading to multi-task and exhaustion of resources of voluntary activity). Fear of negative evaluation leads to the fact that a wide class of situations is interpreted as threatening. Secondary are changes in the system of goals and motives of activity (technically performing components of social behavior act as a focus of attention, along with the target, the target replaces the suprasituational meaning). Along with a strong motivation to succeed, the motive of avoiding failure is formed, which leads to a decrease in social activity. Tertiary symptoms of syndrome dynamics (ways to cope with maladaptation) are destructive forms of decompensation (substance abuse, learned helplessness and hopelessness, suicidal behavior, etc.), repeatedly reinforcing the primary and secondary disturbances.

  3. An Examination of Social and Psychological Influences on Academic Learning: A Focus on Self-Esteem, Social Relationships, and Personal Interest

    Science.gov (United States)

    Phan, Huy P.; Ngu, Bing H.

    2018-01-01

    The present study focused on an examination of both "global" and "domain-specific self-esteems" in secondary mathematics learning. The extent to which self-esteem, in general, would account and explain educational success through "social relationships with teachers" and "peers", and "personal interest…

  4. Perspectives on the Social Psychology of Creativity

    OpenAIRE

    Amabile, Teresa M.; Pillemer, Julianna

    2012-01-01

    Scholars began serious study into the social psychology of creativity about 25 years after the field of creativity research had taken root. Over the past 35 years, examination of social and environmental influences on creativity has become increasingly vigorous, with broad implications for the psychology of human performance, and with applications to education, business, and beyond. In this article, we revisit the origins of the social psychology of creativity, trace its arc, and suggest dire...

  5. Psychology for the Classroom: E-Learning

    Science.gov (United States)

    Woollard, John

    2011-01-01

    "Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

  6. Thematic report on social psychology

    International Nuclear Information System (INIS)

    Mays, C.

    2002-01-01

    Social psychology is concerned with the interactions among people and groups, and with their gradual formation of shared - or conflicting - attitudes, opinions and understandings. In preparing to provide feedback to the FSC Turku Workshop, I anticipated that it would be useful to structure my observations around concepts like: As in other societal and study contexts, these concepts certainly had meaning here in the FSC Turku Workshop. They may form one set of tools with which we may consider further the background to a Decision in Principle, or stakeholder involvement. They may offer a lens through which the experience of the workshop itself may be perceived and evaluated. I found that one more concept (something to which linguists or anthropologists might refer as a semantic polarity) seemed to capture well the dynamic of our time together. That concept is: 'inside-outside'. (author)

  7. corporate social responsibility and psychological contract

    African Journals Online (AJOL)

    Global Journal

    2017-07-04

    Jul 4, 2017 ... KEYWORDS: Corporate social responsibilities, Psychological contract, Nigeria, Niger delta, ... The concept of Corporate Social ... CSR initiatives rather than mere financial ..... fundamental idea in such a contract (PC) is the.

  8. The SAGE Model of Social Psychological Research.

    Science.gov (United States)

    Power, Séamus A; Velez, Gabriel; Qadafi, Ahmad; Tennant, Joseph

    2018-05-01

    We propose a SAGE model for social psychological research. Encapsulated in our acronym is a proposal to have a synthetic approach to social psychological research, in which qualitative methods are augmentative to quantitative ones, qualitative methods can be generative of new experimental hypotheses, and qualitative methods can capture experiences that evade experimental reductionism. We remind social psychological researchers that psychology was founded in multiple methods of investigation at multiple levels of analysis. We discuss historical examples and our own research as contemporary examples of how a SAGE model can operate in part or as an integrated whole. The implications of our model are discussed.

  9. The SAGE Model of Social Psychological Research

    Science.gov (United States)

    Power, Séamus A.; Velez, Gabriel; Qadafi, Ahmad; Tennant, Joseph

    2018-01-01

    We propose a SAGE model for social psychological research. Encapsulated in our acronym is a proposal to have a synthetic approach to social psychological research, in which qualitative methods are augmentative to quantitative ones, qualitative methods can be generative of new experimental hypotheses, and qualitative methods can capture experiences that evade experimental reductionism. We remind social psychological researchers that psychology was founded in multiple methods of investigation at multiple levels of analysis. We discuss historical examples and our own research as contemporary examples of how a SAGE model can operate in part or as an integrated whole. The implications of our model are discussed. PMID:29361241

  10. Perspectives on the Social Psychology of Creativity

    Science.gov (United States)

    Amabile, Teresa M.; Pillemer, Julianna

    2012-01-01

    Scholars began serious study into the social psychology of creativity about 25 years after the field of creativity research had taken root. Over the past 35 years, examination of social and environmental influences on creativity has become increasingly vigorous, with broad implications for the psychology of human performance, and with applications…

  11. Social learning in fish

    OpenAIRE

    Atton, Nicola

    2010-01-01

    Social learning is known to be a common phenomenon in fish, which they utilise under many different contexts, including foraging, mate-choice and migration. Here I review the literature on social learning in fish and present two studies. The first examines the ability of threespined sticklebacks to use social learning in the enhancement of food preferences. The second study examines the ability of both threespined sticklebacks and ninespined sticklebacks to use social learning in the avoidanc...

  12. Search as learning – a psychological perspective.

    NARCIS (Netherlands)

    Kammerer, Yvonne

    2018-01-01

    In my talk I gave an overview on the topic “search as learning” from a psychological perspective (specifically an educational and applied cognitive psychology perspective). The focus of psychological research in this field is on using the Internet to learn about complex, conflicting scientific or

  13. Bridging history and social psychology: what, how and why.

    Science.gov (United States)

    Glăveanu, Vlad; Yamamoto, Koji

    2012-12-01

    This special issue aims to bridge history and social psychology by bringing together historians and social psychologists in an exercise of reading and learning from each other's work. This interdisciplinary exercise is not only timely but of great importance for both disciplines. Social psychologists can benefit from engaging with historical sources by being able to contextualise their findings and enrich their theoretical models. It is not only that all social and psychological phenomena have a history but this history is very much part of present-day and future developments. On the other hand historians can enhance their analysis of historical sources by drawing upon the conceptual tools developed in social psychology. They can "test" these tools and contribute to their validation and enrichment from completely different perspectives. Most important, as contributions to this special issue amply demonstrate, psychology's "historical turn" has the potential to shed a new light on striking, yet underexplored, similarities between contemporary public spheres and their pre-modern counterparts. This issue thereby calls into question the dichotomy between traditional and de-traditionalized societies-a distinction that lies at the heart of many social psychology accounts of the world we live in. The present editorial will introduce and consider this act of bridging history and social psychology by focusing on three main questions: What is the bridge made of? How can the two disciplines be bridged? and Why we cross this interdisciplinary bridge? In the end a reflection on the future of this collaboration will be offered.

  14. From psychology of adaptation to psychology of social change

    DEFF Research Database (Denmark)

    Awad, Sarah H.

    and is influenced by contemporary socio-political contexts, then we need to introduce the science as not only studying how individuals are inclined to adapt, conform, and assimilate to the world as is, but also how and under which conditions individuals are agents for social change. I will discuss challenges......Introducing psychology to first year students comes with its own challenges of presenting it in a clear introductory manner, yet also triggering students to think critically about the theories they are presented with. If we were to think of social psychology as a discipline that mutually influences...

  15. What is Social Learning?

    Directory of Open Access Journals (Sweden)

    Mark S. Reed

    2010-12-01

    between individual and wider social learning. Many unsubstantiated claims for social learning exist, and there is frequently confusion between the concept itself and its potential outcomes. This lack of conceptual clarity has limited our capacity to assess whether social learning has occurred, and if so, what kind of learning has taken place, to what extent, between whom, when, and how. This response attempts to provide greater clarity on the conceptual basis for social learning. We argue that to be considered social learning, a process must: (1 demonstrate that a change in understanding has taken place in the individuals involved; (2 demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3 occur through social interactions and processes between actors within a social network. A clearer picture of what we mean by social learning could enhance our ability to critically evaluate outcomes and better understand the processes through which social learning occurs. In this way, it may be possible to better facilitate the desired outcomes of social learning processes.

  16. Political diversity will improve social psychological science.

    Science.gov (United States)

    Duarte, José L; Crawford, Jarret T; Stern, Charlotta; Haidt, Jonathan; Jussim, Lee; Tetlock, Philip E

    2015-01-01

    Psychologists have demonstrated the value of diversity--particularly diversity of viewpoints--for enhancing creativity, discovery, and problem solving. But one key type of viewpoint diversity is lacking in academic psychology in general and social psychology in particular: political diversity. This article reviews the available evidence and finds support for four claims: (1) Academic psychology once had considerable political diversity, but has lost nearly all of it in the last 50 years. (2) This lack of political diversity can undermine the validity of social psychological science via mechanisms such as the embedding of liberal values into research questions and methods, steering researchers away from important but politically unpalatable research topics, and producing conclusions that mischaracterize liberals and conservatives alike. (3) Increased political diversity would improve social psychological science by reducing the impact of bias mechanisms such as confirmation bias, and by empowering dissenting minorities to improve the quality of the majority's thinking. (4) The underrepresentation of non-liberals in social psychology is most likely due to a combination of self-selection, hostile climate, and discrimination. We close with recommendations for increasing political diversity in social psychology.

  17. Ecological psychology and social psychology: it is Holt, or nothing!

    Science.gov (United States)

    Charles, Eric P

    2011-03-01

    What is the greatest contribution that ecological psychologists can offer social psychology? Ideally, ecological psychologists could explain how people directly perceive the unique properties of their social partners. But social partners are distinguished from mundane objects because they possess mental traits, and tradition tells us that minds cannot be seen. When considering the ideal possibility, we reject that doctrine and posit minds as perceivable. For ecological psychology, this entails asserting that minds are the types of things able to structure ambient energy. Contemporary research and theory suggests distinctly ecological ways of attacking this problem, but the problem is not new. Almost 100 years ago, Holt argued for the visibility of minds. Thus when considering these ideas, ecological psychologists face a choice that is at once about their future and their past. Extending ecological psychology's first principles into the social realm, we come to the point where we must either accept or reject Holt's arguments, and the wider context they bring. In doing so, we accept or reject our ability to study the uniquely social.

  18. Interdisciplinary Aspects of Learning: Physics and Psychology

    Science.gov (United States)

    Oleg, Yavoruk

    2015-01-01

    The article deals with interdisciplinary aspects of learning in the case of physics and psychology. It describes the lab-based academic course focused on: observation and experimentation; discovery of new scientific facts; measurement; identification of errors; the study of psychological characteristics of people (time perception, the reaction…

  19. ZAPs: Using Interactive Programs for Learning Psychology

    Science.gov (United States)

    Hulshof, Casper D.; Eysink, Tessa H. S.; Loyens, Sofie; de Jong, Ton

    2005-01-01

    ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

  20. "Social Learning" Buzz Masks Deeper Dimensions: Mitigating the Confusion Surrounding "Social Learning"

    Science.gov (United States)

    Ganis, Frank

    2009-01-01

    There is a century of rich literature on social learning from the fields of education, psychology, and sociology characterizing a wide variety of practical applications such as instructional techniques, consumer behavior conditioning and determining criminal motives. In social learning theory, according to Bandura, there are four fundamental…

  1. Performative Social Science and Psychology

    Directory of Open Access Journals (Sweden)

    Mary Gergen

    2010-11-01

    Full Text Available This article presents an overview of "Performative Social Science," which is defined as the deployment of different forms of artistic performance in the execution of a scientific project. Such forms may include art, theater, poetry, music, dance, photography, fiction writing, and multi-media applications. Performative research practices are in their developmental stage, with most of the major work appearing in the last two decades. Frequently based on a social constructionist metatheory, supporters reject a realist, or mapping view of representation, and explore varieties of expressive forms for constructing worlds relevant to the social sciences. The performative orientation often relies on a dramaturgical approach that encompasses value-laden, emotionally charged topics and presentations. Social scientists invested in social justice issues and political perspectives have been especially drawn to this approach. Performative social science invites productive collaborations among various disciplinary fields and between the sciences and arts. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101119

  2. Psychology and social networks: a dynamic network theory perspective.

    Science.gov (United States)

    Westaby, James D; Pfaff, Danielle L; Redding, Nicholas

    2014-04-01

    Research on social networks has grown exponentially in recent years. However, despite its relevance, the field of psychology has been relatively slow to explain the underlying goal pursuit and resistance processes influencing social networks in the first place. In this vein, this article aims to demonstrate how a dynamic network theory perspective explains the way in which social networks influence these processes and related outcomes, such as goal achievement, performance, learning, and emotional contagion at the interpersonal level of analysis. The theory integrates goal pursuit, motivation, and conflict conceptualizations from psychology with social network concepts from sociology and organizational science to provide a taxonomy of social network role behaviors, such as goal striving, system supporting, goal preventing, system negating, and observing. This theoretical perspective provides psychologists with new tools to map social networks (e.g., dynamic network charts), which can help inform the development of change interventions. Implications for social, industrial-organizational, and counseling psychology as well as conflict resolution are discussed, and new opportunities for research are highlighted, such as those related to dynamic network intelligence (also known as cognitive accuracy), levels of analysis, methodological/ethical issues, and the need to theoretically broaden the study of social networking and social media behavior. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  3. Psychological Implications of Discovery Learning in Science

    Science.gov (United States)

    Kaufman, Barry A

    1971-01-01

    Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…

  4. Social Structures for Learning

    OpenAIRE

    Bogenrieder, I.M.; Nooteboom, B.

    2001-01-01

    textabstractThis article investigates what learning groups there are in organizations, other than the familiar 'communities of practice'. It first develops an interdisciplinary theoretical framework for identifying, categorizing and understanding learning groups. For this, it employs a constructivist, interactionist theory of knowledge and learning. It employs elements of transaction cost theory and of social theory of trust. Transaction cost economics neglects learning and trust, but element...

  5. Energy sustainable communities - social and psychological aspects

    International Nuclear Information System (INIS)

    Schweizer-Ries, P.; Baasch, St.; Jagszent, J.

    2004-01-01

    Besides technical, political and economic aspects of energy sustainability there are several social, behavioural and psychological dimensions of vital importance for a successful implementation of Renewable Energy Systems (RES) and Rational Use of Energy (RUE) within communities. The European Project ''Sustainable Communities-on the energy dimension'' pursues an interdisciplinary approach to detect essential success and facilitating factors. In the last years social and psychological aspects in the process of sustainability came to the fore more and more. Not only as a complementary science to facilitate the technical aims in the change process but also as an essential part for success. (authors)

  6. New social tasks for cognitive psychology; or, new cognitive tasks for social psychology.

    Science.gov (United States)

    Wettersten, John

    2014-01-01

    To elucidate how differing theories of rationality lead to differing practices, their social rules must be analyzed. This is true not merely in science but also in society at large. This analysis of social thinking requires both the identification of innate cognitive social psychological processes and explanations of their relations with differing rules of rational practice. These new tasks can enable social psychologists to contribute to the study of how social situations facilitate or inhibit rational practice and enable cognitive psychologists to improve social psychological theory. In contrast to dominant current research strategies, social and cognitive psychologists can integrate social studies of rational practices and their consequences with studies of underlying cognitive psychological processes. In this article I do not attempt to carry out these tasks but rather point to both their lack of recognition and their importance.

  7. Contributions from Gallese's neurophysiology and Bruner's psychology to the understanding of social learning Contribuições da neurofisiologia de Gallese e da psicologia de Bruner para a compreensão da aprendizagem social

    Directory of Open Access Journals (Sweden)

    Patrícia da Silva Sampaio

    2011-01-01

    Full Text Available The current article makes an articulation between recent findings from neurophysiology such as the mirror neurons and neural plasticity, and others which were originated in psychology in order to achieve a better understanding of human social learning. Several of those recent findings provide support for concepts of psychology such as the relevance of inter-subjectivity, language and culture to psychological development, regarding not only individuals but also the human specie. More specifically, they evidence the role of direct and implicit understanding of others' actions, emotions and feelings in order to understand the development of social relationships. In this sense, relations are drawn between biological and cultural aspects. Gallese and Bruner are the authors taken as references for this reflection.O artigo propõe algumas articulações que se podem estabelecer entre novos achados da neurofisiologia - no caso, a atuação dos neurônios-espelho e a plasticidade neural - e outros oriundos da psicologia, visando uma melhor compreensão da aprendizagem social. Vários desses achados recentes fornecem apoio para conceitos da psicologia como a importância essencial da intersubjetividade, da linguagem e da cultura para o desenvolvimento psicológico, não só do indivíduo, mas também da espécie humana. Mais especificamente, evidenciam um aspecto até o momento menos considerado no que se refere à cognição social - o papel do entendimento direto e implícito das ações, emoções e sensações para a compreensão do outro, para o estabelecimento e desenvolvimento das relações sociais. Nesse sentido, são traçadas relações entre elementos dos âmbitos biológico e cultural. Gallese e Bruner são os autores tomados como referência para a presente reflexão.

  8. The social constructionist movement in modern psychology

    Directory of Open Access Journals (Sweden)

    Kenneth J. Gergen

    2009-01-01

    Full Text Available Social constructionism views discourse about the world not as a reflection or map of the world but as an artifact of communal interchange. Both as an orientation to knowledge and to the character of psychological constructs, constructionism forms a significant challenge to conventional understandings. Although the roots of constructionist thought may be traced to long-standing debates between empiricist and rationalist schools of thought, constructionism attempts to move beyond the dualism to which both of these traditions are committed and to place knowledge within the process of social interchange. Although the role of psychological explanation is rendered problematic, a fully developed constructionism could furnish a means for understanding the process of science and invites the development of alternative criteria for the evaluation of psychological inquiry.

  9. Enhancing Placebo Effects: Insights From Social Psychology

    Science.gov (United States)

    SLIWINSKI, JIM; ELKINS, GARY R.

    2012-01-01

    Placebo effects are widely recognized as having a potent impact upon treatment outcomes in both medical and psychological interventions, including hypnosis. In research utilizing randomized clinical trials, there is usually an effort to minimize or control placebo effects. However, in clinical practice there may be significant benefits in enhancing placebo effects. Prior research from the field of social psychology has identified three factors that may enhance placebo effects, namely: priming, client perceptions, and the theory of planned behavior. These factors are reviewed and illustrated via a case example. The consideration of social-psychological factors to enhance positive expectancies and beliefs has implications for clinical practice as well as future research into hypnotic interventions. PMID:23488251

  10. How cultural evolutionary theory can inform social psychology and vice versa.

    Science.gov (United States)

    Mesoudi, Alex

    2009-10-01

    Cultural evolutionary theory is an interdisciplinary field in which human culture is viewed as a Darwinian process of variation, competition, and inheritance, and the tools, methods, and theories developed by evolutionary biologists to study genetic evolution are adapted to study cultural change. It is argued here that an integration of the theories and findings of mainstream social psychology and of cultural evolutionary theory can be mutually beneficial. Social psychology provides cultural evolution with a set of empirically verified microevolutionary cultural processes, such as conformity, model-based biases, and content biases, that are responsible for specific patterns of cultural change. Cultural evolutionary theory provides social psychology with ultimate explanations for, and an understanding of the population-level consequences of, many social psychological phenomena, such as social learning, conformity, social comparison, and intergroup processes, as well as linking social psychology with other social science disciplines such as cultural anthropology, archaeology, and sociology.

  11. Suicide in Maine: A Social Psychological Approach

    Science.gov (United States)

    Abbiati, David L.

    1977-01-01

    This paper reports the results of a field study on five proximal social psychological variables derived from Farber's theory of suicide: Hope in the Future Time Perspective; Demands for Interpersonal Giving; the Availability of Succorance; Demands for the Exercising of Competence; and the degree of Toleration of Suicide. (Author)

  12. Social-psychological specific of individual adaptation

    OpenAIRE

    Ovsyanik, Olga

    2012-01-01

    There is analyzing of specific of social-psychological adaptation person by model of adaptation. Structure model of adaptation of women of our age group, which was named “adaptation complex” was made by theoretic analyzes of problem of adaptation adult.

  13. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  14. Social Learning Analytics

    Science.gov (United States)

    Buckingham Shum, Simon; Ferguson, Rebecca

    2012-01-01

    We propose that the design and implementation of effective "Social Learning Analytics (SLA)" present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers.…

  15. Realizing the promise of social psychology in improving public health.

    Science.gov (United States)

    Klein, William M P; Shepperd, James A; Suls, Jerry; Rothman, Alexander J; Croyle, Robert T

    2015-02-01

    The theories, phenomena, empirical findings, and methodological approaches that characterize contemporary social psychology hold much promise for addressing enduring problems in public health. Indeed, social psychologists played a major role in the development of the discipline of health psychology during the 1970s and 1980s. The health domain allows for the testing, refinement, and application of many interesting and important research questions in social psychology, and offers the discipline a chance to enhance its reach and visibility. Nevertheless, in a review of recent articles in two major social-psychological journals (Personality and Social Psychology Bulletin and Journal of Personality and Social Psychology), we found that only 3.2% of 467 studies explored health-related topics. In this article, we identify opportunities for research at the interface of social psychology and health, delineate barriers, and offer strategies that can address these barriers as the discipline continues to evolve. © 2014 by the Society for Personality and Social Psychology, Inc.

  16. [Placebo effect: a contribution of social psychology].

    Science.gov (United States)

    Balez, R; Leroyer, C; Couturaud, F

    2014-10-01

    This article reviews the psychosocial variables, which are of interest in the relationship between the patient and the physician. According to a classical model of social psychology, such a relationship might contribute to the placebo/nocebo effects. We develop herein various relational and contextual variables, taking into account four dimensions (intra-individual, interpersonal, positional and ideological) and their potential effects on therapeutic responses. This applies both in the setting of daily clinical practice and of clinical trials. The placebo effect offers an opportunity for collaboration and dialogue between social scientists and physicians.

  17. Social Media, Collaboration and Social Learning

    DEFF Research Database (Denmark)

    Mondahl, Margrethe; Razmerita, Liana

    2014-01-01

    Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using...... a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivismwe argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language...... learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best to make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building...

  18. Some feminist contributions to community social psychology

    Directory of Open Access Journals (Sweden)

    Claudia Mayorga

    2014-02-01

    Full Text Available This article analyzes the contributions of feminist debate about intersectionality of social categories for Community Social Psychology in Brazil. This was set up as dedicated to theoretical analyze the social inequalities that characterize contemporary societies and propose methodological processes of intervention for questioning and processing of these realities. We discuss how the emergence of new actors and demands on public space, as distinct from the 60/70, is required to understand the oppression from various power systems such as gender, race and sexuality. We conclude that intersectional analysis should consider different levels of relationships between categories, the history of the same differential and common aspects of different systems of power as naturalization of inequality, the relationship between public and private relationship between equality and difference. Analyses based on intersectionality can contribute to processes of social intervention that considers the complexity of contemporary societies.

  19. Beyond folk psychology? : toward an enriched account of social understanding

    OpenAIRE

    Herschbach, Mitchell Albert

    2010-01-01

    Folk psychology is the ability to interpret people's mental states (beliefs, desires, etc.) and use this information to explain and predict their behavior. While folk psychology has traditionally been seen as fundamental to human social understanding, philosophers drawing on the phenomenological tradition have recently argued that most of our everyday social interactions do not involve folk psychology. I defend the role of folk psychology in human social understanding against these phenomenol...

  20. Social history of health psychology: context and textbooks.

    Science.gov (United States)

    Murray, Michael

    2014-01-01

    Health psychology as a field of research and practice formally developed 30 years ago but it was prefigured by sustained debate within social and applied psychology about the nature of psychology and its role in society. This article considers this pre-history of health psychology and how the field has subsequently developed. It considers how its character is shaped by dominant ideas within psychology and is also enmeshed in broader social relations. To illustrate the changing character of health psychology it considers how the field is represented in a selection of popular textbooks. It concludes by considering the growth of some critical approaches within health psychology.

  1. Social psychology and gender efficiency wage gap

    OpenAIRE

    Jellal, Mohamed

    2014-01-01

    Our paper introduces the dimension of social psychology in a model of efficiency wages and gender diversity. In this context, we show that women earn lower wages than men but provide in return relatively less effort. Therefore in order to increase women's productivity, the firm increases their level of employment. In our efficiency-wage theory, women’s lower wages is explained by assuming that efficiency-wages function for women are believed to be different from those of men. This could be th...

  2. Service Learning and Political Socialization.

    Science.gov (United States)

    Owen, Diana

    2000-01-01

    Discusses the link between political socialization scholarship and service learning. States that information gleaned from socialization research on adolescents' political identities and beliefs can inform service learning, asserting that the relationship between political socialization and service learning needs to be encouraged. (CMK)

  3. Social and Abnormal Psychology Textbooks: An Objective Analysis.

    Science.gov (United States)

    Christopher, Andrew N.; Griggs, Richard A.; Hagans, Chad L.

    2000-01-01

    Provides feature and content analyses of 14 social and 17 abnormal psychology full-length textbooks from 1995-98 that are available for undergraduate psychology courses. Provides instructors of these courses a means for more informed text selection. (CMK)

  4. Social psychology, war and peace: Towards a critical discursive peace psychology.

    OpenAIRE

    Gibson, Stephen

    2011-01-01

    In this paper I make two related arguments: that peace psychology and social psychological peace research should give greater attention to discourse, and that critical discursive approaches in social psychology should explore matters of international military conflict, an area which has hitherto been somewhat neglected in this tradition of work. These arguments are developed in relation to debates concerning the nature and status of psychological ‘science’, and the neglect of language in soci...

  5. Political Diversity in Social and Personality Psychology.

    Science.gov (United States)

    Inbar, Yoel; Lammers, Joris

    2012-09-01

    A lack of political diversity in psychology is said to lead to a number of pernicious outcomes, including biased research and active discrimination against conservatives. We surveyed a large number (combined N = 800) of social and personality psychologists and discovered several interesting facts. First, although only 6% described themselves as conservative "overall," there was more diversity of political opinion on economic issues and foreign policy. Second, respondents significantly underestimated the proportion of conservatives among their colleagues. Third, conservatives fear negative consequences of revealing their political beliefs to their colleagues. Finally, they are right to do so: In decisions ranging from paper reviews to hiring, many social and personality psychologists said that they would discriminate against openly conservative colleagues. The more liberal respondents were, the more they said they would discriminate. © The Author(s) 2012.

  6. Teaching Psychological and Social Gerontology to Millennial Undergraduates

    Science.gov (United States)

    Siegal, Brittany; Kagan, Sarah H.

    2012-01-01

    Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming,…

  7. Social Constructionist Psychology and its Application. Possibilities for a Reorientation

    Directory of Open Access Journals (Sweden)

    Johannes von Tiling

    2008-01-01

    Full Text Available Social constructionism currently is understood as a metatheoretical alternative to positivism. It serves many social and cultural scientists as a point of reference. The possibilities to understand it as a psychological program of research that leaves space for agency and subjectivity usually are neglected. Promoting a dialogue with mainstream psychology constitutes one way of fostering social constructionist psychology. In addition, a theoretically productive conception of social constructionist psychology cannot do without reference to cultural psychology. An important advantage of such a conception lies in the increased number of possibilities for practical applications in hospitals, schools and factories. Whereas present applications of social constructionism tend to promote the postmodernization and individualization of the client, applied social constructionist psychology avoids these concomitant effects. URN: urn:nbn:de:0114-fqs0801446

  8. The idea of atmosphere: Social psychology and other prolegomena

    Directory of Open Access Journals (Sweden)

    Jahir Navalles Gomez

    2008-05-01

    Full Text Available The history of social psychology in this article differs from the standard versions. This is due to the fact that I call on contribtuons from different interlocutors, some of them from outside the discipline of social psychology. Their theorical insights provide a clue to the idea hidden in the background of social psychology –the idea of "atmosphere". I begin by setting out what official social psychology has held in contempt – its own past, its own unofficial history. I also make a case for the work of certain authors who have been ignored within social psychology, and introduce others who have cautiously developed the idea of 'atmosphere'. I trace how 'atmosphere' became the central metaphor which historically informed the discipline of social psychology, taking account of the work of historians and philosophers, as well as sociologists and philologists. 'Atmosphere' is the origin of social psychology, an idea that results in a nostalgic psychology, an historical psychology and a collective psychology.

  9. Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning

    Science.gov (United States)

    Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell

    2016-01-01

    Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…

  10. Perceived Social Support and Assertiveness as a Predictor of Candidates Psychological Counselors' Psychological Well-Being

    Science.gov (United States)

    Ates, Bünyamin

    2016-01-01

    In this research, to what extent the variables of perceived social support (family, friends and special people) and assertiveness predicted the psychological well-being levels of candidate psychological counselors. The research group of this study included totally randomly selected 308 candidate psychological counselors including 174 females…

  11. Religiousness, Race, and Psychological Well-Being: Exploring Social Psychological Mediators.

    Science.gov (United States)

    Blaine, Bruce; Crocker, Jennifer

    1995-01-01

    Examined predictions (n=125) that the relationship between religious belief and psychological well-being should be more positive among black than white individuals, and the relationship should be mediated by social psychological aspects of religion with positive implications for well-being. Religious belief salience and psychological well-being…

  12. Habit in Personality and Social Psychology.

    Science.gov (United States)

    Wood, Wendy

    2017-11-01

    Habits are largely absent from modern social and personality psychology. This is due to outdated perspectives that placed habits in conflict with goals. In modern theorizing, habits are represented in memory as implicit context-response associations, and they guide responding in conjunction with goals. Habits thus have important implications for our field. Emerging research shows that habits are an important mechanism by which people self-regulate and achieve long-term goals. Also, habits change through specific interventions, such as changes in context cues. I speculate that understanding of habits also holds promise for reducing intergroup discrimination and for understanding lay theories of the causes for action. In short, by recognizing habit, the field gains understanding of a central mechanism by which actions persist in daily life.

  13. Hedgehogs, Foxes, Ethics, and the Evolving Social Contract in Psychology.

    Science.gov (United States)

    Rosnow, Ralph L.

    This paper discusses the importance of ethics in psychological research. It defines the social contract between psychological science and society as the responsibility not to do psychological or physical harm to any research participants and to do beneficial research in a way that will produce valid research. Also explored are ways in which…

  14. An Analysis of Social Justice Research in School Psychology

    Science.gov (United States)

    Graybill, Emily; Baker, Courtney N.; Cloth, Allison H.; Fisher, Sycarah; Nastasi, Bonnie K.

    2018-01-01

    The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a…

  15. Integrating Global Learning into a Psychology Course Using an Online Platform

    Science.gov (United States)

    Forden, Carie L.; Carrillo, Amy M.

    2014-01-01

    There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then…

  16. Structure Mapping for Social Learning.

    Science.gov (United States)

    Christie, Stella

    2017-07-01

    Analogical reasoning is a foundational tool for human learning, allowing learners to recognize relational structures in new events and domains. Here I sketch some grounds for understanding and applying analogical reasoning in social learning. The social world is fundamentally characterized by relations between people, with common relational structures-such as kinships and social hierarchies-forming social units that dictate social behaviors. Just as young learners use analogical reasoning for learning relational structures in other domains-spatial relations, verbs, relational categories-analogical reasoning ought to be a useful cognitive tool for acquiring social relations and structures. Copyright © 2017 Cognitive Science Society, Inc.

  17. Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

    Science.gov (United States)

    Warchal, Judith R.; Ruiz, Ana I.; You, Di

    2017-01-01

    This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

  18. Diagnosing and Solving School Learning Disabilities in Epilepsy: Part 5, School and Psychological Testing

    Science.gov (United States)

    Mittan, Robert J.

    2010-01-01

    In the last article, the author covered the social and psychological causes to learning difficulty that can be created by epilepsy. Over the last two articles, the author gained a fairly complete picture of problems that may be due to the physical disorder of epilepsy and problems due to its unique impact on the social aspects of the classroom. In…

  19. Social Interaction in Learning Networks

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    The original publication is available from www.springerlink.com. Sloep, P. (2009). Social Interaction in Learning Networks. In R. Koper (Ed.), Learning Network Services for Professional Development (pp 13-15). Berlin, Germany: Springer Verlag.

  20. School Counselors and Psychological Aspects of Learning Disabilities.

    Science.gov (United States)

    Fahey, David A.

    1984-01-01

    Provides an overview of some of the more common psychological theories and behavioral variables associated with learning disabilities. Reviews Adlerian Rational Emotive and behavioral and hypnotherapy approaches as intervention strategies for the counselor confronted with learning disabled students. (LLL)

  1. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Andersen, Linda Lundgaard; Hulgård, Lars

    2014-01-01

    In this chapter we explore the roots and inspirations as well as the innovative pedagogy, learning and study programmes in social innovation and social entrepreneurship at Roskilde University in Denmark. We further outline the contribution of academic capacity building nationally...... and internationally in the area of social entrepreneurship and social innovation. We sketch out six inspirational traditions that influence learning and teaching in social innovation and social entrepreneurship: 1/ features and concepts of classic entrepreneurship teaching, 2/ critical pedagogy of the oppressed...... and critical experiential learning, 3/ reform pedagogy as critical societal and subjective learning formats, 4/ creativity, scenarios and future workshops, 5/ collaborative and action learning trends and 6/ social entrepreneurship innovation labs, incubators and hubs. Consequently, we conclude...

  2. Social Isolation, Psychological Health, and Protective Factors in Adolescence

    Science.gov (United States)

    Hall-Lande, Jennifer A.; Eisenberg, Marla E.; Christenson, Sandra L.; Neumark-Sztainer, Dianne

    2007-01-01

    This study investigates the relationships among social isolation, psychological health, and protective factors in adolescents. Feelings of social isolation may influence psychological health in adolescents, but protective factors such as family connectedness, school connectedness, and academic achievement may also play a key role. The sample…

  3. African Journal for the Psychological Study of Social Issues

    African Journals Online (AJOL)

    The African Journal for the Psychological Study of Social Issues is dedicated to the Scientific investigation of psychological and social issues and related phenomenon in Africa. The journal does not undertake to specify rigidly an appropriate domain of context, but intends rather to reflect current significant research of ...

  4. Natural Resource Management at Four Social Scales: Psychological Type Matters

    Science.gov (United States)

    Allison, Helen; Hobbs, Richard

    2010-03-01

    Understanding organisation at different social scales is crucial to learning how social processes play a role in sustainable natural resource management. Research has neglected the potential role that individual personality plays in decision making in natural resource management. In the past two decades natural resource management across rural Australia has increasingly come under the direct influence of voluntary participatory groups, such as Catchment Management Authorities. The greater complexity of relationships among all stakeholders is a serious management challenge when attempting to align their differing aspirations and values at four social institutional scales—local, regional, state and national. This is an exploratory study on the psychological composition of groups of stakeholders at the four social scales in natural resource management in Australia. This article uses the theory of temperaments and the Myers-Briggs Type Indicator (MBTI®) to investigate the distribution of personality types. The distribution of personality types in decision-making roles in natural resource management was markedly different from the Australian Archive sample. Trends in personality were found across social scales with Stabilizer temperament more common at the local scale and Theorist temperament more common at the national scale. Greater similarity was found at the state and national scales. Two temperaments comprised between 76 and 90% of participants at the local and regional scales, the common temperament type was Stabilizer. The dissimilarity was Improviser (40%) at the local scale and Theorist (29%) at the regional scale. Implications for increasing participation and bridging the gap between community and government are discussed.

  5. Social Network Methods for the Educational and Psychological Sciences

    Science.gov (United States)

    Sweet, Tracy M.

    2016-01-01

    Social networks are especially applicable in educational and psychological studies involving social interactions. A social network is defined as a specific relationship among a group of individuals. Social networks arise in a variety of situations such as friendships among children, collaboration and advice seeking among teachers, and coauthorship…

  6. Psychological Climates in Action Learning Sets: A Manager's Perspective

    Science.gov (United States)

    Yeadon-Lee, Annie

    2015-01-01

    Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. "Action Learning and Leadership." "The Learning Organisation" 7 (5): 233-240; Schein, E. H. 1979. "Personal Change Through Interpersonal…

  7. Not-so-social learning strategies.

    Science.gov (United States)

    Heyes, Cecilia; Pearce, John M

    2015-03-07

    Social learning strategies (SLSs) are rules specifying the conditions in which it would be adaptive for animals to copy the behaviour of others rather than to persist with a previously established behaviour or to acquire a new behaviour through asocial learning. In behavioural ecology, cultural evolutionary theory and economics, SLSs are studied using a 'phenotypic gambit'-from a purely functional perspective, without reference to their underlying psychological mechanisms. However, SLSs are described in these fields as if they were implemented by complex, domain-specific, genetically inherited mechanisms of decision-making. In this article, we suggest that it is time to begin investigating the psychology of SLSs, and we initiate this process by examining recent experimental work relating to three groups of strategies: copy when alternative unsuccessful, copy when model successful and copy the majority. In each case, we argue that the reported behaviour could have been mediated by domain-general and taxonomically general psychological mechanisms; specifically, by mechanisms, identified through conditioning experiments, that make associative learning selective. We also suggest experimental manipulations that could be used in future research to resolve more fully the question whether, in non-human animals, SLSs are mediated by domain-general or domain-specific psychological mechanisms. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  8. Social media for lifelong learning.

    Science.gov (United States)

    Kind, Terry; Evans, Yolanda

    2015-04-01

    Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

  9. Cesium-137: psychological and social consequences of the Goiania's accident

    International Nuclear Information System (INIS)

    Helou, Suzana; Costa Neto, Sebastiao Benicio da

    1995-01-01

    The book care for radioactive accident occurred in 1987 in Goiania - brazilian city. The accident had origin by the hospitable equipment incorrect handling which contained a stainless steel capsule, in which interior there was cesium-137 chloride. The main boarded aspects are: psychological and social aspects verified after the accident; psychological and social analysis of population of Goiania three years after the accident; essay on the pertinence of Luscher's abbreviate test in psychological evaluation of the radioactive accident victims of Goiania; and psychological and mobile evaluation of intra-uterus children exposed to the radiation with cesium-137

  10. [The psychological and social support in patients with psoriasis].

    Science.gov (United States)

    Makara-Studzińska, Marta; Ziemecki, Piotr; Ziemecka, Anna; Partyka, Iwona

    2013-09-01

    The meaning of non medical forms of support in the treatment of psoriasis is discussed in the paper. Related with psoriasis negative self image and feeling of stigmatization cause various mental disorders. Stress, depression, mental condition affect the appearance of psoriasis. Because of numerous studies and identify the factors and relationships important for psoriasis, patients can take the appropriate psychological and social support. Relaxation techniques, cognitive-behavioral therapy and support groups have a positive effect on the treatment of psoriasis. They reduce the level of stress in the patient, learn emotional control, adequate self-esteem, which leads to the acceptance of the disease and improve the quality of life of the patient.

  11. Investigation of social cognitive career theory for minority recruitment in school psychology.

    Science.gov (United States)

    Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

    2016-06-01

    School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  12. Journal of Personality and Social Psychology: Attitudes and social cognition.

    Science.gov (United States)

    Kitayama, Shinobu

    2017-03-01

    In this editorial, the new incoming editor for the Journal of Personality and Social Psychology ( JPSP )addresses the upcoming challenges and the issue of replicability. Although people vary (often dramatically) in their views on the nature and extent of this issue, that we have an issue to address is something that the new editor thinks most scholars would agree on. It is her hope that engaging in these efforts will return our community to a place that young talent willingly and safely bets their futures on. It is with this sense of mission that she feel honored to serve in this role over the next five years. As Editor, she would like to address the current challenges by actively promoting three principles: rigor, innovation, and inclusiveness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  13. SOCIAL COMPETENCE AND PSYCHOLOGICAL VULNERABILITY: THE MEDIATING ROLE OF FLOURISHING.

    Science.gov (United States)

    Uysal, Recep

    2015-10-01

    This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed.

  14. Social Climate Science: A New Vista for Psychological Science.

    Science.gov (United States)

    Pearson, Adam R; Schuldt, Jonathon P; Romero-Canyas, Rainer

    2016-09-01

    The recent Paris Agreement to limit greenhouse gas emissions, adopted by 195 nations at the 2015 United Nations Climate Change Conference, signaled unprecedented commitment by world leaders to address the human social aspects of climate change. Indeed, climate change increasingly is recognized by scientists and policymakers as a social issue requiring social solutions. However, whereas psychological research on intrapersonal and some group-level processes (e.g., political polarization of climate beliefs) has flourished, research into other social processes-such as an understanding of how nonpartisan social identities, cultural ideologies, and group hierarchies shape public engagement on climate change-has received substantially less attention. In this article, we take stock of current psychological approaches to the study of climate change to explore what is "social" about climate change from the perspective of psychology. Drawing from current interdisciplinary perspectives and emerging empirical findings within psychology, we identify four distinct features of climate change and three sets of psychological processes evoked by these features that are fundamentally social and shape both individual and group responses to climate change. Finally, we consider how a more nuanced understanding of the social underpinnings of climate change can stimulate new questions and advance theory within psychology. © The Author(s) 2016.

  15. Social and psychological challenges of poker.

    Science.gov (United States)

    Siler, Kyle

    2010-09-01

    Poker is a competitive, social game of skill and luck, which presents players with numerous challenging strategic and interpersonal decisions. The adaptation of poker into a game played over the internet provides the unprecedented opportunity to quantitatively analyze extremely large numbers of hands and players. This paper analyzes roughly twenty-seven million hands played online in small-stakes, medium-stakes and high-stakes games. Using PokerTracker software, statistics are generated to (a) gauge the types of strategies utilized by players (i.e. the 'strategic demography') at each level and (b) examine the various payoffs associated with different strategies at varying levels of play. The results show that competitive edges attenuate as one moves up levels, and tight-aggressive strategies--which tend to be the most remunerative--become more prevalent. Further, payoffs for different combinations of cards, varies between levels, showing how strategic payoffs are derived from competitive interactions. Smaller-stakes players also have more difficulty appropriately weighting incentive structures with frequent small gains and occasional large losses. Consequently, the relationship between winning a large proportion of hands and profitability is negative, and is strongest in small-stakes games. These variations reveal a meta-game of rationality and psychology which underlies the card game. Adopting risk-neutrality to maximize expected value, aggression and appropriate mental accounting, are cognitive burdens on players, and underpin the rationality work--reconfiguring of personal preferences and goals--players engage into be competitive, and maximize their winning and profit chances.

  16. A Social Psychological Exploration of Power Motivation Among Disadvantaged Workers.

    Science.gov (United States)

    Levitin, Teresa Ellen

    An extensive review of the literature on the social psychology of social power led to the conclusion that the area contains many unrelated, noncumulative theoretical and empirical works. Three conceptual distinctions were introduced to facilitate the systematic study of social power. Effectance motivation was used to describe the joint, often…

  17. Integrating Social Class into Vocational Psychology: Theory and Practice Implications

    Science.gov (United States)

    Diemer, Matthew A.; Ali, Saba Rasheed

    2009-01-01

    Although social class plays a salient and significant role in career development and occupational attainment, social class is underrepresented in vocational psychology theory, scholarship, and practice. Vocational psychologists are in a unique position to meet the career development needs of persons from all social classes by integrating a fuller…

  18. Introduction to the Social and Psychological Dynamics of Collective Action

    NARCIS (Netherlands)

    van Zomeren, Martijn; Iyer, Aarti

    2009-01-01

    Collective action is one of the core mechanisms of social change, and thus of major importance to social scientists, practitioners, and policy-makers. Our goal in editing this issue is to bring together recent advances on the social and psychological dynamics of collective action among members of

  19. Evolutionary Theory's Increasing Role in Personality and Social Psychology

    Directory of Open Access Journals (Sweden)

    Gregory D. Webster

    2007-01-01

    Full Text Available Has the emergence of evolutionary psychology had an increasing impact on personality and social psychological research published over the past two decades? If so, is its growing influence substantially different from that of other emerging psychological areas? These questions were addressed in the present study by conducting a content analysis of the Journal of Personality and Social Psychology (JPSP from 1985 to 2004 using the PsycINFO online abstract database. Specifically, keyword searches for “evol*” or “Darwin*” revealed that the percentage of JPSP articles drawing on evolutionary theory was modest, but increased significantly between 1985 and 2004. To compare the growing impact of evolutionary psychology with other psychological areas, similar keywords searches were performed in JPSP for emotion and motivation, judgment and decision making, neuroscience and psychophysiology, stereotyping and prejudice, and terror management theory. The increase in evolutionary theory in JPSP over time was practically equal to the mean increase over time for the other five areas. Thus, evolutionary psychology has played an increasing role in shaping personality and social psychological research over the past 20 years, and is growing at a rate consistent with other emerging psychological areas.

  20. Culture and Career Psychology: A Social Constructionist Perspective

    Science.gov (United States)

    Stead, Graham B.

    2004-01-01

    This paper reflects on the need to re-examine cultural and cross-cultural psychology with a view to re-invigorating them and placing them at the center of discourse in career psychology. One perspective that can be employed to achieve these goals is social constructionism in that it questions the centrality of post-positivism in cultural and…

  1. Effective Application of Psychological Motivators for Social Advertisers.

    Science.gov (United States)

    Severn, Jessica

    Social advertisers--those responsible for public and nonprofit advertising and marketing--must employ many of the major psychological motivations used by commercial advertisers to stimulate desire and action on the part of target audiences. For example, commercial advertisers create psychological stimuli to facilitate motivation of the fulfillment…

  2. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    Science.gov (United States)

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  3. The Practice of Psychological Science: Searching for Cronbach's Two Streams in Social-Personality Psychology

    OpenAIRE

    Tracy, JL; Robins, RW; Sherman, JW

    2009-01-01

    The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences larg...

  4. Social capital and localised learning

    DEFF Research Database (Denmark)

    Lorenzen, Mark

    2007-01-01

      This conceptual paper analyses why social capital is important for learning and economic development, how it is created and its geography. It argues that with the rise of globalisation and learning-based competition, social capital is becoming valuable because it organises markets, lowering...... business firms' costs of co-ordinating and allowing them flexibly to connect and reconnect. The paper defines social capital as a matrix of various social relations, combined with particular normative and cognitive social institutions that facilitate co-operation and reciprocity, and suggests that social...... capital is formed at spatial scales lower than the national or international, because the density of matrices of social relations increases with proximity. The paper also offers a discussion of how national and regional policies may be suited for promoting social capital....

  5. Social Isolation, Depression, and Psychological Distress Among Older Adults.

    Science.gov (United States)

    Taylor, Harry Owen; Taylor, Robert Joseph; Nguyen, Ann W; Chatters, Linda

    2018-02-01

    To investigate the impact of objective and subjective social isolation from extended family members and friends on depressive symptoms and psychological distress among a national sample of older adults. Data for older adults (55 years and above) from the National Survey of American Life ( N = 1,439) were used to assess level of objective social isolation and subjective social isolation and to test regression models examining their impact on depressive symptoms (Center for Epidemiologic Studies Depression [CES-D] Scale) and psychological distress (Kessler 6 [K6] Scale). The majority of respondents were not socially isolated from family or friends; 5% were objectively isolated from family and friends, and less than 1% were subjectively isolated from family and friends. Regression analyses using both social isolation measures indicated that objective social isolation was unrelated to depressive symptoms and psychological distress. However, subjective social isolation from both family and friends and from friends only was associated with more depressive symptoms, and subjective social isolation from friends only was associated with higher levels of psychological distress. Assessments of social isolation among older populations should account for both subjective and objective dimensions, as well as both family and friend social networks. Social isolation from friends is an important, but understudied, issue that has significant consequences for older adult mental health.

  6. Social perception: historic-philosophical and psychological preliminary investigation

    OpenAIRE

    A. O. Pocelujko

    2015-01-01

    The article investigates the prerequisite analysis of social perception in different epistemological, psychological General (socio­psychological) theories. Epistemology is the philosophy section, which explores the general premise of cognitive activity, the ratio of knowledge and reality, establishing the terms of true and certain knowledge creates a stable foundation for the study of social perception. Depending on a particular epistemological concepts can differentiate different understandi...

  7. Handbook of Research Methods in Social and Personality Psychology

    Science.gov (United States)

    Reis, Harry T.; Judd, Charles M.

    2000-03-01

    This volume provides an overview of research methods in contemporary social psychology. Coverage includes conceptual issues in research design, methods of research, and statistical approaches. Because the range of research methods available for social psychology have expanded extensively in the past decade, both traditional and innovative methods are presented. The goal is to introduce new and established researchers alike to new methodological developments in the field.

  8. Interdisciplinary Relationships between Social, Developmental and Educational Psychology: Resources for Development

    Directory of Open Access Journals (Sweden)

    Stеpanova V.V.

    2016-03-01

    Full Text Available The authors describe their specially designed educational technology and argue on the effectiveness of interdisciplinary projects that take into account the educational, psychological and social psychological approaches to the problem of development. The analyzed technology, called “Rostok” (“Sprout” and developed by V.V. Stepanova, focuses on the content and dynamics of the emerging system of relationships between children in primary school. The authors come up with a new perspective on the issue of group work in learning, the one that is very different from the concepts of collectively distributed learning activity.

  9. Navigating Social Networking and Social Media in School Psychology: Ethical and Professional Considerations in Training Programs

    Science.gov (United States)

    Pham, Andy V.

    2014-01-01

    Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however,…

  10. Social Structures for Learning

    NARCIS (Netherlands)

    I.M. Bogenrieder (Irma); B. Nooteboom (Bart)

    2001-01-01

    textabstractThis article investigates what learning groups there are in organizations, other than the familiar 'communities of practice'. It first develops an interdisciplinary theoretical framework for identifying, categorizing and understanding learning groups. For this, it employs a

  11. Social psychological-pedagogical support of singleparent family

    Directory of Open Access Journals (Sweden)

    Ruslana Kazhuk

    2018-01-01

    Full Text Available The article deals with the definition of the concept of "incomplete family", describes the typology of single-parent families, the necessity of special social psychological and pedagogical support for children from such families and their parents has been proved. The analysis of various concepts of ―support‖has been made. The idea of psychological and pedagogical support of modern incomplete families has been determined. Key words: incomplete family, types of single-parent families, support, social support, psychological and pedagogical support of single-parent families.

  12. Sport psychology group consultation using social networking web sites.

    Science.gov (United States)

    Dietrich, Frederick; Shipherd, Amber M; Gershgoren, Lael; Filho, Edson Medeiros; Basevitch, Itay

    2012-08-01

    A social networking Web site, Facebook, was used to deliver long-term sport psychology consultation services to student-athletes (i.e., soccer players) in 30- to 60-min weekly sessions. Additional short-term team building, group cohesion, communication, anger management, injury rehabilitation, mental toughness, commitment, and leadership workshops were provided. Cohesion and overall relationships between both the student-athletes and the sport psychology consultants benefited from this process. Social networking Web sites offer a practical way of providing sport psychology consulting services that does not require use of major resources. (c) 2012 APA, all rights reserved.

  13. Designing Collaborative Learning Places: Psychological Foundations and New Frontiers.

    Science.gov (United States)

    Graetz, Ken A.; Goliber, Michael J.

    2002-01-01

    Considering the modern context of collaborative learning and information technology, details implications for space design, primarily from the field of environmental psychology--the study of the relationship between people and their physical environment. (EV)

  14. On the history of political diversity in social psychology.

    Science.gov (United States)

    Binning, Kevin R; Sears, David O

    2015-01-01

    We argue that the history of political diversity in social psychology may be better characterized by stability than by a large shift toward liberalism. The branch of social psychology that focuses on political issues has defined social problems from a liberal perspective since at least the 1930s. Although a lack of ideological diversity within the discipline can pose many of the problems noted by Duarte et al., we suggest that these problems (a) are less apparent when the insights of social psychology are pitted against the insights from other social science disciplines, and (b) are less pressing than the need for other types of diversity in the field, especially ethnic and racial diversity.

  15. Culture and Social Psychology: Converging Perspectives

    Science.gov (United States)

    Dimaggio, Paul; Markus, Hazel Rose

    2010-01-01

    Views of culture in psychology and sociology have converged markedly in the past two decades. Both have rejected what Adams and Markus (2004) refer to as the "entity" conception of culture--the view that culture is coherent, stable, and located in the heads of collectivities' members--in favor of more supple and dynamic constructs. Culture, in…

  16. Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

    Science.gov (United States)

    Tomlinson, Peter

    2008-12-01

    After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

  17. Psychological Characteristics of Personality in Students with Learning Difficulties

    Directory of Open Access Journals (Sweden)

    T A Shilova

    2014-12-01

    Full Text Available The article presents the research of the psychological characteristics of the personality of a student with learning difficulties from the position of the mismatch of mental development in operational sphere. The article considers the system of methods of research with the personality-oriented approach. The influence of certain psychological characteristics of a personality on the outcome of the study is revealed. The ways of building correctional-developing programmes for psychological preparation of junior schoolchildren for successful learning are shown.

  18. Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

    Science.gov (United States)

    2014-02-01

    Experiential activities; • Learning to learn /self-regulation training; • Self-explanation strategy training; and • Cognitive flexibility theory . While... learning theories could be applied to an implementation strategy are discussed below. Cognitive flexibility theory and experiential training are...Personality and Social Psychology, 37, 1-11. Kolb , D. A. (1984). Experiential learning : Experience as the source of learning and

  19. Immunization against social fear learning.

    Science.gov (United States)

    Golkar, Armita; Olsson, Andreas

    2016-06-01

    Social fear learning offers an efficient way to transmit information about potential threats; little is known, however, about the learning processes that counteract the social transmission of fear. In three separate experiments, we found that safety information transmitted from another individual (i.e., demonstrator) during preexposure prevented subsequent observational fear learning (Experiments 1-3), and this effect was maintained in a new context involving direct threat confrontation (Experiment 3). This protection from observational fear learning was specific to conditions in which information about both safety and danger was transmitted from the same demonstrator (Experiments 2-3) and was unaffected by increasing the number of the safety demonstrators (Experiment 3). Collectively, these findings demonstrate that observational preexposure can limit social transmission of fear. Future research is needed to better understand the conditions under which such effects generalize across individual demonstrators. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  1. Two faces of social-psychological realism.

    Science.gov (United States)

    Wilson, Nicholas Hoover; Huang, Julie Y

    2017-01-01

    This commentary places Jussim (2012) in dialogue with sociological perspectives on social reality and the political-academic nature of scientific paradigms. Specifically, we highlight how institutions, observers, and what is being observed intersect, and discuss the implications of this intersection on measurement within the social world. We then identify similarities between Jussim's specific narrative regarding social perception research, with noted patterns of scientific change.

  2. Motivation, Psychology and Language Effect on Mobile Learning in Universiti Sains Malaysia

    Directory of Open Access Journals (Sweden)

    Issham Ismail

    2010-10-01

    Full Text Available The aim of this study was to examine the motivation, psychology and language effect on Mobile learning in the School of Distance Education, Universiti Sains Malaysia, Penang. Mobile learning or m-learning is a new learning phenomenon in the open and distance learning environments. Moving from stationary to mobile learning allows informal collaboration and interaction between learners. Therefore, there is a necessity to revise people’s psychological factors, process and mechanisms that underlie M-learning so that the practice can move from technology-centred implementation to human-centred effective learning processes. The Statistical Package for Social Science (SPSS Version 12.0 and Rasch Model Analysis was used to measure these items. The 5-point Likert scale questionnaires (12 items being sent to 105 distance education students from four courses including Bachelor of Science, Bachelor of Arts, Bachelor of Social Science and Bachelor of Management which was distributed in tutorial sessions during the annual residential intensive course in the main campus of the Universiti Sains Malaysia by their respective course managers. The finding shows that a positive response from the learners as they feel happy to use this additional learning tools (mobile learning. Learner’s feel supported and motivated to use the mobile application with the usability of simple language.

  3. Learning Companion Systems, Social Learning Systems, and the Global Social Learning Club.

    Science.gov (United States)

    Chan, Tak-Wai

    1996-01-01

    Describes the development of learning companion systems and their contributions to the class of social learning systems that integrate artificial intelligence agents and use machine learning to tutor and interact with students. Outlines initial social learning projects, their programming languages, and weakness. Future improvements will include…

  4. Toward a Psychology of Social Change: A Typology of Social Change.

    Science.gov (United States)

    de la Sablonnière, Roxane

    2017-01-01

    Millions of people worldwide are affected by dramatic social change (DSC). While sociological theory aims to understand its precipitants, the psychological consequences remain poorly understood. A large-scale literature review pointed to the desperate need for a typology of social change that might guide theory and research toward a better understanding of the psychology of social change. Over 5,000 abstracts from peer-reviewed articles were assessed from sociological and psychological publications. Based on stringent inclusion criteria, a final 325 articles were used to construct a novel, multi-level typology designed to conceptualize and categorize social change in terms of its psychological threat to psychological well-being. The typology of social change includes four social contexts: Stability, Inertia, Incremental Social Change and, finally, DSC. Four characteristics of DSC were further identified: the pace of social change, rupture to the social structure, rupture to the normative structure, and the level of threat to one's cultural identity. A theoretical model that links the characteristics of social change together and with the social contexts is also suggested. The typology of social change as well as our theoretical proposition may serve as a foundation for future investigations and increase our understanding of the psychologically adaptive mechanisms used in the wake of DSC.

  5. Toward a Psychology of Social Change: A Typology of Social Change

    Science.gov (United States)

    de la Sablonnière, Roxane

    2017-01-01

    Millions of people worldwide are affected by dramatic social change (DSC). While sociological theory aims to understand its precipitants, the psychological consequences remain poorly understood. A large-scale literature review pointed to the desperate need for a typology of social change that might guide theory and research toward a better understanding of the psychology of social change. Over 5,000 abstracts from peer-reviewed articles were assessed from sociological and psychological publications. Based on stringent inclusion criteria, a final 325 articles were used to construct a novel, multi-level typology designed to conceptualize and categorize social change in terms of its psychological threat to psychological well-being. The typology of social change includes four social contexts: Stability, Inertia, Incremental Social Change and, finally, DSC. Four characteristics of DSC were further identified: the pace of social change, rupture to the social structure, rupture to the normative structure, and the level of threat to one's cultural identity. A theoretical model that links the characteristics of social change together and with the social contexts is also suggested. The typology of social change as well as our theoretical proposition may serve as a foundation for future investigations and increase our understanding of the psychologically adaptive mechanisms used in the wake of DSC. PMID:28400739

  6. The Social Psychology of Class and Classism

    Science.gov (United States)

    Lott, Bernice

    2012-01-01

    In the United States, one is born into a family that can be identified as working class, middle class, or affluent--divisions that denote status and power, as defined by access to resources. This article explores the relationships between social class membership and a wide array of personal and social daily life experiences. It concludes with a…

  7. Social-Psychological Determinants of Electoral Voting Behavior

    Directory of Open Access Journals (Sweden)

    K A Ivanenko

    2013-12-01

    Full Text Available This article reviews the current models of the voter behavior and proves the need in creating a new overarching conceptual framework, finding the integral social-psychological factor of the voter decision making. The public opinion is regarded as such a factor. The article presents the findings of the latest psychological research, devoted to the analysis of the connection between the different components of public opinion and electoral behavior.

  8. Psychological and social aspects verified after the Goiania's radioactive accident

    International Nuclear Information System (INIS)

    Helou, Suzana

    1995-01-01

    Psychological and social aspects verified after the radioactive accident occurred in 1987 in Goiania - brazilian city - are discussed. With this goal was going presented a public opinion research in order to retract the Goiania's radioactive accident residual psychological effects. They were going consolidated data obtained in 1.126 interviews. Four involvement different levels groups with the accident are compared with regard to the event. The research allowed to conclude that the accident affected psychologically somehow all Goiania's population. Besides, the research allowed to analyze the professionals performance quality standard in terms of the accident

  9. Toward a Psychological Study of Class Consciousness: Development and Validation of a Social Psychological Model

    Directory of Open Access Journals (Sweden)

    Lucas A. Keefer

    2015-12-01

    Full Text Available While social class has recently become a prominent topic in social psychological research, much of this effort has focused on the psychological consequences of objective and subjective indices of class (e.g., income, perceived status. This approach sheds light on the consequences of social class itself, but overlooks a construct of central importance in earlier theorizing on class: class consciousness, or the extent to which individuals acknowledge and situate themselves within class relations. The current paper offers a psychological model of class consciousness comprised of five elements: awareness of social class, perceptions of class conflict, beliefs about the permeability of class groups, identification with a class group, and personal experience of being treated as a member of one’s class. We offer a measure assessing those central dimensions and assess differences in these dimensions by age, gender, indices of social class, political ideology, and among different class groups. Finally, we offer suggestions for how an awareness of class consciousness may enrich social psychology and ultimately foster political change.

  10. On the routes of Social Psychology in Brazil Sobre os rumos da Psicologia Social no Brasil

    Directory of Open Access Journals (Sweden)

    Celso Pereira de Sá

    2013-03-01

    Full Text Available Considering the different paths of knowledge production that Social psychologists have run in Brazil, the text makes a distinction between a stricto sensu Social Psychology and the lato sensu one. The stricto sensu Social Psychologycomprises the trends found in the historical development of the discipline and in scientific modernity: the mainstream "psychological" Social Psychology; the European "sociological" Social Psychology; the "micro-sociological" perspectives, since Mead. The lato sensu Social Psychology comprises the trends that emerged aside the subject's history or very recently, following other epistemological guidelines: the Marxist Social Psychology, institutional analysis, socio-historical Psychology, socio-constructionism, and the philosophical Social Psychology. The eight trends listed are then submitted to evaluations regarding the two basic dimensions of Social Psychology: societal and psychological. A comparative picture of those evaluations discloses differences between the stricto and lato sensu sets of Social Psychology, as well as between the several trends in the scope of each set.Considerando os variados rumos de produção de conhecimento trilhados no Brasil pelos psicólogos sociais, o texto faz distinção entre uma Psicologia Social stricto sensu e outra lato sensu. À Psicologia Social stricto sensu correspondem as correntes que se situam no desenvolvimento histórico da disciplina e na modernidade científica: a Psicologia Social "psicológica" mainstream; a Psicologia Social "sociológica" europeia; as perspectivas "microssociológicas", desde Mead. À Psicologia Social lato sensu correspondem as correntes surgidas à margem da história da disciplina ou muito recentemente, com outras diretrizes epistemológicas: Psicologia Social marxista, análise institucional, Psicologia sócio-histórica, sócio-construcionismo e Psicologia Social filosófica. As oito correntes listadas são em seguida submetidas a avalia

  11. Some notes about the relations between Social Psychology and Literature

    Directory of Open Access Journals (Sweden)

    Anastasio Ovejero

    2008-05-01

    Full Text Available In this paper I try to show the value that the study of the relationship between Social Psychology and Literature would have to improve our psychosocial knowledge of the human being. On one hand, the psychosocial analysis of the novel would provide us with the wide and deep knowledge that is contained in the classic literary works. On the other hand, it is also useful to analyze how these literary works have been reflecting both their own time as well as the social changes in the last centuries and, furthermore, its effect on the readers, their mentality, their behaviour and even the way they relate each other. This approach would be of great value for a Social Psychology that pretends to look beyond a positivist perspective, a perspective that is pervasive in Psychology for the last century. 

  12. Dimensions of Ideology. A Review of Social-Psychological Literature

    Directory of Open Access Journals (Sweden)

    Bojan Todosijević

    2014-01-01

    Full Text Available In social psychological literature, ideology is typically conceived as a relatively stable and organized set of general orientations that include interrelated attitudes grouped according to various sources of constraint, such as psychological disposition, general values, or ideological traditions. The paper reviews social-psychological literature on the organization of social attitudes. Research on this topic started nearly eight decades ago, inspired by the research on the structure of intellectual abilities. Since then, a large body of literature has been generated, which has not been systematically reviewed. Despite the long tradition, this literature has not resulted in proportional cumulative scientific development. The review should help improving this situation by listing the relevant studies, examining the research methodology and the main findings. The review ends with the critical summary of the man findings and methodological problems, and recommendations for the future research.

  13. The social psychology of seatbelt use.

    Science.gov (United States)

    2010-06-01

    "Two studies examined interventions to increase compliance with seat belt laws. Both studies : included physical reminder objects and social influence elements. The first study with a lower : base rate (and lower SES profile) showed a 20% improvement...

  14. Psychological treatment of social anxiety disorder improves body dysmorphic concerns.

    Science.gov (United States)

    Fang, Angela; Sawyer, Alice T; Aderka, Idan M; Hofmann, Stefan G

    2013-10-01

    Social anxiety disorder and body dysmorphic disorder are considered nosologically distinct disorders. In contrast, some cognitive models suggest that social anxiety disorder and body dysmorphic disorder share similar cognitive maintenance factors. The aim of this study was to examine the effects of psychological treatments for social anxiety disorder on body dysmorphic disorder concerns. In Study 1, we found that 12 weekly group sessions of cognitive-behavioral therapy led to significant decreases in body dysmorphic symptom severity. In Study 2, we found that an attention retraining intervention for social anxiety disorder was associated with a reduction in body dysmorphic concerns, compared to a placebo control condition. These findings support the notion that psychological treatments for individuals with primary social anxiety disorder improve co-occurring body dysmorphic disorder symptoms. Copyright © 2013 Elsevier Ltd. All rights reserved.

  15. Socially desirable responding by bariatric surgery candidates during psychological assessment.

    Science.gov (United States)

    Ambwani, Suman; Boeka, Abbe G; Brown, Joshua D; Byrne, T Karl; Budak, Amanda R; Sarwer, David B; Fabricatore, Anthony N; Morey, Leslie C; O'Neil, Patrick M

    2013-01-01

    Most bariatric surgery programs in the United States require preoperative psychological evaluations for candidates for surgery. Among those who perform these evaluations is concern that many patients engage in "impression management" or minimizing the symptoms of distress to receive a recommendation to proceed with surgery from the mental health professional. We sought to assess the prevalence of socially desirable responding and its associations with measures of psychological functioning among bariatric surgery candidates at 2 academic medical centers in the United States. The participants were male (n = 66) and female (n = 293) bariatric surgery candidates who presented for psychological evaluation. The participants completed 2 measures of socially desirable response styles (Marlowe-Crowne Social Desirability Scale and Personality Assessment Inventory Positive Impression Management scale) and standardized measures of anxiety, depression, and alcohol-related problems. The participants exhibited elevated scores on the social desirability indicators, with 33.3-39.8% scoring above the recommended cut-score on the Personality Assessment Inventory Positive Impression Management scale and 62.3-67% scoring 1 standard deviation above the standardization mean on the Marlowe-Crowne Social Desirability Scale. Scores on the Marlowe-Crowne Social Desirability Scale and Personality Assessment Inventory Positive Impression Management scale correlated inversely with the clinical measures of anxiety and depression, and the high/low scorers on the social desirability indices exhibited significant differences in anxiety and depression. Thus, elevated scores on the social desirability indices were associated with underreporting of certain clinical symptoms. A substantial proportion of bariatric surgery candidates appear to present themselves in an overly favorable light during the psychological evaluation. This response style is associated with less reporting of psychological

  16. Food Choice and Nutrition: A Social Psychological Perspective

    Directory of Open Access Journals (Sweden)

    Sarah J. Hardcastle

    2015-10-01

    Full Text Available In this Special Issue, entitled “Food choice and Nutrition: A Social Psychological Perspective”, three broad themes have been identified: (1 social and environmental influences on food choice; (2 psychological influences on eating behaviour; and (3 eating behaviour profiling. The studies that addressed the social and environmental influences indicated that further research would do well to promote positive food choices rather than reduce negative food choices; promote the reading and interpretation of food labels and find ways to effectively market healthy food choices through accessibility, availability and presentation. The studies on psychological influences found that intentions, perceived behavioural control, and confidence were predictors of healthy eating. Given the importance of psychological factors, such as perceived behavioural control and self-efficacy, healthy eating interventions should reduce barriers to healthy eating and foster perceptions of confidence to consume a healthy diet. The final theme focused on the clustering of individuals according to eating behaviour. Some “types” of individuals reported more frequent consumption of fast foods, ready meals or convenience meals or greater levels of disinhibition and less control over food cravings. Intervention designs which make use of multi-level strategies as advocated by the Ecological Model of Behaviour change that proposes multi-level (combining psychological, social and environmental strategies are likely to be more effective in reaching and engaging individuals susceptible to unhealthy eating habits than interventions operating on a single level.

  17. Food Choice and Nutrition: A Social Psychological Perspective.

    Science.gov (United States)

    Hardcastle, Sarah J; Thøgersen-Ntoumani, Cecilie; Chatzisarantis, Nikos L D

    2015-10-01

    In this Special Issue, entitled "Food choice and Nutrition: A Social Psychological Perspective", three broad themes have been identified: (1) social and environmental influences on food choice; (2) psychological influences on eating behaviour; and (3) eating behaviour profiling.The studies that addressed the social and environmental influences indicated that further research would do well to promote positive food choices rather than reduce negative food choices; promote the reading and interpretation of food labels and find ways to effectively market healthy food choices through accessibility, availability and presentation. The studies on psychological influences found that intentions, perceived behavioural control, and confidence were predictors of healthy eating. Given the importance of psychological factors, such as perceived behavioural control and self-efficacy, healthy eating interventions should reduce barriers to healthy eating and foster perceptions of confidence to consume a healthy diet. The final theme focused on the clustering of individuals according to eating behaviour. Some "types" of individuals reported more frequent consumption of fast foods, ready meals or convenience meals or greater levels of disinhibitiona nd less control over food cravings. Intervention designs which make use of multi-level strategies as advocated by the Ecological Model of Behaviour change that proposes multi-level (combining psychological, social and environmental) strategies are likely to be more effective in reaching and engaging individuals susceptible to unhealthy eating habits than interventions operating on a single level.

  18. Teaching-learning of psychology: reflections from interbehavioral scientific matrix

    Directory of Open Access Journals (Sweden)

    Winter Edgar Reyna Cruz

    2017-12-01

    Full Text Available In previous works it has been pointed out that the exercise of Psychology is not limited to a single type of practice; On the contrary, psychologists perform philosophical, theoretical, technological, professional and transdisciplinary practices. Derived from the above in the present work, it is argued that teaching-learning Psychology demands that the aforementioned practices be taught-learn, to a greater or lesser extent. Based on this, (a the specific characteristics of each practice are described roughly; (b there is an aroused presentation of the main interbehavioral theoretical contributions regarding the teaching-learning of Psychology, the didactic interaction and the teacher's performance, which have focused on the learning of the practice of scientific investigation and its teaching; and, derived from the previous points, (c some reflections are presented regarding the teaching practice of psychology, as well as the learning of it, taking into account the different practices that are carried out in this discipline and not only with respect to the research practice. In the final comments, the benefits of the distinction of psychological practices in the training of apprentices of the discipline are indicated

  19. Group Modeling in Social Learning Environments

    Science.gov (United States)

    Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

    2012-01-01

    Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

  20. Social Learning Strategies: Bridge-Building between Fields.

    Science.gov (United States)

    Kendal, Rachel L; Boogert, Neeltje J; Rendell, Luke; Laland, Kevin N; Webster, Mike; Jones, Patricia L

    2018-07-01

    While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following 'social learning strategies' (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory, and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from the simultaneous study of mechanism and function. SLSs provide a useful vehicle for bridge-building between cognitive psychology, neuroscience, and evolutionary biology. Copyright © 2018. Published by Elsevier Ltd.

  1. Selective social learning in infancy: looking for mechanisms.

    Science.gov (United States)

    Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

    2018-05-01

    Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

  2. Organizational learning viewed from a social learning perspective

    DEFF Research Database (Denmark)

    Elkjær, Bente; Brandi, Ulrik

    2011-01-01

    This chapter reviews the literature on organizational learning through the lens of a social learning perspective. We start with an individual learning perspective, before moving on to a social learning perspective with a particular focus upon pragmatism. The literature review covers the following...... four issues: the content of learning, the process of learning, the relation between individual and organization, and the concept of organization. An important separator between individual and social learning perspectives is the different emphasis on learning as acquisition of skills and knowledge......, versus learning as encompassing development of identities and socialization to organizational work and life. A pragmatist social learning perspective emphasizes both learning as acquisition through experience and inquiry, and learning as development of identities and socialization through individuals...

  3. [Perception of health risks: psychological and social factors].

    Science.gov (United States)

    Kurzenhäuser, S; Epp, A

    2009-12-01

    This article reviews central findings and current developments of psychological and sociological research on the perception of health risks. Risk perception is influenced by numerous psychological, social, political, and cultural factors. These factors can be categorized into (a) risk characteristics, (b) characteristics of the risk perceiving person and his/her situation, and (c) characteristics of risk communication. Thus, besides individual cognitive and affective processing of risk information, social processes of risk amplification (e.g., media effects) are also involved in the construction of individual risk perceptions. We discuss the recommendations for health risk communication that follow from these findings with regard to different communication goals.

  4. Can Social Learning Increase Learning Speed, Performance or Both?

    NARCIS (Netherlands)

    Heinerman, J.V.; Stork, J.; Rebolledo Coy, M.A.; Hubert, J.G.; Eiben, A.E.; Bartz-Beielstein, Thomas; Haasdijk, Evert

    2017-01-01

    Social learning enables multiple robots to share learned experiences while completing a task. The literature offers contradicting examples of its benefits; robots trained with social learning reach a higher performance, an increased learning speed, or both, compared to their individual learning

  5. Toward a Social Approach to Learning in Community Service Learning

    Science.gov (United States)

    Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

    2004-01-01

    The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

  6. Psychology as Field Experience: Impact on Attitudes Toward Social Interventions.

    Science.gov (United States)

    Snellman, Lynn A.; And Others

    An innovation in the teaching of undergraduate psychology courses is the implementation of a field experience that gives students the opportunity to apply newly learned skills and knowledge in a community setting. Changes in undergraduates' attitudes toward various delinquency interventions were examined as a result of participation in a…

  7. Analyzing stakeholders' workshop dialogue for evidence of social learning

    Directory of Open Access Journals (Sweden)

    Amanda L. Bentley Brymer

    2018-03-01

    Full Text Available After much debate and synthesis, social learning scholarship is entering an era of empirical research. Given the range across individual-, network-, and systems-level perspectives and scales, clear documentation of social learning processes is critical for making claims about social learning outcomes and their impacts. Past studies have relied on participant recall and concept maps to document perceptions of social learning process and outcome. Using an individual-centric perspective and importing ideas from communication and psychology on question-answer learning through conversational agents, we contribute an expanded conceptual framework and qualitative analytical strategy for assessing stakeholder dialogue for evidence of social learning. We observed stakeholder dialogue across five workshops coordinated for the Bruneau-Owyhee Sage-Grouse Habitat Project (BOSH in Owyhee County, Idaho, USA. Participants' dialogue was audio recorded, transcribed, and analyzed for cross-case patterns. Deductive and inductive coding techniques were applied to illuminate cognitive, relational, and epistemic dimensions of learning and topics of learning. A key finding supports our inclusion of the epistemic dimension and highlights a need for future research: although some participants articulated epistemic positions, they did not challenge each other to share sources or justify factual claims. These findings align with previous research suggesting that, in addition to considering diversity and representation (who is at the table, we should pay more attention to how participants talk, perhaps prompting specific patterns of speech as we endeavor to draw causal connections between social learning processes and outcomes.

  8. Athlete social support, negative social interactions and psychological health across a competitive sport season.

    Science.gov (United States)

    DeFreese, J D; Smith, Alan L

    2014-12-01

    Social support and negative social interactions have implications for athlete psychological health, with potential to influence the links of stress-related experiences with burnout and well-being over time. Using a longitudinal design, perceived social support and negative social interactions were examined as potential moderators of the temporal stress-burnout and burnout-well-being relationships. American collegiate athletes (N = 465) completed reliable and valid online assessments of study variables at four time points during the competitive season. After controlling for dispositional and conceptually important variables, social support and negative social interactions did not moderate the stress-burnout or burnout-well-being relationships, respectively, but did simultaneously contribute to burnout and well-being across the competitive season. The results showcase the importance of sport-related social perceptions to athlete psychological outcomes over time and inform development of socially driven interventions to improve the psychological health of competitive athletes.

  9. Corporate social responsibility and psychological contract: towards ...

    African Journals Online (AJOL)

    There is growing concern about the activities of business in society. Much attention is drawn to the changing nature of the relationship between corporations and society which has increased the demand for organisations to recognise their corporate social responsibility (CSR). This research explores an understanding of the ...

  10. The practice of psychological science: searching for Cronbach's two streams in social-personality psychology.

    Science.gov (United States)

    Tracy, Jessica L; Robins, Richard W; Sherman, Jeffrey W

    2009-06-01

    The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences largely conform to social and personality researchers' stereotypes about each subgroup; (c) despite their methodological and philosophical differences, the 2 subgroups study many of the same research topics; and (d) the structure of social-personality research practices can be characterized as having 2 independent factors, which closely correspond to L. J. Cronbach's (1957) correlational and experimental "streams of research."

  11. Imagine: towards an integrated and applied social psychology.

    Science.gov (United States)

    Abell, Jackie; Walton, Chris

    2010-12-01

    This commentary does not aim to engage with the epistemological and ontological technicalities of the discursive psychology maintained by epistemological constructionism and discursive psychology reliant on ontological constructionism approaches that form the basis of the two papers under discussion; other commentators, both in this issue and in the future, are likely to do that. Instead, this commentary aims to situate both papers within a broader frame of contemporary, primarily British social psychology, to ponder the circumstances that gave rise to them and their implications for social psychologists, discursive and non-discursive, alike. We have organized this commentary into two parts. The first part considers two simple questions. First, why does Corcoran critique DPEC for failing to do things that other discursive approaches provide for? And, second, why does Corcoran take DPEC research to task for having too little potential for or made too little contribution to improving the lives and subjectivities of people in general? These two questions are not unrelated, but for clarity's sake we will try to answer them separately. The second part of this commentary will consider the influence of discursive psychology on social psychology more generally.

  12. Social networking sites: an adjunctive treatment modality for psychological problems.

    Science.gov (United States)

    Menon, Indu S; Sharma, Manoj Kumar; Chandra, Prabha S; Thennarasu, K

    2014-07-01

    Social networking is seen as a way to enhance social support and feeling of well-being. The present work explores the potentials of social networking sites as an adjunctive treatment modality for initiating treatment contact as well as for managing psychological problems. Interview schedule, Facebook intensity questionnaire were administered on 28 subjects with a combination of 18 males and 10 females. They were taken from the in-patient and out-patient psychiatry setting of the hospital. Facebook was the most popular sites and used to seek emotional support on the basis of the frequent updates of emotional content that users put in their profile; reconciliations, escape from the problems or to manage the loneliness; getting information about illness and its treatment and interaction with experts and also manifested as problematic use. It has implications for developing social networking based adjunctive treatment modality for psychological problems.

  13. Corporate Social Responsibility and Organizational Psychology: An Integrative Review.

    Science.gov (United States)

    Glavas, Ante

    2016-01-01

    The author reviews the corporate social responsibility (CSR) literature that includes the individual level of analysis (referred to as micro CSR in the article) based on 166 articles, book chapters, and books. A framework is provided that integrates organizational psychology and CSR, with the purpose of highlighting synergies in order to advance scholarship and practice in both fields. The review is structured so that first, a brief overview is provided. Second, the literatures on organizational psychology and CSR are integrated. Third, gaps are outlined illuminating opportunities for future research. Finally, a research agenda is put forward that goes beyond addressing gaps and focuses on how organizational psychology and CSR can be partners in helping move both fields forward-specifically, through a humanistic research agenda rooted in positive psychology.

  14. Corporate Social Responsibility and Organizational Psychology: An Integrative Review

    Science.gov (United States)

    Glavas, Ante

    2016-01-01

    The author reviews the corporate social responsibility (CSR) literature that includes the individual level of analysis (referred to as micro CSR in the article) based on 166 articles, book chapters, and books. A framework is provided that integrates organizational psychology and CSR, with the purpose of highlighting synergies in order to advance scholarship and practice in both fields. The review is structured so that first, a brief overview is provided. Second, the literatures on organizational psychology and CSR are integrated. Third, gaps are outlined illuminating opportunities for future research. Finally, a research agenda is put forward that goes beyond addressing gaps and focuses on how organizational psychology and CSR can be partners in helping move both fields forward—specifically, through a humanistic research agenda rooted in positive psychology. PMID:26909055

  15. Psychological Problems of Children with Learning Difficulties.

    Science.gov (United States)

    Shaughnessy, Michael F.; Scott, Patricia Carol

    The paper presents tips for parents of children with learning problems. It describes the emotional side effects of low achievement which may include low self-esteem, clinical depression, "learned helplessness," suicidal ideation, acting out behavior, low frustration tolerance, guilt feelings, interpersonal problems, withdrawal, running away,…

  16. The Psychological Basis of Learning Mathematics.

    Science.gov (United States)

    Ruberu, J.

    1982-01-01

    Mathematics is a hierarchial build-up of concepts and the process of this systematic building up of concepts is of prime importance in the study of mathematics. Although discovery approaches are currently used, there are limitations. Ausubel's "meaningful learning" approach is suggested as an alternative to discovery learning in…

  17. Social learning in cooperative dilemmas.

    Science.gov (United States)

    Lamba, Shakti

    2014-07-22

    Helping is a cornerstone of social organization and commonplace in human societies. A major challenge for the evolutionary sciences is to explain how cooperation is maintained in large populations with high levels of migration, conditions under which cooperators can be exploited by selfish individuals. Cultural group selection models posit that such large-scale cooperation evolves via selection acting on populations among which behavioural variation is maintained by the cultural transmission of cooperative norms. These models assume that individuals acquire cooperative strategies via social learning. This assumption remains empirically untested. Here, I test this by investigating whether individuals employ conformist or payoff-biased learning in public goods games conducted in 14 villages of a forager-horticulturist society, the Pahari Korwa of India. Individuals did not show a clear tendency to conform or to be payoff-biased and are highly variable in their use of social learning. This variation is partly explained by both individual and village characteristics. The tendency to conform decreases and to be payoff-biased increases as the value of the modal contribution increases. These findings suggest that the use of social learning in cooperative dilemmas is contingent on individuals' circumstances and environments, and question the existence of stably transmitted cultural norms of cooperation. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

  18. Wundt, Völkerpsychologie, and experimental social psychology.

    Science.gov (United States)

    Greenwood, John D

    2003-02-01

    Wilhelm Wundt distinguished between "experimental psychology" and Volkerpsychologie. It is often claimed that Wundt maintained that social psychological phenomena, the subject matter of Völkerpsychologie, could not be investigated experimentally but must be explored via comparative-historical methods. In this article it is argued that it is doubtful if many of the passages usually cited as evidence that Wundt held such a view actually such such a view. It is also argued that if Wundt did hold such a view, it was inconsistent with his own general theoretical position and methodological practice. It is suggested that it is anachronistic to attribute such a view to Wundt, because he appears to have had little interest in the experimental analysis of the synchronic social dynamics of psychological processes. Most of Wundt's arguments about the inappropriateness of experimentation were directed against the introspective analysis of diachronic historical processes.

  19. Job Insecurity as a Social Psychological Phenomenon

    Directory of Open Access Journals (Sweden)

    Chuykova T.S.

    2015-12-01

    Full Text Available The paper addresses a relatively new phenomenon of job insecurity. It provides an analysis of the various interpretations of the phenomenon given by Russian and foreign researchers, focuses on its social economical determinants and consequences for individuals and organizations. The paper concludes with an outline of some possible ways of overcoming the negative consequences of job insecurity — as for individuals, as for organizations, as for the society as a whole.

  20. Social learning through prediction error in the brain

    Science.gov (United States)

    Joiner, Jessica; Piva, Matthew; Turrin, Courtney; Chang, Steve W. C.

    2017-06-01

    Learning about the world is critical to survival and success. In social animals, learning about others is a necessary component of navigating the social world, ultimately contributing to increasing evolutionary fitness. How humans and nonhuman animals represent the internal states and experiences of others has long been a subject of intense interest in the developmental psychology tradition, and, more recently, in studies of learning and decision making involving self and other. In this review, we explore how psychology conceptualizes the process of representing others, and how neuroscience has uncovered correlates of reinforcement learning signals to explore the neural mechanisms underlying social learning from the perspective of representing reward-related information about self and other. In particular, we discuss self-referenced and other-referenced types of reward prediction errors across multiple brain structures that effectively allow reinforcement learning algorithms to mediate social learning. Prediction-based computational principles in the brain may be strikingly conserved between self-referenced and other-referenced information.

  1. Unit 1203: The Social and Psychological Implications of Language.

    Science.gov (United States)

    Minnesota Univ., Minneapolis. Center for Curriculum Development in English.

    Designed as a synthesis of concepts familiar to students having studied the earlier Minnesota Project English units or as an introduction for other students, this unit for grade 12 treats the role of language in the social and psychological development of man. Alternative introductions to the unit are provided: one concentrating on definitions of…

  2. Teachers' Views on Organizational Deviance, Psychological Ownership and Social Innovation

    Science.gov (United States)

    Argon, Türkan; Ekinci, Serkan

    2016-01-01

    This study aimed to identify Bolu central district secondary school teachers' views on organizational deviance, psychological ownership and social innovation and to determine whether these views were related. The universe of the study conducted with relational screening model was composed of 360 teachers employed in Bolu central district secondary…

  3. Psychology, Social Science and the Management of Violent ...

    African Journals Online (AJOL)

    This paper discusses the salient aspects of an eight – year experience in the Institute for Peace and Conflict Resolution, Abuja – Nigeria, where the author ... matter of psychology and rivalry emanating from subtle competition among sub disciplines of the social science for hegemonic role in conflict management, (b) many of ...

  4. Social Psychology and Gender: A New Direction through Feminist Theory.

    Science.gov (United States)

    Grella, Christine E.

    Traditionally, social psychology has conceptualized sex and gender as subject variables with sex as a biological substrate and gender as a sociocultural consequence of sex. These ideas rest on the assumption of two distinct biological categories. However, gender is better thought of in dialectical rather than oppositional terms. Gender is both…

  5. The Social Psychology of Potential Problems in Family Vacation Travel

    Science.gov (United States)

    Rosenblatt, Paul C.; Russell, Martha G.

    1975-01-01

    Social psychological thinking and the data of an exploratory study are used to illuminate potential problems in family vacation travel. Vacation travel is seen as providing both the opportunity for revitalization and creative change and the opportunity for serious interpersonal difficulties. (Author)

  6. Social support, locus of control, and psychological well-being

    NARCIS (Netherlands)

    van der Zee, KI; Buunk, BP; Sanderman, R

    1997-01-01

    Social support seems to be positively related to psychological well-being. Studies have shown that individual differences exist in the ability to mobilize and use sources of support. The current study focused on locus of control as a personality factor that might be related to this ability, In 2

  7. Ethnic heterogeneity, social capital and psychological distress in Sweden.

    Science.gov (United States)

    Johnson-Singh, Charisse M; Rostila, Mikael; Ponce de Leon, Antonio; Forsell, Yvonne; Engström, Karin

    2018-05-25

    Ethnic heterogeneity has been linked to both protective and detrimental effects on mental health. Few studies have investigated the role of social capital in this relationship and none have found that it has an explanatory role. The aim of this study is to investigate the relationship between two measures of ethnic heterogeneity and psychological distress in Stockholm County, as well as the explanatory role of social capital for individuals with Swedish-background, foreign-background and those who are foreign-born. This study used data collected from respondents aged 18-64 to the 2002, 2006, 2010 baseline questionnaires of the Stockholm Public Health Cohort and was linked with individual and area-level register information. Ethnic heterogeneity was the main exposure, measured by: 1) ethnic density, defined as the proportion of first and second generation immigrants with 2 foreign-born parents; and 2) ethnic diversity, using the fragmentation index. Social capital measures of individual and contextual-level social support and horizontal trust were the main explanatory factors of interest. The outcome, psychological distress, was assessed using the General Health Questionnaire-12 with a 2/3 cut-off. Prevalence ratios with 95% confidence intervals were estimated using multi-level poisson regression with robust variances. Age and sex adjusted analyses for the whole study population demonstrated that a 10% increase in ethnic density or diversity was associated with a 1.06 (1.05-1.07) times higher prevalence of psychological distress. In the stratified analyses, both foreign-born respondents and those with Swedish-background showed increasing prevalence of psychological distress with increasing ethnic heterogeneity. However, this trend was entirely explained by socioeconomic factors in the Swedish-background respondents and by additional adjustments for individual and contextual social support and horizontal trust for the foreign-born. Further adjustment for contextual

  8. Agent-based modeling: a new approach for theory building in social psychology.

    Science.gov (United States)

    Smith, Eliot R; Conrey, Frederica R

    2007-02-01

    Most social and psychological phenomena occur not as the result of isolated decisions by individuals but rather as the result of repeated interactions between multiple individuals over time. Yet the theory-building and modeling techniques most commonly used in social psychology are less than ideal for understanding such dynamic and interactive processes. This article describes an alternative approach to theory building, agent-based modeling (ABM), which involves simulation of large numbers of autonomous agents that interact with each other and with a simulated environment and the observation of emergent patterns from their interactions. The authors believe that the ABM approach is better able than prevailing approaches in the field, variable-based modeling (VBM) techniques such as causal modeling, to capture types of complex, dynamic, interactive processes so important in the social world. The article elaborates several important contrasts between ABM and VBM and offers specific recommendations for learning more and applying the ABM approach.

  9. Seamless Language Learning: Second Language Learning with Social Media

    OpenAIRE

    Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

  10. Legal socialization of personality as a phenomenon of legal psychology

    Directory of Open Access Journals (Sweden)

    Borisova S.E.

    2017-01-01

    Full Text Available The relevance of the topic to the continuing importance of legal regulation of human behavior, the necessity of foreseeing the adverse consequences of social disorders and urgency of the prevention of deconditioning and deviant behavioral manifestations. In this regard, it is important to examine the phenomenon of legal socialization, causing interest among the representatives of the human Sciences and specialists in different branches of psychological knowledge. Taking into account the multidimensional nature of this phenomenon, it is an essential consideration of the trajectories of its occurrence in correlation with different interacting with other determinants. Such determinants include age psychological characteristics, experience crises of mental development, socially conditioned factors, and the influence of the professional environment. In article are characterized by individual patterns of legal socialization of a personality, revealing its essence, on the basis of summarizing opinions of scientists based on their own point of view. On the basis of the theoretical analysis made assumptions about the peculiarities of legal socialization of the individual occurring in different age periods of life; formulated likely areas for further study the phenomenon under research legal psychology.

  11. Social and psychological creativity in gay male midlife identity management.

    Science.gov (United States)

    Hajek, Christopher

    2016-06-01

    This study utilizes a qualitative thematic analysis methodology and a social identity theory framework to explore ways in which early midlife gay men report enhancing their social identities through social and psychological creativity. Face-to-face, semi-structured interviews were conducted with forty early midlife gay men (aged 40-53) in four US cities. Men discussed the collective and individual essences of their age and gay identities, including attitudes, beliefs, and behaviours that they embraced to self-enhance at midlife. These discussions emphasized differences from the younger gay outgroup, often in the context of intergenerational interaction. Identified were three strategies (and seven substrategies) that summarized the ways that interviewees constructed their identities in the interest of self-enhancement, specifically in the context of intergenerational comparisons with younger gay men. These strategies may be considered as extensions to social creativity strategies presented in Tajfel and Turner's (Psychology of intergroup relations. Chicago, IL: Nelson, 1986: 7) social identity theory. © 2015 The British Psychological Society.

  12. Writing social psychology: fictional things and unpopulated texts.

    Science.gov (United States)

    Billig, Michael

    2011-03-01

    This paper presents the author's position on the question how to write social psychology. It reflects the author's long-term interest in rhetoric and his more recent concerns about the writing of social scientists. The author argues that social psychologists tend to produce unpopulated texts, writing about 'fictional things' rather than people. Social psychologists assume that their technical terms are more precise than ordinary language terms. The author contests this assumption. He suggests that when it comes to describing human actions, ordinary language on the whole tends to be more precise. The paper analyses why this should be the case, drawing on ideas from linguistics and Vaihinger's notion of fictions. The author presents examples to show how psychological writers, by using passives and nominals, can omit information about the agents of action and the nature of the actions that they are performing. Although their texts may appear impressively technical, they can, in fact, be highly imprecise. Moreover, social psychologists, by using this nominal style of writing, tend to write about processes as if they were things and then attribute actions to these things. In so doing, they create 'fictional things', which they treat as if they were real things. The author offers six recommendations for writing in simpler, clearer ways. ©2011 The British Psychological Society.

  13. Path dependence in social and psychological risk factors for dementia

    Directory of Open Access Journals (Sweden)

    Hiroko Matsuoka

    Full Text Available Abstract This article focuses on social and psychological risk factors for Alzheimer's disease, dementia, and cognitive impairment and presents some key points for prevention in developing countries based on previous studies, a social science theory, and our preliminary survey. Previous population-based studies found that educational and occupational attainment, income, participation in social and mental activities, and psychological distress were associated with dementia risk. According to the theory of path dependence, earlier factors largely determine successive ones, where education is one of these early experiences in life. Our preliminary survey suggested that education sets a path that several psychosocial risk factors are dependent on. The expansion of basic education is indispensable. Resources for prevention should be concentrated on individuals with a low level of education. In order to break from a path creating self-reinforcement of risk factors, it is necessary to implement early and active interventions.

  14. Social Emotional Learning Skills and Educational Stress

    Science.gov (United States)

    Çelik, Ismail

    2013-01-01

    The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

  15. Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories.

    Science.gov (United States)

    Aparicio, Juan José; Rodríguez Moneo, María

    2005-11-01

    In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.

  16. Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

    Science.gov (United States)

    Acuña, Santiago Roger; López-Aymes, Gabriela

    2016-01-01

    This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007; 2012), consists…

  17. Social Learning Conceptualization for Substance Abuse: Implications for Therapeutic Interventions

    Directory of Open Access Journals (Sweden)

    Theodoros Giovazolias

    2014-03-01

    Full Text Available Substance misuse and abuse among adolescents and young adults, especially students, remain a significant public health issue, often associated with serious academic, psychological and health problems. Theoretical models of social behaviour emphasize the importance of peer behaviour as a modelling or normative influence. The processes by which social influence factors contribute to substance misuse behaviour have been described in models derived from the social learning paradigm, including both socio-environmental (e.g. social modelling, perceived norms and coping skills and cognitive variables (e.g. self-efficacy, outcome expectancies. However, this growing body of the literature often reveals contradictory findings regarding the precise mechanisms of processes by which social and cognitive variables may influence substance misuse in youth populations. This review critically examines the literature on different forms of peer influence and accordingly provides suggestions for intervention strategies that take into consideration the relevant research findings on social learning constructs.

  18. Student Satisfaction with Online Learning: Is It a Psychological Contract?

    Science.gov (United States)

    Dziuban, Charles; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

    2015-01-01

    The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with…

  19. Problem-Based Learning in a General Psychology Course.

    Science.gov (United States)

    Willis, Sandra A.

    2002-01-01

    Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

  20. Adaptive Learning in Psychology: Wayfinding in the Digital Age

    Science.gov (United States)

    Dziuban, Charles D.; Moskal, Patsy D.; Cassisi, Jeffrey; Fawcett, Alexis

    2016-01-01

    This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students' affective, behavioral, and cognitive reactions to the system. Student survey…

  1. Team Psychological Safety and Team Learning: A Cultural Perspective

    Science.gov (United States)

    Cauwelier, Peter; Ribière, Vincent M.; Bennet, Alex

    2016-01-01

    Purpose: The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team…

  2. Evolutionary psychology as a metatheory for the social sciences: How to gather interdisciplinary evidence for a psychological adaptation

    NARCIS (Netherlands)

    Ploeger, A.; van der Hoort, B.

    2015-01-01

    Evolutionary psychology has been proposed as a new metatheory for the social sciences (Buss, 1995). Evolutionary psychology is an approach that emphasizes the evolutionary background of psychological phenomena (e.g., cognition, motivation, perception), with the expectation that knowledge about this

  3. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  4. Psychological and social correlates of doping attitudes among Italian athletes.

    Science.gov (United States)

    Zucchetti, Giulia; Candela, Filippo; Villosio, Carlo

    2015-02-01

    This study aims to identify the main psychological and social correlates of doping attitudes among Italian athletes. It is well recognized that athlete disposition and attitude towards doping is one of the factors responsible for doping behavior. Less is known, however, about the factors that sustain the level of athletes' attitudes towards doping. The main psychological (i.e., perfectionism, sport motivation, self-confidence and life satisfaction) and social correlates (i.e., social network and contact with people who use sports drugs) of attitudes towards doping among Italian athletes are examined in this paper. Differences are hypothesized regarding the type of sport (resistance sport vs. non-resistance sport) and athlete participation in competitive sport (i.e., agonistics) or in non-competitive sport (i.e., amateurs) on the level of attitude towards doping. The research hypothesis is that each of these constructs affects the level of athletes' attitudes toward doping. Data were collected from a sample of athletes (N=109), aged from 15 to 45 (M=31.5; SD=13.78) recruited in a Sports Medicine Center. Socio-demographic information, attitude towards doping, psychological and social variables were assessed through self-report questionnaire. Hierarchical multiple regression showed that both psychological (i.e., extrinsic motivation, perfectionism) and social variables (i.e., athletes' contact with doping users) were associated with athletes' attitudes towards doping. The results highlighted that athletes with excessive perfectionism, extrinsically motivated and who have contact with doping users have a positive attitude toward doping. Athletes who exhibit these characteristics should be considered at risk and monitored to prevent possible future sports drug use. Copyright © 2014 Elsevier B.V. All rights reserved.

  5. Relationships and the social brain: integrating psychological and evolutionary perspectives.

    Science.gov (United States)

    Sutcliffe, Alistair; Dunbar, Robin; Binder, Jens; Arrow, Holly

    2012-05-01

    Psychological studies of relationships tend to focus on specific types of close personal relationships (romantic, parent-offspring, friendship) and examine characteristics of both the individuals and the dyad. This paper looks more broadly at the wider range of relationships that constitute an individual's personal social world. Recent work on the composition of personal social networks suggests that they consist of a series of layers that differ in the quality and quantity of relationships involved. Each layer increases relationship numbers by an approximate multiple of 3 (5-15-50-150) but decreasing levels of intimacy (strong, medium, and weak ties) and frequency of interaction. To account for these regularities, we draw on both social and evolutionary psychology to argue that relationships at different layers serve different functions and have different cost-benefit profiles. At each layer, the benefits are asymptotic but the costs of maintaining a relationship at that level (most obviously, the time that has to be invested in servicing it) are roughly linear with the number of relationships. The trade-off between costs and benefits at a given level, and across the different types of demands and resources typical of different levels, gives rise to a distribution of social effort that generates and maintains a hierarchy of layered sets of relationships within social networks. We suggest that, psychologically, these trade-offs are related to the level of trust in a relationship, and that this is itself a function of the time invested in the relationship. ©2011 The British Psychological Society.

  6. Seamless Language Learning: Second Language Learning with Social Media

    Science.gov (United States)

    Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

    2017-01-01

    This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

  7. Ideology: Its Resurgence in Social, Personality, and Political Psychology.

    Science.gov (United States)

    Jost, John T; Nosek, Brian A; Gosling, Samuel D

    2008-03-01

    We trace the rise, fall, and resurgence of political ideology as a topic of research in social, personality, and political psychology. For over 200 years, political belief systems have been classified usefully according to a single left-right (or liberal-conservative) dimension that, we believe, possesses two core aspects: (a) advocating versus resisting social change and (b) rejecting versus accepting inequality. There have been many skeptics of the notion that most people are ideologically inclined, but recent psychological evidence suggests that left-right differences are pronounced in many life domains. Implicit as well as explicit preferences for tradition, conformity, order, stability, traditional values, and hierarchy-versus those for progress, rebelliousness, chaos, flexibility, feminism, and equality-are associated with conservatism and liberalism, respectively. Conservatives score consistently higher than liberals on measures of system justification. Furthermore, there are personality and lifestyle differences between liberals and conservatives as well as situational variables that induce either liberal or conservative shifts in political opinions. Our thesis is that ideological belief systems may be structured according to a left-right dimension for largely psychological reasons linked to variability in the needs to reduce uncertainty and threat. © 2008 Association for Psychological Science.

  8. Social software: E-learning beyond learning management systems

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2006-01-01

    The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software...... to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning...... activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social...

  9. SOCIAL AND PSYCHOLOGICAL FEATURES OF HIV-INFECTED INDIVIDUALS

    Directory of Open Access Journals (Sweden)

    Liliya Anatolyevna Kudrich

    2016-02-01

    Full Text Available By 2020 the prevalence of HIV in the Russian Federation may increase by 250%, unless we provide appropriate treatment to as many HIV-infected people as possible (V.I. Skvortsova, 2015. Previous research in this field shows that the psychotraumatic character of the disease lowers the psychological resource of HIV-infected individuals. In most cases, they are not psychologically prepared for the negative life events, unable to find an optimal behavioral pattern when their life stereotypes are being destroyed. In fact, being HIV-infected is an example of an acute event (V.V. Pokrovsky, 1993. The ability to overcome the life crisis and effectiveness of using adaptation and compensatory mechanisms to fight the disease depend on the level of adaptation to the fact of being infected and resistance to stress. The aim of the current study was to determine social and psychological features of HIV-infected individuals and assess their influence on the stress resistance and adaptation abilities of HIV+ patients. We observed men and women aged 21-30 who had been HIV+ for 1-5 years. Investigation methods included the following diagnostic tools: The Cattel Sixteen Personality Factor Questionnaire (Form C, The State-Trait Anxiety Inventory (conducted by Spielberger, adapted for use in Russia by Hanin, The Social Readjustment Rating Scale (The Holmes-Rahe Stress Inventory, The Social and Psychological Adaptation Questionnaire (by C. Rogers and R. Diamond, methods of mathematical statistics. As a result of the study, we have developed comparative factor profiles of individual psychological features of HIV-infected individuals that show their dependence on the social environment and form certain behavioral patterns. We have revealed significant difference in state and trait anxiety between HIV-infected and non-HIV-infected individuals. Self-blame, inadequate self-esteem and level of aspiration indicate low cognitive assessment of the condition by the patients

  10. Using "12 Angry Men" as an Integrative Review of Social Psychology.

    Science.gov (United States)

    Fried, Carrie B.

    The use of the feature film "12 Angry Men" (1957) as an integrative review of social psychology is described. Students view the film, and then discuss the many aspects of social psychology represented in the interactions among the jurors. Discussion involves tying the movie examples back to social psychological research and theory as…

  11. Mischaracterizing social psychology to support the laudable goal of increasing its political diversity.

    Science.gov (United States)

    Eagly, Alice H

    2015-01-01

    Duarte et al.'s arguments for increasing political diversity in social psychology are based on mischaracterizations of social psychology as fundamentally flawed in understanding stereotype accuracy and the effects of attitudes on information processing. I correct their misunderstandings while agreeing with their view that political diversity, along with other forms of diversity, stands to benefit social psychology.

  12. Social Psychology Of Persuasion Applied To Human-agent Interaction

    Directory of Open Access Journals (Sweden)

    Shenghua Liu

    2008-01-01

    Full Text Available This paper discusses and evaluates the application of a social psychologically enriched, user-centered approach to agent architecture design. The major aim is to facilitate human-agent interaction (HAI by making agents not only algorithmically more intelligent but also socially more skillful in communicating with the user. A decision-making model and communicative argumentation strategies have been incorporated into the agent architecture. In the presented content resource management experiments, enhancement of human task performance is demonstrated for users that are supported by a persuasive agent. This superior performance seems to be rooted in a more trusting collaborative relationship between the user and the agent, rather than in the appropriateness of the agent's decision-making suggestions alone. In particular, the second experiment demonstrated that interface interaction design should follow the principles of task-orientation and implicitness. Making the influence of the agent too salient can trigger counterintentional effects, such as users' discomfort and psychological reactance.

  13. Educating to Tolerance: Effects of Communicating Social Psychology Research Findings

    Directory of Open Access Journals (Sweden)

    Francesco La Barbera

    2015-08-01

    Full Text Available The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.

  14. Social Learning by Design: The Role of Social Media

    Science.gov (United States)

    Brooks, Laura

    2009-01-01

    It is no secret that learning has a social context. As library media specialists work with students nearly every day, they take for granted their pedagogical roots in social learning theory based on the premise that students need modeling and observation to learn from one another. Information gathering becomes a key activity, and social…

  15. Effects of a six-session introductory psychology programme on Year 9 pupils' interest in psychology and approaches to learning

    OpenAIRE

    Norris, E.; De Aguiar Chaves, T.; Dunsmuir, S.

    2015-01-01

    Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called ‘Myth-Busting the Brain’. A pre-/post-programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There wa...

  16. Social psychological approach to the problem of threshold

    International Nuclear Information System (INIS)

    Nakayachi, Kazuya

    1999-01-01

    This paper discusses the threshold of carcinogen risk from the viewpoint of social psychology. First, the results of a survey suggesting that renunciation of the Linear No-Threshold (LNT) hypothesis would have no influence on the public acceptance (PA) of nuclear power plants are reported. Second, the relationship between the adoption of the LNT hypothesis and the standardization of management for various risks are discussed. (author)

  17. Gender Inequalities in Highly Qualified Professions: A Social Psychological Analysis

    OpenAIRE

    Santos, Maria Helena; Amâncio, Lígia

    2016-01-01

    Research in social and political psychology contributes towards understanding the persistence of job market gender segregation prevailing in recent decades, the consequences for those involved and their reactions when having to cope with gender inequality. Within the framework of the literature on shared ideologies that justify and legitimize discrimination against women, this article focuses on Portugal and analyses the particular case of women in two highly qualified professions traditional...

  18. Machine Learning Approaches for Clinical Psychology and Psychiatry.

    Science.gov (United States)

    Dwyer, Dominic B; Falkai, Peter; Koutsouleris, Nikolaos

    2018-05-07

    Machine learning approaches for clinical psychology and psychiatry explicitly focus on learning statistical functions from multidimensional data sets to make generalizable predictions about individuals. The goal of this review is to provide an accessible understanding of why this approach is important for future practice given its potential to augment decisions associated with the diagnosis, prognosis, and treatment of people suffering from mental illness using clinical and biological data. To this end, the limitations of current statistical paradigms in mental health research are critiqued, and an introduction is provided to critical machine learning methods used in clinical studies. A selective literature review is then presented aiming to reinforce the usefulness of machine learning methods and provide evidence of their potential. In the context of promising initial results, the current limitations of machine learning approaches are addressed, and considerations for future clinical translation are outlined.

  19. Social and psychological risks expertise in crisis communities

    International Nuclear Information System (INIS)

    Shvalb, Y.

    1998-01-01

    Emerging and development of crises in the communities leads to considerable increase of individual's risks' quality and quantity. Irrespectively of risk scale - partial or total influence on a community - a number of tendencies of risks increase could be identified. On social level risks result from the tendency of social protection decrease and restriction in free choice of activities' forms and kinds. On group level confrontation and clashes emerge, increase intolerance and decrease tolerance are identified. On interpersonal (micro group) level aggression and abuse intensify. On individual level a complex of negative psychological statuses develops, which is diverse both as for its content and forms. Reasons of crisis development and its dynamics determine the content and concrete forms of risks on all levels. Systematic description of risks and development of psychological support programmes for population in risk presupposes organization and delivering of comprehensive social and psychological expertise of situation. Such an expertise makes it possible to unite in a comprehensive model of the multi-professional descriptions of crisis situations on the above mentioned levels, the subjective concepts of the population (or its separate groups) together with evaluation of various projects and programmes on crisis coping and risks decrease options. (author)

  20. Psicologia social de la adolescencia (Social Psychology of the Adolescent).

    Science.gov (United States)

    Havighurst, Robert J.

    An attempt is made (1) to define adolescence as a biological phenomenon, (2) to describe the characteristics of the adolescent in Latin America, and (3) to identify the adolescent within certain social and cultural groups of specific Latin American countries. The perspective of the four-part monograph is entirely sociological, and the report is…

  1. Sexual harassment on the job: psychological, social and economic repercussions.

    Science.gov (United States)

    Gosselin, H L

    1984-09-01

    This article is an effort to shed new light on what has been commonly termed sexual harassment, to identify its forms and, most importantly, to explore its effect upon those who have been subjected to it. The author's hypothesis is that sexual harassment in the workplace is more a social phenomenon than a personal problem, and that it is the cause of lasting psychological, social and economic after-effects among its victims. Combatting sexual harassment is only part of the solution; we must look beyond its legal aspects to find ways of changing male-female occupational relationships, and we must provide support to victims of sexual harassment.

  2. Causal beliefs about depression in different cultural groups—what do cognitive psychological theories of causal learning and reasoning predict?

    OpenAIRE

    Hagmayer, York; Engelmann, Neele

    2014-01-01

    Cognitive psychological research focuses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets) were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic lite...

  3. Skill learning and the evolution of social learning mechanisms.

    Science.gov (United States)

    van der Post, Daniel J; Franz, Mathias; Laland, Kevin N

    2016-08-24

    Social learning is potentially advantageous, but evolutionary theory predicts that (i) its benefits may be self-limiting because social learning can lead to information parasitism, and (ii) these limitations can be mitigated via forms of selective copying. However, these findings arise from a functional approach in which learning mechanisms are not specified, and which assumes that social learning avoids the costs of asocial learning but does not produce information about the environment. Whether these findings generalize to all kinds of social learning remains to be established. Using a detailed multi-scale evolutionary model, we investigate the payoffs and information production processes of specific social learning mechanisms (including local enhancement, stimulus enhancement and observational learning) and their evolutionary consequences in the context of skill learning in foraging groups. We find that local enhancement does not benefit foraging success, but could evolve as a side-effect of grouping. In contrast, stimulus enhancement and observational learning can be beneficial across a wide range of environmental conditions because they generate opportunities for new learning outcomes. In contrast to much existing theory, we find that the functional outcomes of social learning are mechanism specific. Social learning nearly always produces information about the environment, and does not always avoid the costs of asocial learning or support information parasitism. Our study supports work emphasizing the value of incorporating mechanistic detail in functional analyses.

  4. Developing teachers' social and emotional competence: a humanistic psychology perspective

    Directory of Open Access Journals (Sweden)

    Pablo Palomero Fernández

    2009-08-01

    Full Text Available The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.

  5. Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students

    Science.gov (United States)

    Bilgin, Okan; Tas, Ibrahim

    2018-01-01

    This research investigated the effects of perceived social support and psychological resilience on social media addiction among university students. The research group was composed of 503 university students. The ages of participant students varied between 17 and 31 years old. 340 (67.6%) of the participants are female and 163 (32.4%) of them are…

  6. SOCIAL SKILLS AND ACADEMIC BACKGROUND: A COMPARATIVE STUDY AMONG STUDENTS AND PSYCHOLOGY PROFESSIONALS

    Directory of Open Access Journals (Sweden)

    Diêgo Ferreira de Oliveira

    2016-12-01

    Full Text Available The present research had as an objective the comparison of Social Skills (SS on psychology course undergraduates' and professionals working in the area with at least one year of work performance. Three groups participated in this study: 63 students at the beginning of the course (1st, 2nd and 3rd semesters; 54 students at the end of the course (8th, 9th and 10th semesters; and 25 psychologists. For the data collect it was used a Social Skills Inventory (SSI that was applied at the university places of work or availability, or via e-mail, with the professionals. The results showed that there were no significant differences in the overall score of Social Skills, neither between the students at the beginning and the end of the course (p=0.319 nor between students at the end of the course and the psychologists (p= 0,70. There was a significant difference in the comparison of students at the beginning of the course and psychologists (p= 0.009. From the manual, it was possible to verify that the majority, of students and professionals, presented a good repertory of SS in its different factors. It was considered still relevant, the development of activities that could enable a major learning of these SS still during graduation, evaluating that they are fundamental to the psychologists' performance. Keywords: Social skills. Psychology. Psychology students. Psychologists.

  7. Collective Learning in Games through Social Networks

    NARCIS (Netherlands)

    Kosterman, S.; Gierasimczuk, N.; Armentano, M.G.; Monteserin, A.; Tang, J.; Yannibelli, V.

    2015-01-01

    This paper argues that combining social networks communication and games can positively influence the learning behavior of players. We propose a computational model that combines features of social network learning (communication) and game-based learning (strategy reinforcement). The focus is on

  8. Learning and Teaching Art: Through Social Media

    Science.gov (United States)

    Castro, Juan Carlos

    2012-01-01

    Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…

  9. Psychological factors of social anxiety in Russian adolescents

    Directory of Open Access Journals (Sweden)

    Tatiana S. Pavlova

    2017-06-01

    Full Text Available Background. Social anxiety is one of the most common and disturbing conditions of childhood and adolescence. It is defined as an excessive fear of embarrassment or humiliation in social performance situations. Recent studies have identified a number of psychological factors that could explain the maintenance of the condition. Objective. The objective of this study was to investigate psychological factors of social anxiety in adolescents with a multifactor psychosocial model. Design: The study population comprised 183 Russian-speaking adolescents from Moscow secondary schools, ranging in age from 12 to 16 years. Self-report measures were used to access social anxiety, symptoms of depression, gender role identification, perfectionism, hostility, family emotional communications, and social support. Results. The results indicate that social anxiety was positively correlated with symptoms of depression and suicidal thoughts. No quantitative differences in social anxiety between girls and boys were found, while masculinity and undifferentiated gender identification had a strong association with social anxiety. A positive correlation was found between “concern over mistakes” (fear of making a mistake and being negatively compared with peers and “overdoing” (spending too much time doing homework and too little or none communicating with peers, using the Child Perfectionism Questionnaire (CPQ subscales and Social Anxiety and Distress Scale (SADS total score. Positive correlations were found between social anxiety and suppression of emotions and outward well-being subscales, as well in as the Family Emotional Communication (FEC total score. It is not common to discuss emotions and feelings; it is difficult to share negative experiences; and it is important for the families of socially anxious adolescents to put up a good front. Analysis revealed significant negative correlations between the SADS total score (as well its subscales and the Social

  10. Notas para uma genealogia da Psicologia Social Notes for a genealogy of Social Psychology

    Directory of Open Access Journals (Sweden)

    Rosane Neves da Silva

    2004-08-01

    Full Text Available A partir de uma "desnaturalização" do conceito de social, pretende-se situar as condições de possibilidade para a invenção da psicologia social. Utilizando uma estratégia genealógica, nosso objetivo é mostrar que, no lugar da psicologia explicar o social, é o próprio social que deve explicar o surgimento da psicologia moderna. Para tanto, é preciso deixar de considerar o social como sinônimo da noção de sociabilidade e passar a considerá-lo como algo essencialmente construído a partir de determinadas práticas humanas. Tal problematização permite entender como se produzem, no final do século XIX, as primeiras aproximações da psicologia moderna em direção ao social a partir das questões relacionadas ao fenômeno das multidões.The "denaturalization" of the concept "social" allow us to situate the conditions to the invention of social psychology. Using the genealogy strategy, our goal is to show that it is not psychology that explains the "social" but it is the "social" itself that explains the emergence of modern psychology. In order to attain our goal it is necessary to abandon the use of social as a synonym of sociability and to consider the "social" as a product essentially constructed by determinate human practices. This strategy allows us to understand how, at the end of the XIX century, modern psychology's firsts theoretical approaches towards the "social" were produced from matters related to the phenomena of the masses.

  11. The Importance of Rural, Township, and Urban Life in the Interaction between Social and Emotional Learning and Social Behaviors

    Science.gov (United States)

    Totan, Tarik; Ozyesil, Zümra; Deniz, M. Engin; Kiyar, Fatma

    2014-01-01

    Whether an individual lives in a rural or urban setting may have direct impact on a wide variety of psychological patterns adopted by students. In this study, the effects of positive and negative social behaviors on the relationship between social and emotional learning needs and skills gaps of students who reside in both rural and urban areas…

  12. Psychology of Learning Spaces: Impact on Teaching and Learning

    Science.gov (United States)

    Granito, Vincent J.; Santana, Mary E.

    2016-01-01

    New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

  13. Learning to Eat: Behavioral and Psychological Aspects.

    Science.gov (United States)

    Birch, Leann L

    2016-01-01

    Because infants are totally dependent upon parents (or other caregivers) for care and sustenance, parents' feeding practices are a key feature of the family environments in which infants and young children learn about food and eating. Feeding practices include not only what the child is fed, but also the how, when, why and how much of feeding. Extensive evidence indicates that parenting behavior influences a variety of child outcomes, including cognitive and socioemotional development, as well as the development of self-regulatory skills. The focus of this chapter is on what is known about how parenting, particularly feeding practices, influences the early development of several aspects of children's eating behavior, including the acquisition of food preferences, self-regulatory skills, children's reactivity to food cues, satiety responsiveness and 'picky eating'. It is argued that traditional feeding practices, which evolved to protect children from environmental threats and ensure adequate intake in the context of food scarcity, can be maladaptive in current environments. An evidence base is needed to inform public policy to reduce early obesity risk in current environments, where too much palatable food is a major threat to child health. Results of recent research provides evidence that promoting responsive feeding practices can alter the development of eating behavior, sleep patterns and early self-regulatory skills, as well as reduce early obesity risk. © 2016 Nestec Ltd., Vevey/S. Karger AG, Basel.

  14. Evolution of individual versus social learning on social networks.

    Science.gov (United States)

    Tamura, Kohei; Kobayashi, Yutaka; Ihara, Yasuo

    2015-03-06

    A number of studies have investigated the roles played by individual and social learning in cultural phenomena and the relative advantages of the two learning strategies in variable environments. Because social learning involves the acquisition of behaviours from others, its utility depends on the availability of 'cultural models' exhibiting adaptive behaviours. This indicates that social networks play an essential role in the evolution of learning. However, possible effects of social structure on the evolution of learning have not been fully explored. Here, we develop a mathematical model to explore the evolutionary dynamics of learning strategies on social networks. We first derive the condition under which social learners (SLs) are selectively favoured over individual learners in a broad range of social network. We then obtain an analytical approximation of the long-term average frequency of SLs in homogeneous networks, from which we specify the condition, in terms of three relatedness measures, for social structure to facilitate the long-term evolution of social learning. Finally, we evaluate our approximation by Monte Carlo simulations in complete graphs, regular random graphs and scale-free networks. We formally show that whether social structure favours the evolution of social learning is determined by the relative magnitudes of two effects of social structure: localization in competition, by which competition between learning strategies is evaded, and localization in cultural transmission, which slows down the spread of adaptive traits. In addition, our estimates of the relatedness measures suggest that social structure disfavours the evolution of social learning when selection is weak. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

  15. Coping, family social support, and psychological symptoms among student veterans.

    Science.gov (United States)

    Romero, Daniel H; Riggs, Shelley A; Ruggero, Camilo

    2015-04-01

    With rising numbers of student veterans on today's college campuses, multicultural competence in college counseling centers increasingly includes an understanding of military culture and its relation to the psychological health and functioning of student veterans. Research on interpersonal and intrapersonal factors associated with college student veterans' mental health is scarce. The current study examines the contributions of coping style and family social support on symptoms of anxiety, depression, and posttraumatic stress in a student veteran sample. We also tested the moderating role of family social support in the relationship between coping style and psychological symptoms. Data from 136 student veterans were analyzed by using path analysis. Results revealed that avoidant coping and family social support significantly predicted depressive and anxiety symptoms. Avoidant coping also significantly predicted posttraumatic stress symptoms. In addition, findings indicated that family social support moderated the relationship between problem-focused coping and depression, as well as between avoidant coping and symptoms of anxiety and depression but not posttraumatic stress. Implications of results for college and university counselors are discussed. (c) 2015 APA, all rights reserved).

  16. Effect of Social Intolerance on Psychological Distress in Cardiac Patients

    International Nuclear Information System (INIS)

    Zonash, R.; Arouj, K.

    2017-01-01

    Background: The patients with diverse cardiac issues and physical illness experience different levels of social intolerance, depression, anxiety and stress. Objectives: To explore the relationship between social intolerance and psychological distress among cardiac patients and investigate the effect of different type of cardiac illness, its duration and physical symptoms on social intolerance and psychological distress. Study design, settings and duration: Cross-sectional study, conducted at Benazir Bhutto Hospital (BBH), Rawalpindi Institute of Cardiology (RIC), Hearts International Hospital (HIH) and Pakistan Institute of Medical Sciences (PIMS) from September-December, 2014. Patients and Methods: The sample size of 180 adult cardiac patients was collected. These patients were selected from the cardiac units of 4 hospitals of Rawalpindi using purposive sampling. Social intolerance was assessed using Frustration Discomfort Scale (FDS), distress was assessed using depression anxiety and stress scale (DASS) Results: Out of 180 patients, 53.3 percent were males and 46.7 percent females. Their ages ranged from 20 to 60 years. Results revealed significant discomfort intolerance, (p < 0.01) entitlement (p < 0.05) and emotional intolerance (p < 0.01) in these patients. There was 45 percent variance in depression, while discomfort intolerance (p < 0.01) and achievement frustration (p< 0.01) showed 35 percent variance in anxiety. Conclusion: Cardiac patients suffer from major emotional distress.(author)

  17. Willingness to Share Knowledge Compared with Selected Social Psychology Theories

    Directory of Open Access Journals (Sweden)

    Ewa Krok

    2013-03-01

    Full Text Available Knowledge is one of the key determinants in the growth and competitiveness of modern enterprises. Hence, it is essential to analyse the factors that induce employees to exchange knowledge. The problem of sharing an intangible asset — in this case, the knowledge of individuals — can be viewed from many perspectives: psychological, economic, organisational, sociological and technological. The aim of this article is to explore selected social psychology theories and to analyse the incentives for people to share knowledge. The article attempts to interpret the willingness to share knowledge through the Social Exchange Theory, the Social Impact Theory, the Theory of Reasoned Action and the Theory of Planned Behaviour. This analysis leads to the following conclusions: •we share our knowledge and expect a return; •we share our knowledge when we believe that the benefits of this action outweigh the costs; •we are pushed to share knowledge by the power of empathy; •workers’ willingness to share knowledge is influenced by three social processes: subordination, identification and internalisation; •the decision to share knowledge is preceded by an intention formed under the influence of an individual attitude towards that behaviour, subjective norms and perceived behavioural control; and •the decision to share knowledge is also influenced by additional components, including the knowledge and skills to implement this behaviour, environmental limitations, behavioural emphasis and habits.

  18. Physicians under the influence: social psychology and industry marketing strategies.

    Science.gov (United States)

    Sah, Sunita; Fugh-Berman, Adriane

    2013-01-01

    Pharmaceutical and medical device companies apply social psychology to influence physicians' prescribing behavior and decision making. Physicians fail to recognize their vulnerability to commercial influences due to self-serving bias, rationalization, and cognitive dissonance. Professionalism offers little protection; even the most conscious and genuine commitment to ethical behavior cannot eliminate unintentional, subconscious bias. Six principles of influence - reciprocation, commitment, social proof, liking, authority, and scarcity - are key to the industry's routine marketing strategies, which rely on the illusion that the industry is a generous avuncular partner to physicians. In order to resist industry influence, physicians must accept that they are vulnerable to subconscious bias and have both the motivation and means to resist industry influence. A culture in which accepting industry gifts engenders shame rather than gratitude will reduce conflicts of interest. If greater academic prestige accrues to distant rather than close relationships with industry, then a new social norm may emerge that promotes patient care and scientific integrity. In addition to educating faculty and students about the social psychology underlying sophisticated but potentially manipulative marketing and about how to resist it, academic medical institutions should develop strong organizational policies to counteract the medical profession's improper dependence on industry. © 2013 American Society of Law, Medicine & Ethics, Inc.

  19. Social and psychologic factors related to falls among the elderly.

    Science.gov (United States)

    Mossey, J M

    1985-08-01

    Studies on falls are reviewed. Little information exists on which social or psychologic factors predispose an older person to fall or to sustain a fall-related injury. Risk of falling appears to be greater among females, the cognitively impaired, and those who use hypnotics, tranquilizers, and diuretics. The potential significance of depression and senile dementia of the Alzheimer's type on the risk of falling is explored. It is suggested that because of the associated impaired judgment, distraction, and psychomotor retardation, the presence of either clinical condition may increase an individual's risk of falling. In the final section of the article, directions for future research are discussed. Development of a systematic research program is suggested including epidemiologic studies of all falls and of medically treated falls. Such studies should be multidisciplinary and include assessment of social and psychologic factors as well as physical and functional health status, ambulatory function, perceptual acuity, and the circumstances surrounding the fall. The psychologic consequences of falling, particularly in the absence of a serious fall-related injury, is identified as an important research area.

  20. The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2011-01-01

    Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

  1. Social Psychological Conditions of Psychological Well-Being in Individuals Who Have Experienced Critical Events

    Directory of Open Access Journals (Sweden)

    Pergamenshchik L.A.

    2015-12-01

    Full Text Available The paper addresses the issue of maintaining psychological well-being in individuals who have experienced critical events. The research presented in this paper was carried out within the paradigm of salutogenesis, according to which the most crucial factors in preserving one’s mental and physical health are the realization of the inner potential, cognitive and physical activity, orientation towards healthy life goals, and self-actualization, and not only the absence of illness and disabilities. The authors describe a procedure of methodological triangulation of quantitative and qualitative data that enabled them to outline the social psychological conditions necessary for the positive functioning of individuals who have experienced critical events.

  2. Between Bandura and Giddens: Structuration Theory in Social Psychological Research?

    Directory of Open Access Journals (Sweden)

    Seth Oppong

    2014-10-01

    Full Text Available In any social analysis, one can attribute observed behavioural outcomes to actions and inactions of people (agents or to the presence or absence of certain structures or systems. The dualism of agent and structure is resolved through the concept of duality as proposed by Anthony Giddens in his structuration theory (ST. Though ST has been applied in other disciplines, it is either less known or applied in psychology. This paper sought to examine ST as a framework for understanding the interdependent relationship between structure and agents in the light of offering explanatory framework in social science research or policy formulation. It concluded with an integrated model comprising elements of both Bandura’s social-cognitive theory and Giddens’ ST.

  3. The behavioural immune system and the psychology of human sociality.

    Science.gov (United States)

    Schaller, Mark

    2011-12-12

    Because immunological defence against pathogens is costly and merely reactive, human anti-pathogen defence is also characterized by proactive behavioural mechanisms that inhibit contact with pathogens in the first place. This behavioural immune system comprises psychological processes that infer infection risk from perceptual cues, and that respond to these perceptual cues through the activation of aversive emotions, cognitions and behavioural impulses. These processes are engaged flexibly, producing context-contingent variation in the nature and magnitude of aversive responses. These processes have important implications for human social cognition and social behaviour-including implications for social gregariousness, person perception, intergroup prejudice, mate preferences, sexual behaviour and conformity. Empirical evidence bearing on these many implications is reviewed and discussed. This review also identifies important directions for future research on the human behavioural immune system--including the need for enquiry into underlying mechanisms, additional behavioural consequences and implications for human health and well-being.

  4. Iterative perceptual learning for social behavior synthesis

    NARCIS (Netherlands)

    de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.

    We introduce Iterative Perceptual Learning (IPL), a novel approach to learn computational models for social behavior synthesis from corpora of human–human interactions. IPL combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of synthesized

  5. Iterative Perceptual Learning for Social Behavior Synthesis

    NARCIS (Netherlands)

    de Kok, I.A.; Poppe, Ronald Walter; Heylen, Dirk K.J.

    We introduce Iterative Perceptual Learning (IPL), a novel approach for learning computational models for social behavior synthesis from corpora of human-human interactions. The IPL approach combines perceptual evaluation with iterative model refinement. Human observers rate the appropriateness of

  6. The Evaluation of Significant Figures in the History of Social Psychology: A Class Exercise in the Teaching of Introductory Social Psychology

    Science.gov (United States)

    Innes, John Michael; Chambers, Timothy Peter

    2017-01-01

    In teaching social psychology, the process of identifying a particular theorist can lead to an enhanced understanding of the theories associated with that individual. Employing this process into a summative assessment, this article outlines an exercise that facilitated the teaching of introductory social psychology to 147 undergraduate students.…

  7. Negative symptoms and social cognition: identifying targets for psychological interventions.

    Science.gov (United States)

    Lincoln, Tania M; Mehl, Stephanie; Kesting, Marie-Luise; Rief, Winfried

    2011-09-01

    How to improve treatment for negative symptoms is a continuing topic of debate. Suggestions have been made to advance psychological understanding of negative symptoms by focusing on the social cognitive processes involved in symptom formation and maintenance. Following the recommendations by the National Institute of Mental Health workshop on social cognition in schizophrenia, this study investigated associations between negative symptoms and various aspects of social cognition including Theory of Mind (ToM), attribution, empathy, self-esteem, and interpersonal self-concepts in 75 patients with schizophrenia spectrum disorders and 75 healthy controls. Negative symptoms were significantly associated with difficulties in ToM, less readiness to be empathic, lower self-esteem, less self-serving bias, negative self-concepts related to interpersonal abilities, and dysfunctional acceptance beliefs. Different aspects of social cognition were mildly to moderately correlated and interacted in their impact on negative symptoms: Difficulties in ToM were associated with negative symptoms in persons with low but not in persons with medium or high levels of self-esteem. Taken together, the social cognition variables and their hypothesized interaction explained 39% of the variance in negative symptoms after controlling for neurocognition and depression. The results highlight the relevance of self-concepts related to social abilities, dysfunctional beliefs, and global self-worth alone and in interaction with ToM deficits for negative symptoms and thereby provide a helpful basis for advancing psychosocial interventions.

  8. Promoting a culture of innovation: BJSP and the emergence of new paradigms in social psychology.

    Science.gov (United States)

    Reicher, Stephen

    2011-09-01

    In this paper, I start by describing the role played by British Journal of Social Psychology (BJSP) in nurturing two important new paradigms in social psychology - the social identity approach and discourse psychology. I then consider the forces in contemporary academia, in general, and psychology, in particular, that militate against innovation. I conclude by suggesting some ways in which individual social psychologists and our journals, particularly BJSP, can contribute to the development of an innovative and intellectually dynamic discipline. ©2011 The British Psychological Society.

  9. Medication adherence as a learning process: insights from cognitive psychology.

    Science.gov (United States)

    Rottman, Benjamin Margolin; Marcum, Zachary A; Thorpe, Carolyn T; Gellad, Walid F

    2017-03-01

    Non-adherence to medications is one of the largest contributors to sub-optimal health outcomes. Many theories of adherence include a 'value-expectancy' component in which a patient decides to take a medication partly based on expectations about whether it is effective, necessary, and tolerable. We propose reconceptualising this common theme as a kind of 'causal learning' - the patient learns whether a medication is effective, necessary, and tolerable, from experience with the medication. We apply cognitive psychology theories of how people learn cause-effect relations to elaborate this causal-learning challenge. First, expectations and impressions about a medication and beliefs about how a medication works, such as delay of onset, can shape a patient's perceived experience with the medication. Second, beliefs about medications propagate both 'top-down' and 'bottom-up', from experiences with specific medications to general beliefs about medications and vice versa. Third, non-adherence can interfere with learning about a medication, because beliefs, adherence, and experience with a medication are connected in a cyclic learning problem. We propose that by conceptualising non-adherence as a causal-learning process, clinicians can more effectively address a patient's misconceptions and biases, helping the patient develop more accurate impressions of the medication.

  10. An evaluation of the impact of the European Association of Social Psychology: A response to Schruijer (2012)

    Czech Academy of Sciences Publication Activity Database

    Hewstone, M.; Liebkind, K.; Lewicka, M.; Laszlo, J.; Voci, A.; Contarello, A.; Gomez, A.; Hantzi, A.; Bilewicz, M.; Guinote, A.; Graf, Sylvie; Petkova, K.

    2012-01-01

    Roč. 25, č. 3 (2012), s. 117-126 ISSN 0952-6951 Institutional support: RVO:68081740 Keywords : social psychology * science * European Association of Social Psychology Subject RIV: AN - Psychology Impact factor: 0.442, year: 2012

  11. Social Outcomes in Childhood Brain Disorder: A Heuristic Integration of Social Neuroscience and Developmental Psychology

    Science.gov (United States)

    Yeates, Keith Owen; Bigler, Erin D.; Dennis, Maureen; Gerhardt, Cynthia A.; Rubin, Kenneth H.; Stancin, Terry; Taylor, H. Gerry; Vannatta, Kathryn

    2010-01-01

    The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer interactions and relationships, social problem solving and communication, social-affective and cognitive-executive processes, and their neural substrates. The model is illustrated by research on a specific form of childhood brain disorder, traumatic brain injury. The heuristic model may promote research regarding the neural and cognitive-affective substrates of children’s social development. It also may engender more precise methods of measuring impairments and disabilities in children with brain disorder and suggest ways to promote their social adaptation. PMID:17469991

  12. Interdisciplinary Connections and Academic Performance in Psychology-English Learning Communities

    Science.gov (United States)

    Grose-Fifer, Jillian; Helmer, Kimberly A.; Zottoli, Tina M.

    2014-01-01

    We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings…

  13. Mapping out the subject of Brazilian social psychology in the production of the national association of research and post-graduate studies in psychology

    Directory of Open Access Journals (Sweden)

    Marcos Adegas de Azambuja

    2013-01-01

    Full Text Available This paper problematizes the Brazilian Social Psychology and its knowledge production on the registers of the Work Group (WG of symposiums of the National Association of Research and Post-Graduation in Psychology (ANPEPP, during 1988 to 2010. Using Michel Foucault's archeo-genealogical perspective and the contributions by Ian Hacking about the historical ontology of subjects, we analyzed technologies of power and knowledge in the disciplines of Social Psychology. We selected the WG abstracts in which circulate the utterances that make up the discursive field of Brazilian Social Psychology. Using the narrative of WGs we outlined a discursive formation of identities/technologies of the subject. The knowledges of Social Psychology in the history of the ANPEPP's WGs contribute to the constitution of categories and psychological classifications which objectivize subjects. We think Social Psychology, in its criticisms related to psychological and social concepts comprises practices and regimes of truth about the subject of Social Psychology.

  14. African Journal for the Psychological Study of Social Issues - Vol 4 ...

    African Journals Online (AJOL)

    African Journal for the Psychological Study of Social Issues. ... History, culture, social structure and entrepreneurship in the political ... Psychol-social factors in rural health information dissemination · EMAIL FULL TEXT EMAIL FULL TEXT

  15. Group processes in medical education: learning from social identity theory.

    Science.gov (United States)

    Burford, Bryan

    2012-02-01

    The clinical workplace in which doctors learn involves many social groups, including representatives of different professions, clinical specialties and workplace teams. This paper suggests that medical education research does not currently take full account of the effects of group membership, and describes a theoretical approach from social psychology, the social identity approach, which allows those effects to be explored. The social identity approach has a long history in social psychology and provides an integrated account of group processes, from the adoption of group identity through a process of self-categorisation, to the biases and conflicts between groups. This paper outlines key elements of this theoretical approach and illustrates their relevance to medical education. The relevance of the social identity approach is illustrated with reference to a number of areas of medical education. The paper shows how research questions in medical education may be usefully reframed in terms of social identity in ways that allow a deeper exploration of the psychological processes involved. Professional identity and professionalism may be viewed in terms of self-categorisation rather than simply attainment; the salience of different identities may be considered as influences on teamwork and interprofessional learning, and issues in communication and assessment may be considered in terms of intergroup biases. Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies. This power to question assumptions and develop deeper and more meaningful research questions may be increasingly relevant as the nature and role of the medical profession change

  16. Individual psychological and social risk factors for violent criminal behavior in adolescents with organic mental disorder

    Directory of Open Access Journals (Sweden)

    Zubkova A.A.

    2016-10-01

    Full Text Available The article describes the risk factors for criminal aggression in adolescents with an organic mental disorder depending on the level of social deviations or severity of pathopsychological factor. The study involved 113 male adolescents aged 15 to 17 years. The main group consisted of juvenile offenders with organic mental disorder. We used the methods of investigation to determine the individual psychological characteristics, we also used structured risk assessment methods. It is shown that risk factors for criminal aggressive behavior in adolescents with organic mental disorder are a high level of proactive and reactive aggression, combined with underdeveloped mechanisms deter aggressive intentions. With the increase of organic disease, these features become more stable. An important role in shaping the aggressive criminal behavior plays an unsuccessful social environment. Interfamily problems, social deprivation, learning difficulties, communication in antisocial groups and substance abuse - all this increases the risk of aggressive illegal actions.

  17. Facilitation of social learning in teacher education: the ‘Dimensions of Social Learning Framework’

    NARCIS (Netherlands)

    de Laat, M.M.; Vrieling, E.; van den Beemt, A.A.J.; McDonald, J.; Cater-Steel, A.

    2017-01-01

    To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL)

  18. Estrogenic involvement in social learning, social recognition and pathogen avoidance.

    Science.gov (United States)

    Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin

    2012-04-01

    Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.

  19. Lay perspectives on the social and psychological functions of heroes.

    Science.gov (United States)

    Kinsella, Elaine L; Ritchie, Timothy D; Igou, Eric R

    2015-01-01

    Declaring and thinking about heroes are common human preoccupations but surprisingly aspects of heroism that reinforce these behaviors are not well-understood. In four thematically consistent studies, we attempt to identify lay perspectives about the psychological functions served by heroes. In Study 1, participants (n = 189) freely generated open-ended descriptions of hero functions, which were then sorted by independent coders into 14 categories (e.g., instill hope, guide others). In Study 2, in an attempt to identify the most important functions associated with heroes, participants (n = 249) rated how each function corresponded with their personal views about heroes. Results from a confirmatory factor analysis suggested that a three-factor model of hero functions fit the data well: participants thought that heroes enhanced the lives of others, promoted morals, and protected individuals from threats. In Study 3 (n = 242), participants rated heroes as more likely to fulfill a protecting function than either leaders or role models. In Studies 4A (n = 38) and 4B (n = 102), participants indicated that thinking about a hero (relative to a leader or an acquaintance) during psychological threat fulfilled personal enhancement, moral modeling, and protection needs. In all, these findings provide an empirical basis to spur additional research about the social and psychological functions that heroes offer.

  20. Lay perspectives on the social and psychological functions of heroes

    Directory of Open Access Journals (Sweden)

    Elaine Louise Kinsella

    2015-02-01

    Full Text Available Declaring and thinking about heroes are common human preoccupations but surprisingly aspects of heroism that reinforce these behaviors are not well understood. In four thematically consistent studies, we attempt to identify lay perspectives about the psychological functions served by heroes. In Study 1, participants (N = 189 freely generated open-ended descriptions of hero functions, which were then sorted by independent coders into 14 categories (e.g., instill hope, guide others. In Study 2, in an attempt to identify the most important functions associated with heroes, participants (N = 249 rated how each function corresponded with their personal views about heroes. Results from a confirmatory factor analysis suggested that a three-factor model of hero functions fit the data well: participants thought that heroes enhanced the lives of others, promoted morals, and protected individuals from threats. In Study 3 (N = 242, participants rated heroes as more likely to fulfill a protecting function than either leaders or role models. In Studies 4a (N = 38 and 4b (N = 102, participants indicated that thinking about a hero (relative to a leader or an acquaintance during psychological threat fulfilled personal enhancement, moral modelling, and protection needs. In all, these findings provide an empirical basis to spur additional research about the social and psychological functions that heroes offer.

  1. Public Participation and Institutional Fit: A Social-Psychological Perspective

    Directory of Open Access Journals (Sweden)

    Daniel A. DeCaro

    2013-12-01

    Full Text Available Public participation plays a role in the development and long-term maintenance of environmental institutions that are well-matched to local social-ecological conditions. However, the means by which public participation impacts such institutional fit remains unclear. We argue that one major reason for this lack of clarity is that analysts have not clearly outlined how humankind's sense of agency, or self-determination, influences institutional outcomes. Moreover, the concept of institutional fit is ambiguous as to what constitutes a good fit and how such fit could be diagnosed or improved. This is especially true for "social fit," or how well institutions match human expectations and local behavioral patterns. We develop an interdisciplinary framework based on principles of human agency and institutional analysis from social psychology to address these problems. Using the concept of "institutional acceptance" as an indicator of social fit, we show how analysts can define, diagnose, and improve social fit of participatory programs. We also show how such fit emerges and is sustained over time. This interdisciplinary perspective on fit and participation has important implications for participatory approaches to environmental management and the scientific study of institutional evolution.

  2. Restarting TMI unit one: social and psychological impacts

    International Nuclear Information System (INIS)

    Sorensen, J.; Soderstrom, J.; Bolin, R.; Copenhaver, E.; Carnes, S.

    1983-12-01

    A technical background is provided for preparing an environmental assessment of the social and psychological impacts of restarting the undamaged reactor at Three Mile Island (TMI). Its purpose is to define the factors that may cause impacts, to define what those impacts might be, and to make a preliminary assessment of how impacts could be mitigated. It does not attempt to predict or project the magnitude of impacts. Four major research activities were undertaken: a literature review, focus-group discussions, community profiling, and community surveys. As much as possible, impacts of the accident at Unit 2 were differentiated from the possible impacts of restarting Unit 1. It is concluded that restart will generate social conflict in the TMI vicinity which could lead to adverse effects. Furthermore, between 30 and 50 percent of the population possess characteristics which are associated with vulnerability to experiencing negative impacts. Adverse effects, however, can be reduced with a community-based mitigation strategy

  3. Time-use, personality psychology, and social suffering

    DEFF Research Database (Denmark)

    Jensen, Lasse Meinert

    . In this paper, I will discuss how studies of persons’ time-use and their experience of everyday life can illuminate contemporary social problems. The study of what people “actually do” in their everyday lives mirrors the theoretical debate in current Personality Psychology about the importance of “behavior......” for understanding personality – and problems in the latter debate can thus shed light on how to understand the former. I will draw on empirical material from my PhD-project, where I’ve carried out a survey study, combining time-use and diary methods. The empirical material contains information about not only......-related) responsibilities. Much social pathology is related to or manifests itself as time-use problems. And in addition, the understanding of such problems is often confined to the private sphere of the individual’s life – often without considering the societal structures within which the individual lives her life...

  4. Restarting TMI unit one: social and psychological impacts

    Energy Technology Data Exchange (ETDEWEB)

    Sorensen, J.; Soderstrom, J.; Bolin, R.; Copenhaver, E.; Carnes, S.

    1983-12-01

    A technical background is provided for preparing an environmental assessment of the social and psychological impacts of restarting the undamaged reactor at Three Mile Island (TMI). Its purpose is to define the factors that may cause impacts, to define what those impacts might be, and to make a preliminary assessment of how impacts could be mitigated. It does not attempt to predict or project the magnitude of impacts. Four major research activities were undertaken: a literature review, focus-group discussions, community profiling, and community surveys. As much as possible, impacts of the accident at Unit 2 were differentiated from the possible impacts of restarting Unit 1. It is concluded that restart will generate social conflict in the TMI vicinity which could lead to adverse effects. Furthermore, between 30 and 50 percent of the population possess characteristics which are associated with vulnerability to experiencing negative impacts. Adverse effects, however, can be reduced with a community-based mitigation strategy.

  5. Raising Expectations or Constructing Victims? Problems with promoting social inclusion through lifelong learning

    OpenAIRE

    Williams, Joanna

    2011-01-01

    Whilst in government, New Labour defined social exclusion as a state of ‘disadvantage’ resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review explores how such a psychological approach to post-compulsory education impacts upon the more traditional educational and vocational goals of the sector. A criti...

  6. Psychological distress of older Chinese: exploring the roles of activities, social support, and subjective social status.

    Science.gov (United States)

    Zhang, Wei; Chen, Min

    2014-03-01

    The goal of this research is to examine if the long neglected correlates such as social and leisure activities, social support, and subjective social status contribute to variations in psychological distress among older Chinese. Using data collected in one of the most developed areas in China-Suzhou city, Jiangsu province, the authors find that engaging in various exercises, living with both spouse and adult children, perceived availability of social support from others as well as believing in the importance of caring for other family members are particularly beneficial for mental health whereas the perception of relative deprivation and low life quality is detrimental to mental health for older Chinese. This work is among the first studies that comprehensively examined various important correlates of psychological distress and indicate the unique patterns of distress among the elderly in the most developed area in the contemporary China.

  7. Development of Social Learning in Infants and Young Children

    OpenAIRE

    Eydam, Angelique

    2017-01-01

    Social learning is one important way that children learn about the world. This thesis presents and discusses several current social learning theories, exploring how they explain different facets of social learning. In particular, I examined the naïve theory of rational action, the theory of natural pedagogy, the ideomotor approach to social and imitative learning, and the normative account of social learning. Each theory is reviewed on how it explains four facets of social learning: imitation...

  8. Simulating market dynamics: interactions between consumer psychology and social networks.

    Science.gov (United States)

    Janssen, Marco A; Jager, Wander

    2003-01-01

    Markets can show different types of dynamics, from quiet markets dominated by one or a few products, to markets with continual penetration of new and reintroduced products. In a previous article we explored the dynamics of markets from a psychological perspective using a multi-agent simulation model. The main results indicated that the behavioral rules dominating the artificial consumer's decision making determine the resulting market dynamics, such as fashions, lock-in, and unstable renewal. Results also show the importance of psychological variables like social networks, preferences, and the need for identity to explain the dynamics of markets. In this article we extend this work in two directions. First, we will focus on a more systematic investigation of the effects of different network structures. The previous article was based on Watts and Strogatz's approach, which describes the small-world and clustering characteristics in networks. More recent research demonstrated that many large networks display a scale-free power-law distribution for node connectivity. In terms of market dynamics this may imply that a small proportion of consumers may have an exceptional influence on the consumptive behavior of others (hubs, or early adapters). We show that market dynamics is a self-organized property depending on the interaction between the agents' decision-making process (heuristics), the product characteristics (degree of satisfaction of unit of consumption, visibility), and the structure of interactions between agents (size of network and hubs in a social network).

  9. Dynamics of social-psychological consequences 10 years after Chernobyl

    International Nuclear Information System (INIS)

    Rumyantseva, G.M.; Levina, T.M.; Archangelskaya, H.V.; Zykova, I.A.

    1996-01-01

    The study has been carried out according to the long-term JSP2 in comparison with the results of data acquired by the authors in previous years in other programs in 1988-95 for more then 5 thousand people. In working out the strategy of post-catastrophe situation it is necessary to have a joint effort of the population and authority. The studies have showed that cooperation has not been achieved in this case. Hence, the effect of protective measures have been seriously decreased. Countermeasures taken after the catastrophe have had not only a positive, but in some cases a negative impact. The results of many previous studies as will as JSP2 program have shown serious social and psychological consequences of Chernobyl Accident. There is a constant year-to-year comprehension among population anxiety concerning their health. The main result of the study is that social and psychological consequences of the Chernobyl Accident include nonradiological risks as seriously as the radiation risk.23

  10. Can Ausubel's Theory of Meaningful Learning Become an Alternative to Piagetian Psychology?

    Science.gov (United States)

    Albert, Edna

    1979-01-01

    Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

  11. Limitless Learning: Assessing Social Media Use for Global Workplace Learning

    Science.gov (United States)

    Breunig, Karl Joachim

    2016-01-01

    Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

  12. Social investment in the globalising learning economy

    DEFF Research Database (Denmark)

    Lundvall, Bengt-Åke; Lorenz, Edward

    2011-01-01

    This paper demonstrates the importance of social investment and egalitarian distribution policy for reproducing the basis of a learning economy.......This paper demonstrates the importance of social investment and egalitarian distribution policy for reproducing the basis of a learning economy....

  13. The social practice of psychology and the social sciences in a liberal ...

    African Journals Online (AJOL)

    This paper explores the relevance of psychology and the social and human sciences in a changing South Africa. The new South Africa embraces a liberal democratic approach to government. The Reconstruction and Development Programme (RDP) is a policy document that articulates the goals of this liberal democratic ...

  14. Risk perception and control, an integration of the psychometric research paradigm and social psychology

    International Nuclear Information System (INIS)

    Haugen, K.

    1998-01-01

    Full text of publication follows: this paper argues that perceptual control is an essential component in human risk evaluation. Control is seen as an integrative concept between the psychometric research paradigm and various psychological theories. The psychometric approach to the study of risk has mainly dealt with the intuitive judgements people do when they are asked to evaluate risky activities and technologies. It shows that people judge risk in relation to the possible consequences and probabilities related to an outcome; the former more typical for the public and the latter more often used by experts. The psychometric research tradition has concentrated on doing human risk evaluations quantifiable and the reactions predictable. This paper also relates to possible practical implications of this strategy, namely that humans react heterogeneously to different kinds of threats due to perceived control. Theoretical ability to explain and elaborate perceptions of risk, as well as individual reactions, were the main criteria for the literature selection, which includes work on e.g. attribution theory, locus of control, and learned helplessness. Thus, the paper addresses available psychological views for a contribution to a developed theoretical framework for human risk evaluation. It seeks to compare and integrate the psychometric research tradition within social psychological theories. The way in which people find their informational basis for their risk judgements, either from others or from their own perceptions is also discussed. Furthermore, the theories are related to the social and psychological reactions of the Chernobyl accident. The paper concludes that psychological theories can contribute to a more comprehensive framework for the understanding of human risk evaluation, leading to a more coherent and integrative knowledge. (author)

  15. Social Media and Social Networking Applications for Teaching and Learning

    Science.gov (United States)

    Yeo, Michelle Mei Ling

    2014-01-01

    This paper aims to better understand the experiences of the youth and the educators with the tapping of social media like YouTube videos and the social networking application of Facebook for teaching and learning. This paper is interested in appropriating the benefits of leveraging of social media and networking applications like YouTube and…

  16. Psychological, social and welfare interventions for psychological health and well-being of torture survivors.

    Science.gov (United States)

    Patel, Nimisha; Kellezi, Blerina; Williams, Amanda C de C

    2014-11-11

    Torture is widespread, with potentially broad and long-lasting impact across physical, psychological, social and other areas of life. Its complex and diverse effects interact with ethnicity, gender, and refugee experience. Health and welfare agencies offer varied rehabilitation services, from conventional mental health treatment to eclectic or needs-based interventions. This review is needed because relatively little outcome research has been done in this field, and no previous systematic review has been conducted. Resources are scarce, and the challenges of providing services can be considerable. To assess beneficial and adverse effects of psychological, social and welfare interventions for torture survivors, and to compare these effects with those reported by active and inactive controls. Randomised controlled trials (RCTs) were identified through a search of PsycINFO, MEDLINE, EMBASE, Web of Science, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Cochrane Central Register of Controlled Trials (CENTRAL) and the Cochrane Depression, Anxiety and Neurosis Specialised Register (CCDANCTR), the Latin American and Caribbean Health Science Information Database (LILACS), the Open System for Information on Grey Literature in Europe (OpenSIGLE), the World Health Organization International Clinical Trials Registry Platform (WHO ICTRP) and Published International Literature On Traumatic Stress (PILOTS) all years to 11 April 2013; searches of Cochrane resources, international trial registries and the main biomedical databases were updated on 20 June 2014. We also searched the Online Library of Dignity (Danish Institute against Torture), reference lists of reviews and included studies and the most frequently cited journals, up to April 2013 but not repeated for 2014. Investigators were contacted to provide updates or details as necessary. Full publications of RCTs or quasi-RCTs of psychological, social or welfare interventions for survivors of

  17. Applying the Team Identification-Social Psychological Health Model to Older Sport Fans

    Science.gov (United States)

    Wann, Daniel L.; Rogers, Kelly; Dooley, Keith; Foley, Mary

    2011-01-01

    According to the Team Identification-Social Psychological Health Model (Wann, 2006b), team identification and social psychological health should be positively correlated because identification leads to important social connections which, in turn, facilitate well-being. Although past research substantiates the hypothesized positive relationship…

  18. Developing Autonomous Learning in First Year University Students Using Perspectives from Positive Psychology

    Science.gov (United States)

    Macaskill, Ann; Denovan, Andrew

    2013-01-01

    Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first-year university students to facilitate autonomous learning. Psychological character…

  19. The Effects of Integrating Social Learning Environment with Online Learning

    Science.gov (United States)

    Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

    2017-01-01

    The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

  20. Company learning about corporate social responsibility

    NARCIS (Netherlands)

    Cramer, J.M.

    2005-01-01

    This article analyses the learning experiences gained by 19 Dutch companies when implementing the concept of corporate social responsibility in their own business practices. It is concluded that learning processes took place at individual level and, in certain cases, at group level. Learning at

  1. Social Contact in Virtual Learning Environments

    DEFF Research Database (Denmark)

    Heilesen, Simon

    2013-01-01

    A common question is whether technology will replace social contact. In this article it is argued that it will not, provided that we learn to use the characteristics of new media constructively in designing for learning. The term “social”, in this context is taken to mean “purposeful communication......” and not “recreational socializing” (even if socializing may indeed facilitate learning)...

  2. PSYCHOLOGICAL AMORTIZATION FACTORS FOR MEDIA IMPACT IN DEVELOPMENT OF CHILDREN FROM DIFFERENT SOCIAL GROUPS

    Directory of Open Access Journals (Sweden)

    Olga I. Makhovskaya

    2016-01-01

    Full Text Available The aim of this publication is to analyze the domestic and foreign psychological researches on influence of TV-programs on social, cognitive and emotional development of children. Methods. Methods involve a comparative historical and psychological analysis of papers, manuscripts and archival records of television companies. Results. The present study demonstrates that educational television, subsequently on-line resources for children, affect operative cognitive functions, increase cognitive motivation, and contribute to the formation of other important cognitive and social skills. However, the impact on children on-screen resources depends on the status and education level of the family. Scientific novelty. Much attention is given to the fact that it is the first attempt to provide historical and psychological analysis of world-wide studies of the effects of children’s television, from the main countries-producers of TV and video programs for children of different age – Russia, USA, Germany, France, Israel, etc. Criteria and matrix for comparison of heterogeneous researches, the domestic theory of child development, cultural-historical approach, the theory of stage formation of mental actions, activity theory had been chosen. Practical significance of the research is that these criteria can be used to assess any of the videos, their educational potential. Psychologists involved in the process of television production, this article will help to simulate the learning process taking into account the age of the children and their socio-cultural origin. 

  3. A Social Practice Theory of Learning and Becoming across Contexts and Time

    Science.gov (United States)

    Penuel, William R.; DiGiacomo, Daniela K.; Van Horne, Katie; Kirshner, Ben

    2016-01-01

    This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal…

  4. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    Science.gov (United States)

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  5. Academic and social integration and study progress in problem based learning

    NARCIS (Netherlands)

    S.E. Severiens (Sabine); H.G. Schmidt (Henk)

    2009-01-01

    textabstractThe present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a

  6. Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning

    Science.gov (United States)

    Williams, Joanna

    2011-01-01

    Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review…

  7. Developmental Changes in Learning: Computational Mechanisms and Social Influences

    Directory of Open Access Journals (Sweden)

    Florian Bolenz

    2017-11-01

    Full Text Available Our ability to learn from the outcomes of our actions and to adapt our decisions accordingly changes over the course of the human lifespan. In recent years, there has been an increasing interest in using computational models to understand developmental changes in learning and decision-making. Moreover, extensions of these models are currently applied to study socio-emotional influences on learning in different age groups, a topic that is of great relevance for applications in education and health psychology. In this article, we aim to provide an introduction to basic ideas underlying computational models of reinforcement learning and focus on parameters and model variants that might be of interest to developmental scientists. We then highlight recent attempts to use reinforcement learning models to study the influence of social information on learning across development. The aim of this review is to illustrate how computational models can be applied in developmental science, what they can add to our understanding of developmental mechanisms and how they can be used to bridge the gap between psychological and neurobiological theories of development.

  8. Teaching Sport Psychology to the XBox Generation: Further evidence for game-based learning

    OpenAIRE

    Manley, A; Whitaker, L; Patterson, L

    2012-01-01

    Objective: To extend recent research examining the impact of game-based activities on the learning experience of undergraduate psychology students. Design: A counterbalanced repeated measures design was employed to evaluate students’ learning experiences following their involvement in active game-based learning activities. Method: Students on a Level 5 sport psychology module (N=134) were asked to participate in four practical classes demonstrating the impact of psychological factors (e.g. an...

  9. Marañón and historical social psychology: some theoretical questions.

    Directory of Open Access Journals (Sweden)

    Almagro González, Andrés

    2008-11-01

    Full Text Available If one takes a multidisciplinary, integrative perspective on historical social psychology, one sees that it is a vital thread not only in the theoretical weave of social psychology as such, but in any social science which studies the social being. The multidisciplinary character of historical social psychology is friendly to authors and ideas from other domains of knowledge. Marañón's insights suggest interesting ways of answering the main questions that arise in historical social psychology. The application of his method, as I shall try to show, can orient to us towards a social psychology concerned not only with the here and now of its object of study, but also with the way in which it has evolved through history.

  10. Ideology and community social psychology: theoretical considerations and practical implications.

    Science.gov (United States)

    Montenegro, Marisela

    2002-08-01

    This paper addresses the importance of the concept of ideology in community work. The implications of a Marxist approach to ideology in community practice are analyzed in terms of the concepts of problematization (P. Freire, 1979) and consciousness-raising (J. Barreiro, 1976), illustrating the point with some examples. The traditional Marxist perspective is also examined in relation to the perspectives of social constructionism (I. Ibáñez, 1996), cultural studies (A. McRobbie, 1992), post-Marxism (E. Laclau & C. Mouffe, 1985), and feminism (D. Haraway, 1991). It is argued that the concepts of hegemony and habitus (P. Bourdieu, 1985) can be useful to community social psychology theory and practice. A "situated perspective"--in which it is possible to dialogue from different "subject positions," and articulate transformation and political action--is argued. The implications of this shifting in the concept of ideology by means of theoretical developments outside social communitypsychology can help to define the external (outside) agent's position in community practice.

  11. The evolutionary basis of human social learning.

    Science.gov (United States)

    Morgan, T J H; Rendell, L E; Ehn, M; Hoppitt, W; Laland, K N

    2012-02-22

    Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules.

  12. The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

    NARCIS (Netherlands)

    Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.; De Groot, Renate

    2017-01-01

    Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these

  13. Using Social Learning Methodologies in Higher Education

    Directory of Open Access Journals (Sweden)

    María-Estrella Sousa-Vieira

    2015-05-01

    Full Text Available It is commonly accepted that contemporary cohorts of students witness and experience the benefits of information technologies in their learning processes. The so-called ``digital natives'' acquire, as a consequence of their early exposure to these technologies, different patterns of work, distinct attention conducts, new learning preferences and, generally, better skills for learning and working within rich online social contexts. So, it seems reasonable that the traditional education systems evolve and shape their practice to leverage those new patterns. Despite the fact that online social networks (OSNs are widely recognized as a powerful tool for adding a new social dimension to the learning management systems (LMSs, OSNs do not fully integrate the specific features of the learning process yet and LMSs do not exploit the advantages of an active social environment for reinforcing the learning experience. We report in this paper the design, development and use of a software platform which enlarges and adapts the basic features of an OSN in order to be useful for very general learning environments. The software allows the creation, assessment and reporting of a range of collaborative activities based on social interactions among the students, and offers a reward mechanism by means of ranking and reputation. We argue that this approach is helpful in increasing the students' motivation, besides improving the learning experience and performance. The software has been tested in an undergraduate course about computer networks. Different tests confirm that the impact on learning success is statistically significant and positive.

  14. Social welfare as small-scale help: evolutionary psychology and the deservingness heuristic.

    Science.gov (United States)

    Petersen, Michael Bang

    2012-01-01

    Public opinion concerning social welfare is largely driven by perceptions of recipient deservingness. Extant research has argued that this heuristic is learned from a variety of cultural, institutional, and ideological sources. The present article provides evidence supporting a different view: that the deservingness heuristic is rooted in psychological categories that evolved over the course of human evolution to regulate small-scale exchanges of help. To test predictions made on the basis of this view, a method designed to measure social categorization is embedded in nationally representative surveys conducted in different countries. Across the national- and individual-level differences that extant research has used to explain the heuristic, people categorize welfare recipients on the basis of whether they are lazy or unlucky. This mode of categorization furthermore induces people to think about large-scale welfare politics as its presumed ancestral equivalent: small-scale help giving. The general implications for research on heuristics are discussed.

  15. Youth, work, unemployment and identity: An social psychological approach.

    Directory of Open Access Journals (Sweden)

    Jimena del Carmen Gallardo Góngora

    2011-11-01

    Full Text Available This doctoral thesis aims to study some of the aspects of the work of young unemployed Chileans. This was done through the analysis of their “centrality” by taking into account the influence of values and concepts they have about work, in the process of their identity construction. The research was divided into two different sections. The first one is the theoretical framework, which consists of studies and analysis from a  social  psychological perspective in relation to the phenomena that come up from the main purpose of the study. For example, youth as a psychosocial phenomenon; work as meaning, centrality and psychosocial functions; Identity under a psychosocial approach as well as psychosocial effects due to the unemployment they suffer. The second section of the research is the qualitative analysis, which considers work factors regarding to young unemployed Chileans as well as the influence of such factors in the process of their identity construction.

  16. Replication, falsification, and the crisis of confidence in social psychology.

    Science.gov (United States)

    Earp, Brian D; Trafimow, David

    2015-01-01

    The (latest) crisis in confidence in social psychology has generated much heated discussion about the importance of replication, including how it should be carried out as well as interpreted by scholars in the field. For example, what does it mean if a replication attempt "fails"-does it mean that the original results, or the theory that predicted them, have been falsified? And how should "failed" replications affect our belief in the validity of the original research? In this paper, we consider the replication debate from a historical and philosophical perspective, and provide a conceptual analysis of both replication and falsification as they pertain to this important discussion. Along the way, we highlight the importance of auxiliary assumptions (for both testing theories and attempting replications), and introduce a Bayesian framework for assessing "failed" replications in terms of how they should affect our confidence in original findings.

  17. Replication, falsification, and the crisis of confidence in social psychology

    Science.gov (United States)

    Earp, Brian D.; Trafimow, David

    2015-01-01

    The (latest) crisis in confidence in social psychology has generated much heated discussion about the importance of replication, including how it should be carried out as well as interpreted by scholars in the field. For example, what does it mean if a replication attempt “fails”—does it mean that the original results, or the theory that predicted them, have been falsified? And how should “failed” replications affect our belief in the validity of the original research? In this paper, we consider the replication debate from a historical and philosophical perspective, and provide a conceptual analysis of both replication and falsification as they pertain to this important discussion. Along the way, we highlight the importance of auxiliary assumptions (for both testing theories and attempting replications), and introduce a Bayesian framework for assessing “failed” replications in terms of how they should affect our confidence in original findings. PMID:26042061

  18. Connecting Psychological Science with Climate Change: A Persuasion and Social Influence Assignment

    Science.gov (United States)

    Munro, Geoffrey D.; Behlen, Margaret M.

    2017-01-01

    Students often have little understanding of the role psychological science plays in informing us about the impact of human behavior when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer's use of the decision tree model of helping behavior to identify the psychological barriers that…

  19. The first students’ conference in memory of M.Y. Kondratyev “Social Psychology: Theory and Practice”

    OpenAIRE

    Kochetkov N.V.

    2016-01-01

    This report gives a survey on the First students’ conference in memory of M.Y. Kon- dratyev “Social Psychology: Theory and Practice”. The conference demonstrated a number of best works by students at bachelor and master level, which were done in accordance with classical national tradition in social psychology studies. Thematically the conference spreads to such topics as: psychology of small groups, social psychol- ogy of an individual, ethnic psychology, social psychology of education, psyc...

  20. Social Innovation and Collaborative Learning

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Hulgård, Lars

    Departing from a brief state of the art on social entrepreneurship in Denmark sketching out how social entrepreneurship and social innovation is introduced referring to partly a more classical approach to entrepreneurship and innovation and partly referring to a specific Danish tradition for social...... development and local participation in welfare production this presentation draws upon a number of case studies on young social economy organizations. These organizations seek to gain ground as social enterprises delivering social services in partnerships with the civic society and sometimes also a number...... of public bodies. Hereby they embody the new arenas of social entrepreneurship that has entered the Danish policy and practical arena in the forms of hybrid types of social service provision in the area of social enterprise and social entrepreneurship. Based on these case studies it is suggested...

  1. Edmodo social learning network for elementary school mathematics learning

    Science.gov (United States)

    Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

    2017-12-01

    A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

  2. Biological psychological and social determinants of old age: Bio-psycho-social aspects of human aging

    Directory of Open Access Journals (Sweden)

    Małgorzata Dziechciaż

    2014-11-01

    Full Text Available Biological psychological and social determinants of old age: Bio-psycho-social aspects of human aging. The aging of humans is a physiological and dynamic process ongoing with time. In accordance with most gerontologists’ assertions it starts in the fourth decade of life and leads to death. The process of human aging is complex and individualized, occurs in the biological, psychological and social sphere. Biological aging is characterized by progressive age-changes in metabolism and physicochemical properties of cells, leading to impaired self-regulation, regeneration, and to structural changes and functional tissues and organs. It is a natural and irreversible process which can run as successful aging, typical or pathological. Biological changes that occur with age in the human body affect mood, attitude to the environment, physical condition and social activity, and designate the place of seniors in the family and society. Psychical ageing refers to human awareness and his adaptability to the ageing process. Among adaptation attitudes we can differentiate: constructive, dependence, hostile towards others and towards self attitudes. With progressed age, difficulties with adjustment to the new situation are increasing, adverse changes in the cognitive and intellectual sphere take place, perception process involutes, perceived sensations and information received is lowered, and thinking processes change. Social ageing is limited to the role of an old person is culturally conditioned and may change as customs change. Social ageing refers to how a human being perceives the ageing process and how society sees it.

  3. The possibilities of performing social-psychological and ethnic mediations in Community Psychology in a Deep America perspective.

    Science.gov (United States)

    Góis, Cezar Wagner de Lima; de Oliveira, Luciane Alves; Góis, Sara Cavalcante; Silva, Alexsandra Maria Sousa

    2016-01-01

    In this article, we problematize the approximation between Community Psychology and the idea of Deep America, considering it capable of contributing through mediations and translations in the construction of knowledge and the recreation of social, ethnic, and human life as local diversity. We want to clarify the matter from Liberation and Southern epistemologies' point of views, and to present experiences that confirm this Community Psychology method. We talk about coloniality, connecting it to the Community Psychology method and emphasizing the importance of the social-psychological/ethnic mediation, of view interpretation, and the aspects that constitute mediation: dialogic, experiential, and participant. Finally, we briefly report some facilitation and research experiences performed by us in Ceará, mainly in the capital, Fortaleza, and in Sobral County.

  4. Social Learning and Culture in Child and Chimpanzee.

    Science.gov (United States)

    Whiten, Andrew

    2017-01-03

    A few decades ago, we knew next to nothing about the behavior of our closest animal relative, the chimpanzee, but long-term field studies have since revealed an undreamed-of richness in the diversity of their cultural traditions across Africa. These discoveries have been complemented by a substantial suite of experimental studies, now bridging to the wild through field experiments. These field and experimental studies, particularly those in which direct chimpanzee-child comparisons have been made, delineate a growing set of commonalities between the phenomena of social learning and culture in the lives of chimpanzees and humans. These commonalities in social learning inform our understanding of the evolutionary roots of the cultural propensities the species share. At the same time, such comparisons throw into clearer relief the unique features of the distinctive human capacity for cumulative cultural evolution, and new research has begun to probe the key psychological attributes that may explain it.

  5. Enhancing social skills through cooperative learning

    Directory of Open Access Journals (Sweden)

    M J Booysen

    2008-04-01

    Full Text Available The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12 who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

  6. The Mediating Role of Maladaptive Perfectionism in the Association between Psychological Control and Learned Helplessness

    Science.gov (United States)

    Filippello, Pina; Larcan, Rosalba; Sorrenti, Luana; Buzzai, Caterina; Orecchio, Susanna; Costa, Sebastiano

    2017-01-01

    Despite the extensive research on parental psychological control, no study has explored the relation between parental and teacher psychological control, maladaptive perfectionism and learned helplessness (LH). The purpose of this study was to investigate (1) whether perceived teacher psychological control predicts positively LH, (2) whether…

  7. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    Science.gov (United States)

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  8. Empowering Students through Service-Learning in a Community Psychology Course: A Case in Hong Kong

    Science.gov (United States)

    Chan, Kevin; Ng, Eddie; Chan, Charles C.

    2016-01-01

    This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community,…

  9. Social and Psychological Effects of the Internet Use.

    Science.gov (United States)

    Diomidous, Marianna; Chardalias, Kostis; Magita, Adrianna; Koutonias, Panagiotis; Panagiotopoulou, Paraskevi; Mantas, John

    2016-02-01

    Over the past two decades there was an upsurge of the use of Internet in human life. With this continuous development, Internet users are able to communicate with any part of the globe, to shop online, to use it as a mean of education, to work remotely and to conduct financial transactions. Unfortunately, this rapid development of the Internet has a detrimental impact in our life, which leads to various phenomena such as cyber bullying, cyber porn, cyber suicide, Internet addiction, social isolation, cyber racism etc. The main purpose of this paper is to record and analyze all these social and psychological effects that appears to users due to the extensive use of the Internet. This review study was a thorough search of bibliography data conducted through Internet and library research studies. Key words were extracted from search engines and data bases including Google, Yahoo, Scholar Google, PubMed. The findings of this study showed that the Internet offers a quick access to information and facilitates communication however; it is quite dangerous, especially for young users. For this reason, users should be aware of it and face critically any information that is handed from the website.

  10. Psychological, social, and spiritual effects of contraceptive steroid hormones.

    Science.gov (United States)

    Klaus, Hanna; Cortés, Manuel E

    2015-08-01

    Governments and society have accepted and enthusiastically promoted contraception, especially contraceptive steroid hormones, as the means of assuring optimal timing and number of births, an undoubted health benefit, but they seldom advert to their limitations and side effects. This article reviews the literature on the psychological, social, and spiritual impact of contraceptive steroid use. While the widespread use of contraceptive steroid hormones has expanded life style and career choices for many women, their impact on the women's well-being, emotions, social relationships, and spirituality is seldom mentioned by advocates, and negative effects are often downplayed. When mentioned at all, depression and hypoactive sexual desire are usually treated symptomatically rather than discontinuing their most frequent pharmacological cause, the contraceptive. The rising incidence of premarital sex and cohabitation and decreased marriage rates parallel the use of contraceptive steroids as does decreased church attendance and/or reduced acceptance of Church teaching among Catholics. Lay summary: While there is wide, societal acceptance of hormonal contraceptives to space births, their physical side effects are often downplayed and their impact on emotions and life styles are largely unexamined. Coincidental to the use of "the pill" there has been an increase in depression, low sexual desire, "hook-ups," cohabitation, delay of marriage and childbearing, and among Catholics, decreased church attendance and reduced religious practice. Fertility is not a disease. Birth spacing can be achieved by natural means, and the many undesirable effects of contraception avoided.

  11. Gender Inequalities in Highly Qualified Professions: A Social Psychological Analysis

    Directory of Open Access Journals (Sweden)

    Maria Helena Santos

    2016-06-01

    Full Text Available Research in social and political psychology contributes towards understanding the persistence of job market gender segregation prevailing in recent decades, the consequences for those involved and their reactions when having to cope with gender inequality. Within the framework of the literature on shared ideologies that justify and legitimize discrimination against women, this article focuses on Portugal and analyses the particular case of women in two highly qualified professions traditionally carried out by men – politics and medicine. Drawing on the results of quantitative and qualitative studies, our analytical approach demonstrates how while a majority of participants show awareness of the existence of gender inequality in these markedly masculine professions, meritocratic individualism and personal attributions to discrimination are the recurring explanations rather than any gender-based account. These results allow us to highlight the relevance of gender-based analysis as an ideology and furthermore to argue that ignoring this perspective not only diminishes individual responsibility for social change but also perpetuates gender asymmetries.

  12. Psychological, social, and spiritual effects of contraceptive steroid hormones

    Science.gov (United States)

    Klaus, Hanna; Cortés, Manuel E.

    2015-01-01

    Governments and society have accepted and enthusiastically promoted contraception, especially contraceptive steroid hormones, as the means of assuring optimal timing and number of births, an undoubted health benefit, but they seldom advert to their limitations and side effects. This article reviews the literature on the psychological, social, and spiritual impact of contraceptive steroid use. While the widespread use of contraceptive steroid hormones has expanded life style and career choices for many women, their impact on the women's well-being, emotions, social relationships, and spirituality is seldom mentioned by advocates, and negative effects are often downplayed. When mentioned at all, depression and hypoactive sexual desire are usually treated symptomatically rather than discontinuing their most frequent pharmacological cause, the contraceptive. The rising incidence of premarital sex and cohabitation and decreased marriage rates parallel the use of contraceptive steroids as does decreased church attendance and/or reduced acceptance of Church teaching among Catholics. Lay summary: While there is wide, societal acceptance of hormonal contraceptives to space births, their physical side effects are often downplayed and their impact on emotions and life styles are largely unexamined. Coincidental to the use of “the pill” there has been an increase in depression, low sexual desire, “hook-ups,” cohabitation, delay of marriage and childbearing, and among Catholics, decreased church attendance and reduced religious practice. Fertility is not a disease. Birth spacing can be achieved by natural means, and the many undesirable effects of contraception avoided. PMID:26912936

  13. Social Software: Participants' Experience Using Social Networking for Learning

    Science.gov (United States)

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

  14. Development and application of social learning theory.

    Science.gov (United States)

    Price, V; Archbold, J

    This article traces the development of social learning theory over the last 30 years, relating the developments to clinical nursing practice. Particular attention is focused on the contribution of Albert Bandura, the American psychologist, and his work on modelling.

  15. Psychological Co-morbidity in Children with Specific Learning Disorders.

    Science.gov (United States)

    Sahoo, Manoj K; Biswas, Haritha; Padhy, Susanta Kumar

    2015-01-01

    Children under 19 years of age constitute over 40% of India's population and information about their mental health needs is a national imperative. Children with specific learning disorders (SLDs) exhibit academic difficulties disproportionate to their intellectual capacities. Prevalence of SLD ranges from 2% to 10%. Dyslexia (developmental reading disorder) is the most common type, affecting 80% of all SLD. About 30% of learning disabled children have behavioral and emotional problems, which range from attention deficit hyperactivity disorder (most common) to depression, anxiety, suicide etc., to substance abuse (least common). Co-occurrence of such problems with SLD further adds to the academic difficulty. In such instances, diagnosis is difficult and tricky; improvement in academics demands comprehensive holistic treatment approach. SLD remains a large public health problem because of under-recognition, inadequate treatment and therefore merits greater effort to understand the co-morbidities, especially in the Indian population. As the literature is scarce regarding co-morbid conditions in learning disability in Indian scenario, the present study has tried to focus on Indian population. The educational concessions (recent most) given to such children by Central Board of Secondary Education, New Delhi are referred to. The issues to be addressed by the family physicians are: Low level of awareness among families and teachers, improper dissemination of accurate information about psychological problems, available help seeking avenues, need to develop service delivery models in rural and urban areas and focus on the integration of mental health and primary care keeping such co-morbidity in mind.

  16. Who Knows? Metacognitive Social Learning Strategies.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    To make good use of learning from others (social learning), we need to learn from the right others; from agents who know better than we do. Research on social learning strategies (SLSs) has identified rules that focus social learning on the right agents, and has shown that the behaviour of many animals conforms to these rules. However, it has not asked what the rules are made of, that is, about the cognitive processes implementing SLSs. Here, I suggest that most SLSs depend on domain-general, sensorimotor processes. However, some SLSs have the characteristics tacitly ascribed to all of them. These metacognitive SLSs represent 'who knows' in a conscious, reportable way, and have the power to promote cultural evolution. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Effects of Social Psychological Phenomena on School Psychologists' Ethical Decision-Making: A Preliminary Empirical Analysis

    Science.gov (United States)

    Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.

    2012-01-01

    This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…

  18. A checklist to facilitate objective hypothesis testing in social psychology research.

    Science.gov (United States)

    Washburn, Anthony N; Morgan, G Scott; Skitka, Linda J

    2015-01-01

    Social psychology is not a very politically diverse area of inquiry, something that could negatively affect the objectivity of social psychological theory and research, as Duarte et al. argue in the target article. This commentary offers a number of checks to help researchers uncover possible biases and identify when they are engaging in hypothesis confirmation and advocacy instead of hypothesis testing.

  19. Psychological Capital, Career Identity and Graduate Employability in Uganda: The Mediating Role of Social Capital

    Science.gov (United States)

    Ngoma, Muhammad; Dithan Ntale, Peter

    2016-01-01

    This paper seeks to evaluate the relationship between psychological capital, career identity, social capital and graduate employability. We also seek to evaluate the mediating role of social capital on the relationships between psychological capital, career identity and graduate employability in Uganda. A population of 480 unemployed young people…

  20. Broadening Participation in the Life Sciences with Social-Psychological Interventions

    Science.gov (United States)

    Tibbetts, Yoi; Harackiewicz, Judith M.; Priniski, Stacy J.; Canning, Elizabeth A.

    2016-01-01

    Randomized controlled trials (RCTs) have recently documented the positive effects of social-psychological interventions on the performance and retention of underrepresented students in the life sciences. We review two types of social-psychological interventions that address either students' well-being in college science courses or students'…

  1. School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

    Science.gov (United States)

    Chen, Ji-Kang; Wei, Hsi-Sheng

    2013-01-01

    Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

  2. Research Productivity in Top-Ranked Schools in Psychology and Social Work: Research Cultures Do Matter!

    Science.gov (United States)

    Holosko, Michael J.; Barner, John R.

    2016-01-01

    Objectives: We sought the answer to one major research question--Does psychology have a more defined culture of research than social work? Methods: Using "U.S. News and World Report" 2012 and 2013 rankings, we compared psychology faculty (N = 969) from their 25 top ranked programs with a controlled sample of social work faculty (N = 970)…

  3. Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

    Science.gov (United States)

    Pham, Andy V.; Goforth, Anisa N.; Segool, Natasha; Burt, Isaac

    2014-01-01

    The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school…

  4. Divorce and Death: A Meta-Analysis and Research Agenda for Clinical, Social, and Health Psychology.

    Science.gov (United States)

    Sbarra, David A; Law, Rita W; Portley, Robert M

    2011-09-01

    Divorce is a relatively common stressful life event that is purported to increase risk for all-cause mortality. One problem in the literature on divorce and health is that it is fragmented and spread across many disciplines; most prospective studies of mortality are based in epidemiology and sociology, whereas most mechanistic studies are based in psychology. This review integrates research on divorce and death via meta-analysis and outlines a research agenda for better understanding the potential mechanisms linking marital dissolution and risk for all-cause mortality. Random effects meta-analysis with a sample of 32 prospective studies (involving more than 6.5 million people, 160,000 deaths, and over 755,000 divorces in 11 different countries) revealed a significant increase in risk for early death among separated/divorced adults in comparison to their married counterparts. Men and younger adults evidenced significantly greater risk for early death following marital separation/divorce than did women and older adults. Quantification of the overall effect size linking marital separation/divorce to risk for early death reveals a number of important research questions, and this article discusses what remains to be learned about four plausible mechanisms of action: social selection, resource disruptions, changes in health behaviors, and chronic psychological distress. © Association for Psychological Science 2011.

  5. The evolution of conformist transmission in social learning when the environment changes periodically.

    Science.gov (United States)

    Nakahashi, Wataru

    2007-08-01

    Conformity is often observed in human social learning. Social learners preferentially imitate the majority or most common behavior in many situations, though the strength of conformity varies with the situation. Why has such a psychological tendency evolved? I investigate this problem by extending a standard model of social learning evolution with infinite environmental states (Feldman, M.W., Aoki, K., Kumm, J., 1996. Individual versus social learning: evolutionary analysis in a fluctuating environment. Anthropol. Sci. 104, 209-231) to include conformity bias. I mainly focus on the relationship between the strength of conformity bias that evolves and environmental stability, which is one of the most important factors in the evolution of social learning. Using the evolutionarily stable strategy (ESS) approach, I show that conformity always evolves when environmental stability and the cost of adopting a wrong behavior are small, though environmental stability and the cost of individual learning both negatively affect the strength of conformity.

  6. Social learning in humans and other animals.

    Directory of Open Access Journals (Sweden)

    Jean-François eGariépy

    2014-03-01

    Full Text Available Decisions made by individuals can be influenced by what others think and do. Social learning includes a wide array of behaviors such as imitation, observational learning of novel foraging techniques, peer or parental influences on individual preferences, as well as outright teaching. These processes are believed to underlie an important part of cultural variation among human populations and may also explain intraspecific variation in behavior between geographically distinct populations of animals. Recent neurobiological studies have begun to uncover the neural basis of social learning. Here we review experimental evidence from the past few decades showing that social learning is a widespread set of skills present in multiple animal species. In mammals, the temporoparietal junction, the dorsomedial and dorsolateral prefrontal cortex, as well as the anterior cingulate gyrus, appear to play critical roles in social learning. Birds, fish and insects also learn from others, but the underlying neural mechanisms remain poorly understood. We discuss the evolutionary implications of these findings and highlight the importance of emerging animal models that permit precise modification of neural circuit function for elucidating the neural basis of social learning.

  7. Reclaiming the person: intersectionality and dynamic social categories through a psychological lens.

    Science.gov (United States)

    Frazier, Kathryn E

    2012-09-01

    Psychology's conventionally treatment of individuals' engagement with and resistance to the societal processes in which they are embedded has come under scrutiny amid the rise of postmodernist and critical feminist perspectives (among many others) in the social sciences. A sample of social psychology's responses to these critiques is presented in the recently published book, Social Categories in Everyday Experience edited by Shaun Wiley et al. (2011). In this essay, the challenges of seriously addressing the critiques of psychology's conventional treatment of social categories, which implicate fundamental assumptions of the discipline, are discussed. Further, it is argued that in order to effectively construct psychological accounts of political activism and social change amid theories that are increasingly cognizant of the complexities and contingencies of social embeddiness, the person must be reclaimed and revisioned. Notions of agency that complement an intersectional and systemic vision of the social world are discussed.

  8. Optimizing Learning in College: Tips From Cognitive Psychology.

    Science.gov (United States)

    Putnam, Adam L; Sungkhasettee, Victor W; Roediger, Henry L

    2016-09-01

    Every fall, thousands of college students begin their first college courses, often in large lecture settings. Many students, even those who work hard, flounder. What should students be doing differently? Drawing on research in cognitive psychology and our experience as educators, we provide suggestions about how students should approach taking a course in college. We discuss time management techniques, identify the ineffective study strategies students often use, and suggest more effective strategies based on research in the lab and the classroom. In particular, we advise students to space their study sessions on a topic and to quiz themselves, as well as using other active learning strategies while reading. Our goal was to provide a framework for students to succeed in college classes. © The Author(s) 2016.

  9. Functionality for learning networks: lessons learned from social web applications

    NARCIS (Netherlands)

    Berlanga, Adriana; Sloep, Peter; Brouns, Francis; Van Rosmalen, Peter; Bitter-Rijpkema, Marlies; Koper, Rob

    2007-01-01

    Berlanga, A. J., Sloep, P., Brouns, F., Van Rosmalen, P., Bitter-Rijpkema, M., & Koper, R. (2007). Functionality for learning networks: lessons learned from social web applications. Proceedings of the ePortfolio 2007 Conference. October, 18-19, 2007, Maastricht, The Netherlands. [See also

  10. Identity, Language Learning, and Social Change

    Science.gov (United States)

    Norton, Bonny; Toohey, Kelleen

    2011-01-01

    In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and…

  11. Autonomous Learning from a Social Cognitive Perspective

    Science.gov (United States)

    Ponton, Michael K.; Rhea, Nancy E.

    2006-01-01

    The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

  12. Wittgenstein, Social Views and Intransitive Learning

    Science.gov (United States)

    Bøyum, Steinar

    2013-01-01

    Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there…

  13. Social learning research in ecological economics

    NARCIS (Netherlands)

    Siebenhüner, Bernd; Rodela, Romina; Ecker, Franz

    2016-01-01

    Social learning studies emerged as part of the ecological economics research agenda rather recently. Questions of how human societies and organisations learn and transition on the basis of environmental knowledge relate to the core ideas of ecological economics with its pluralistic understanding

  14. T.W. Adorno e a psicologia social T.W. Adorno and social psychology

    Directory of Open Access Journals (Sweden)

    José Leon Crochík

    2008-08-01

    Full Text Available Neste ensaio, ressalta-se a importância da disciplina Psicologia Social na obra de T. W. Adorno e a concepção que formula acerca dessa disciplina. Esse autor defende que há uma nova forma de configuração dos indivíduos, expressada por atitudes e comportamentos individuais padronizados e por um ego frágil, facilmente cooptado por movimentos sociais totalitários. Tais indivíduos surgem em uma sociedade caracterizada por uma forma de dominação calcada na racionalidade administrativa e tecnológica. Para esse autor, a Psicologia Social deveria estudar esse objeto para que, com o esclarecimento produzido e difundido, os indivíduos possam resistir à adesão cega a movimentos sociais irracionais, tal como o fascismo, insistindo que a determinação desses movimentos não é individual, mas social.In this assay, the importance of Social Psychology discipline in the T.W. Adorno's work and the specific conception that he formulates about it are pointed out. He defends that there is a new way of individuals' configuration, expressed by standardized attitudes and their own behaviors, such as a fragile ego, which is easily co-opted by totalitarian social movements. Such individuals appear in a society characterized by a form of domination based on administrative and technological rationality. For that author, Social Psychology would have to study this issue so that, with the enlightenment achieved and diffused, the individuals are able to resist to the blind adhesion in irrational social movements, such as the fascism. Adorno empathized that the determination of these movements is not individual, but social.

  15. Essentialism goes social: belief in social determinism as a component of psychological essentialism.

    Science.gov (United States)

    Rangel, Ulrike; Keller, Johannes

    2011-06-01

    Individuals tend to explain the characteristics of others with reference to an underlying essence, a tendency that has been termed psychological essentialism. Drawing on current conceptualizations of essentialism as a fundamental mode of social thinking, and on prior studies investigating belief in genetic determinism (BGD) as a component of essentialism, we argue that BGD cannot constitute the sole basis of individuals' essentialist reasoning. Accordingly, we propose belief in social determinism (BSD) as a complementary component of essentialism, which relies on the belief that a person's essential character is shaped by social factors (e.g., upbringing, social background). We developed a scale to measure this social component of essentialism. Results of five correlational studies indicate that (a) BGD and BSD are largely independent, (b) BGD and BSD are related to important correlates of essentialist thinking (e.g., dispositionism, perceived group homogeneity), (c) BGD and BSD are associated with indicators of fundamental epistemic and ideological motives, and (d) the endorsement of each lay theory is associated with vital social-cognitive consequences (particularly stereotyping and prejudice). Two experimental studies examined the idea that the relationship between BSD and prejudice is bidirectional in nature. Study 6 reveals that rendering social-deterministic explanations salient results in increased levels of ingroup favoritism in individuals who chronically endorse BSD. Results of Study 7 show that priming of prejudice enhances endorsement of social-deterministic explanations particularly in persons habitually endorsing prejudiced attitudes. 2011 APA, all rights reserved

  16. Race/ethnicity, psychological resilience, and social support among OEF/OIF combat veterans.

    Science.gov (United States)

    Herbert, Matthew S; Leung, Desmond W; Pittman, James O E; Floto, Elizabeth; Afari, Niloofar

    2018-07-01

    This study examined the relationship between race/ethnicity and psychological resilience, and the moderating role of social support in this relationship among non-Hispanic White (n = 605), Hispanic (n = 107), African American (n = 141), and Asian American (n = 97) Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) combat veterans. Veterans were primarily male (88%) with a mean age of 31.4 years (SD = 8.35). An analysis of covariance showed that Asian American veterans reported significantly lower psychological resilience than non-Hispanic White veterans. The interaction of race/ethnicity and social support with psychological resilience was examined via linear regression. We found that the relationship between psychological resilience and social support significantly differed by race/ethnicity such that social support was positively associated with psychological resilience among non-Hispanic White veterans, but not among other racial/ethnic groups. Our findings are consistent with previous studies that show Asian American veterans report lower psychological resilience than non-Hispanic White veterans. Cultural differences in how and why individuals use social support may underlie racial/ethnic differences in the relationship between social support and psychological resilience. Future qualitative and quantitative research is encouraged to better understand how social support relates to psychological resilience among minority OEF/OIF combat veterans. Copyright © 2018. Published by Elsevier B.V.

  17. Internet Use Among Older Adults: Association With Health Needs, Psychological Capital, and Social Capital

    Science.gov (United States)

    2013-01-01

    Background Previous studies have identified socioeconomic status and health status as predictors of older adults’ computer and Internet use, but researchers have not examined the relationships between older adults’ health needs and psychological capital (emotional well-being and self-efficacy) and social capital (social integration/ties and support networks) to different types of Internet use. Objective This study examined (1) whether older adults’ health conditions and psychological and social capital differentiate Internet users from nonusers, and (2) whether the Internet users differed in their types of Internet use on the basis of their health conditions and psychological and social capital. Methods Data for this study came from the National Health and Aging Trends Study, which is based on a nationally representative sample of US Medicare beneficiaries aged 65 years and older. The sample for this study were those who resided in the community in their own or others’ homes (N=6680). Binary logistic regression analysis was used to compare health needs, psychological capital, and social capital among (1) any type of Internet users and nonusers, (2) Internet users who engaged in health-related tasks and Internet users who did not, (3) Internet users who engaged in shopping/banking tasks and Internet users who did not, and (4) Internet users only used the Internet for email/texting and all other Internet users. Results Depressive and anxiety symptoms, measures of psychological capital, were negatively associated with Internet use among older adults (odds ratio [OR] 0.83, 95% CI 0.70-0.98, P=.03 and OR 0.79, 95% CI 0.65-0.97, P=.03, respectively), whereas most measures of social capital were positively associated with Internet use. Having more chronic medical conditions and engaging in formal volunteering increased the odds of Internet use for health-related tasks by 1.15 (95% CI 1.08-1.23, PInternet use for shopping/banking activities (OR 0.75, 95% CI 0

  18. Internet use among older adults: association with health needs, psychological capital, and social capital.

    Science.gov (United States)

    Choi, Namkee G; Dinitto, Diana M

    2013-05-16

    Previous studies have identified socioeconomic status and health status as predictors of older adults' computer and Internet use, but researchers have not examined the relationships between older adults' health needs and psychological capital (emotional well-being and self-efficacy) and social capital (social integration/ties and support networks) to different types of Internet use. This study examined (1) whether older adults' health conditions and psychological and social capital differentiate Internet users from nonusers, and (2) whether the Internet users differed in their types of Internet use on the basis of their health conditions and psychological and social capital. Data for this study came from the National Health and Aging Trends Study, which is based on a nationally representative sample of US Medicare beneficiaries aged 65 years and older. The sample for this study were those who resided in the community in their own or others' homes (N=6680). Binary logistic regression analysis was used to compare health needs, psychological capital, and social capital among (1) any type of Internet users and nonusers, (2) Internet users who engaged in health-related tasks and Internet users who did not, (3) Internet users who engaged in shopping/banking tasks and Internet users who did not, and (4) Internet users only used the Internet for email/texting and all other Internet users. Depressive and anxiety symptoms, measures of psychological capital, were negatively associated with Internet use among older adults (odds ratio [OR] 0.83, 95% CI 0.70-0.98, P=.03 and OR 0.79, 95% CI 0.65-0.97, P=.03, respectively), whereas most measures of social capital were positively associated with Internet use. Having more chronic medical conditions and engaging in formal volunteering increased the odds of Internet use for health-related tasks by 1.15 (95% CI 1.08-1.23, PInternet use for shopping/banking activities (OR 0.75, 95% CI 0.62-0.91, P=.01). Anxiety symptoms increased the

  19. Social Networking Sites and Language Learning

    Science.gov (United States)

    Brick, Billy

    2011-01-01

    This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a…

  20. Elements of Social Learning Supporting Transformative Change

    African Journals Online (AJOL)

    sound, ontologically congruent methodology to support their social-learning ..... role in strengthening democratisation of the decision-making of the participants. ... powers of the contextual social structures and cultural systems (Lindley, 2014). ... participatory practice in integrated water resource management in South Africa.

  1. The effect of playing videogames on social, psychological and physiological variables in children and adolescents

    Directory of Open Access Journals (Sweden)

    Moncada Jiménez, José

    2012-01-01

    Full Text Available The purpose of this manuscript will be to present scientific evidence regarding the effects of videogame playing on different aspects of the social life of children and adolescents, as well as the general potential psychological and physiological effects. A literature review from relevant databases has been performed, and experimental and meta-analytical studies have been scrutinized for positive and negative effects of videogames in children and adolescents. In general, it has been found that there is a billionaire videogame industry and yet, despite the worldwide popularity of videogames, research is still scarce and sometimes contradictory. Some research suggests a correlation between excess time video gaming on negative social and psychological aspects such as isolation and aggressive behavior; while other research suggests a positive association with motor learning, motor re-training and resilience. As far as physiological effects it has been reported that active videogames might promote higher energy expenditure than passive videogames; therefore, given an adequate parental instruction might provide videogames beneficial properties to combat the global epidemic of sedentary behavior and obesity. Videogames and everything related «to be» in front of a screen will be common to future generations, and therefore more systematic studies are required to determine the long-term exposure effects to these devices.

  2. Application of factor analysis in psychological diagnostics (sample: study of students’ social safety

    Directory of Open Access Journals (Sweden)

    Pavel Aleksandrovich Kislyakov

    2015-10-01

    Our recommendations for the use of factor analysis, with necessary restrictions and clear reasons of a possible ambiguity of solutions, will be useful to everyone interested in mastering an adequate mathematical tool for solving problems pertaining to the humanities, in particular, those of practical psychology. As a practical example is presented the research of the psychological factors which provide students’ social safety. With the help of the factor analysis relevant personal and professional qualities of a teacher were revealed which are the subjective factors of students’ social safety, namely: social anticipation, socio-psychological stress resistance, social tolerance, professional orientation, responsibility, communication skills.

  3. Social Networks: Rational Learning and Information Aggregation

    Science.gov (United States)

    2009-09-01

    predecessor, Gale and Kariv (2003) who generalize the payoff equalization result of Bala and Goyal (1998) in connected social networks (discussed below...requires more notation. Using Bayes’ Rule and the assumption of equal priors on the state θ, we have that the social belief given by observing... Social Networks: Rational Learning and Information Aggregation by Ilan Lobel B.Sc., Pontif́ıcia Universidade Católica do Rio de Janeiro (2004

  4. Statistical learning in social action contexts.

    Science.gov (United States)

    Monroy, Claire; Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine

    2017-01-01

    Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the

  5. Methodical basis of social and psychological rehabilitation of the population affected by the catastrophe at Chernobyl NPP

    International Nuclear Information System (INIS)

    Goranskaya, E.I.

    2009-01-01

    For creating common with the Russian side approaches to social and psychological rehabilitation and adaptation of the population within the framework of the Common activity programme the formation of information base of techniques of social and psychological (authors)

  6. Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

    Science.gov (United States)

    Lin, Yu-Tzu; Chen, Ming-Puu; Chang, Chia-Hu; Chang, Pu-Chen

    2017-01-01

    The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was…

  7. A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

    Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.

  8. The Facebook Paradox: Effects of Facebooking on Individuals? Social Relationships and Psychological Well-Being

    OpenAIRE

    Hu, Xiaomeng; Kim, Andrew; Siwek, Nicholas; Wilder, David

    2017-01-01

    Research suggests that Facebooking can be both beneficial and detrimental for users’ psychological well-being. The current study attempts to reconcile these seemingly mixed and inconsistent findings by unpacking the specific effects of Facebooking on users’ online–offline social relationship satisfaction and psychological well-being. Using structural equation modeling, pathways were examined between Facebook intensity, online–offline social relationship satisfaction, perceived social support, soc...

  9. Social Change: Toward an Informed and Critical Understanding of Social Justice and the Capabilities Approach in Community Psychology.

    Science.gov (United States)

    Munger, Felix; MacLeod, Tim; Loomis, Colleen

    2016-03-01

    Community psychology has long been concerned with social justice. However, deployments of this term are often vague and undertheorized. To address this weakness in the field's knowledge body we explored John Rawls's theory of social justice and Amartya Sen's economic theory of the capabilities approach and evaluated each for its applicability to community psychology theory, research, and action. Our unpacking of the philosophical and political underpinnings of Rawlsian theory of social justice resulted in identifying characteristics that limit the theory's utility in community psychology, particularly in its implications for action. Our analysis of the capability approach proposed by Amartya Sen revealed a framework that operationalizes social justice in both research and action, and we elaborate on this point. Going beyond benefits to community psychology in adopting the capabilities approach, we posit a bi-directional relationship and discuss how community psychology might also contribute to the capabilities approach. We conclude by suggesting that community psychology could benefit from a manifesto or proclamation that provides a historical background of social justice and critiques the focus on the economic, sociological, and philosophical theories that inform present-day conceptualizations (and lack thereof) of social justice for community psychology. © Society for Community Research and Action 2016.

  10. Does cognitive flexibility predict treatment gains in Internet-delivered psychological treatment of social anxiety disorder, depression, or tinnitus?

    Directory of Open Access Journals (Sweden)

    Philip Lindner

    2016-04-01

    Full Text Available Little is known about the individual factors that predict outcomes in Internet-administered psychological treatments. We hypothesized that greater cognitive flexibility (i.e. the ability to simultaneously consider several concepts and tasks and switch effortlessly between them in response to changes in environmental contingencies would provide a better foundation for learning and employing the cognitive restructuring techniques taught and exercised in therapy, leading to greater treatment gains. Participants in three trials featuring Internet-administered psychological treatments for depression (n = 36, social anxiety disorder (n = 115 and tinnitus (n = 53 completed the 64-card Wisconsin Card Sorting Test (WCST prior to treatment. We found no significant associations between perseverative errors on the WCST and treatment gains in any group. We also found low accuracy in the classification of treatment responders. We conclude that lower cognitive flexibility, as captured by perseverative errors on the WCST, should not impede successful outcomes in Internet-delivered psychological treatments.

  11. Psychological co-morbidity in children with specific learning disorders

    Directory of Open Access Journals (Sweden)

    Manoj K Sahoo

    2015-01-01

    Full Text Available Children under 19 years of age constitute over 40% of India′s population and information about their mental health needs is a national imperative. Children with specific learning disorders (SLDs exhibit academic difficulties disproportionate to their intellectual capacities. Prevalence of SLD ranges from 2% to 10%. Dyslexia (developmental reading disorder is the most common type, affecting 80% of all SLD. About 30% of learning disabled children have behavioral and emotional problems, which range from attention deficit hyperactivity disorder (most common to depression, anxiety, suicide etc., to substance abuse (least common. Co-occurrence of such problems with SLD further adds to the academic difficulty. In such instances, diagnosis is difficult and tricky; improvement in academics demands comprehensive holistic treatment approach. SLD remains a large public health problem because of under-recognition, inadequate treatment and therefore merits greater effort to understand the co-morbidities, especially in the Indian population. As the literature is scarce regarding co-morbid conditions in learning disability in Indian scenario, the present study has tried to focus on Indian population. The educational concessions (recent most given to such children by Central Board of Secondary Education, New Delhi are referred to. The issues to be addressed by the family physicians are: Low level of awareness among families and teachers, improper dissemination of accurate information about psychological problems, available help seeking avenues, need to develop service delivery models in rural and urban areas and focus on the integration of mental health and primary care keeping such co-morbidity in mind.

  12. THE EFFECT OF LEARNING ORGANIZATIONS ON PSYCHOLOGICAL EMPOWERMENT: A RESEARCH IN PUBLIC SECTOR

    OpenAIRE

    Duygu TOPLU; Meltem AKCA

    2013-01-01

    Persistence of an organization and its adaptation to changing environment is very crucial in organizational context. The organizations which give necessary importance to their employees’ needs and foster their willingness to learn, are expected to be more succesful than others. The purpose of this study is to investigate the effects of learning organizations’ characteristics on psychological empowerment. Within this context, first the relationship between learning organization and psychologic...

  13. Relationship between Psychological Hardiness and Social Support with Adaptation: A Study on Individuals with Multiple Sclerosis

    Directory of Open Access Journals (Sweden)

    N hasan neghad

    2013-10-01

    Full Text Available Introduction: Psychological hardiness is a personal factor and social support is regarded as an environmental factor that can facilitate adjustment to disease. This study aimed to investigate the relationship between adaptation with psychological hardiness and social support in individuals with Multiple sclerosis (MS. Methods: Seventy two females with MS and 25 males with MSwere selected through randomized sampling from two MS centers. Main variables of the study including adaptation, psychological hardiness, and social supportwere assessed respectively by Adaptation Inventory, Personal Attitudes Survey, and Social Support Questionnaire. Results: Spearman correlation coefficients revealed that there are significant relationships between adaptation and psychological hardiness (p<0.0001, as well as between adaptation and social support (p<0.0001. In addition, Multiple linear Regression showed that psychological hardiness (β= -0.483 and social support (β= -0.240 can explain 35/1% of adaptation variance in individuals with MS. Psychological hardinessproved to have a more important role in adaptation of individuals with MS. Conclusion: The study data demonstrated that personal factors like psychological hardiness and environmental factors such as social support can predict adjustment in individuals with MS. In order to clarify mechanisms of these factors on adaptation in individuals with MS, morelongitudinal and experimental studiesare required. These results are alsoapplicable in designing therapeutic programs for individuals with MS.

  14. The influences of childlessness on the psychological well-being and social network of the oldest old

    Directory of Open Access Journals (Sweden)

    Vikström Josefin

    2011-11-01

    Full Text Available Abstract Background The ELSA 85 project is a population-based study with the purpose to learn more about the "elderly elderly". The aim of this part of the ELSA 85 study is to explore the effects of childlessness on the psychological wellbeing, living situation and social support of 85-year old individuals. Methods A postal questionnaire was sent to all (650 85-year old men and women living in Linköping Municipality in 2007. Psychological well-being and social network was measured using a number of questions. Results 496 individuals participated in the study. No differences in psychological wellbeing were found between the 85-year olds who were childless and those who were parents. The childless 85-year olds were less likely to have relatives close by and to receive help than those who were parents. Individuals of both groups were equally likely to end up in institutional care, to have friends close by and to be in contact with neighbours. Conclusions Even though elderly childless individuals have social networks of less support potential than those who are parents there are no differences in certain psychological wellbeing indicators between the two groups. Apparently, childless elderly individuals find ways to cope with whatever negative effects of childlessness they may have experienced.

  15. Threshold Learning Dynamics in Social Networks

    Science.gov (United States)

    González-Avella, Juan Carlos; Eguíluz, Victor M.; Marsili, Matteo; Vega-Redondo, Fernado; San Miguel, Maxi

    2011-01-01

    Social learning is defined as the ability of a population to aggregate information, a process which must crucially depend on the mechanisms of social interaction. Consumers choosing which product to buy, or voters deciding which option to take with respect to an important issue, typically confront external signals to the information gathered from their contacts. Economic models typically predict that correct social learning occurs in large populations unless some individuals display unbounded influence. We challenge this conclusion by showing that an intuitive threshold process of individual adjustment does not always lead to such social learning. We find, specifically, that three generic regimes exist separated by sharp discontinuous transitions. And only in one of them, where the threshold is within a suitable intermediate range, the population learns the correct information. In the other two, where the threshold is either too high or too low, the system either freezes or enters into persistent flux, respectively. These regimes are generally observed in different social networks (both complex or regular), but limited interaction is found to promote correct learning by enlarging the parameter region where it occurs. PMID:21637714

  16. Global trends in research related to social media in psychology: mapping and bibliometric analysis.

    Science.gov (United States)

    Zyoud, Sa'ed H; Sweileh, Waleed M; Awang, Rahmat; Al-Jabi, Samah W

    2018-01-01

    Social media, defined as interactive Web applications, have been on the rise globally, particularly among adults. The objective of this study was to investigate the trend of the literature related to the most used social network worldwide (i.e. Facebook, Twitter, LinkedIn, Snapchat, and Instagram) in the field of psychology. Specifically, this study will assess the growth in publications, citation analysis, international collaboration, author productivity, emerging topics and the mapping of frequent terms in publications pertaining to social media in the field of psychology. Publications related to social media in the field of psychology published between 2004 and 2014 were obtained from the Web of Science. The records extracted were analysed for bibliometric characteristics such as the growth in publications, citation analysis, international collaboration, emerging topics and the mapping of frequent terms in publications pertaining to social media in the field of psychology. VOSviewer v.1.6.5 was used to construct scientific maps. Overall, 959 publications were retrieved during the period between 2004 and 2015. The number of research publications in social media in the field of psychology showed a steady upward growth. Publications from the USA accounted for 57.14% of the total publications and the highest h -index (48).The most common document type was research articles (873; 91.03%). Over 99.06% of the publications were published in English. Computers in Human Behavior was the most prolific journal. The University of Wisconsin - Madison ranked first in terms of the total publications (n = 39). A visualisation analysis showed that personality psychology, experimental psychology, psychological risk factors, and developmental psychology were continual concerns of the research. This is the first study reporting the global trends in the research related to social media in the psychology field. Based on the raw data from the Web of Science, publication

  17. Psychological and social correlates of HIV status disclosure: the significance of stigma visibility.

    Science.gov (United States)

    Stutterheim, Sarah E; Bos, Arjan E R; Pryor, John B; Brands, Ronald; Liebregts, Maartje; Schaalma, Herman P

    2011-08-01

    HIV-related stigma, psychological distress, self-esteem, and social support were investigated in a sample comprising people who have concealed their HIV status to all but a selected few (limited disclosers), people who could conceal but chose to be open (full disclosers), and people who had visible symptoms that made concealing difficult (visibly stigmatized). The visibly stigmatized and full disclosers reported significantly more stigma experiences than limited disclosers, but only the visibly stigmatized reported more psychological distress, lower self-esteem, and less social support than limited disclosers. This suggests that having a visible stigma is more detrimental than having a concealable stigma. Differences in psychological distress and self-esteem between the visibly stigmatized and full disclosers were mediated by social support while differences between the visibly stigmatized and limited disclosers were mediated by both social support and stigma. These findings suggest that social support buffers psychological distress in people with HIV.

  18. Applying the Team Identification-Social Psychological Health Model to older sport fans.

    Science.gov (United States)

    Wann, Daniel L; Rogers, Kelly; Dooley, Keith; Foley, Mary

    2011-01-01

    According to the Team Identification-Social Psychological Health Model (Wann, 2006b), team identification and social psychological health should be positively correlated because identification leads to important social connections which, in turn, facilitate well-being. Although past research substantiates the hypothesized positive relationship between team identification and well-being, earlier studies focused solely on college student populations. The current study extended past work in this area by investigating the team identification/well-being relationship among older sport fans. A sample of older adults (N = 96; M age = 70.82) completed scales assessing demographics, identification with a local college basketball team, and measures of social psychological well-being. As hypothesized, team identification accounted for a significant proportion of unique variance in two measures of social psychological health (collective self-esteem and loneliness).

  19. How Does the Type of Task Influence the Performance and Social Regulation of Collaborative Learning?

    Science.gov (United States)

    Acuña, Santiago Roger; López-Aymes, Gabriela; Acuña-Castillo, Silvia T.

    2018-01-01

    In this paper we analyze the effects of the type of collaborative task (elaboration of concept map vs elaboration of expository summary) on the performance and on the level of collaboration achieved by Mexican university students in the multimedia learning of a social sciences content (Communication Psychology). Likewise, the processes of social…

  20. The Effect of Mozart's Music on Social Learning Behavior of High School Students

    Science.gov (United States)

    Pelayo, Jose Maria G., III

    2010-01-01

    The researcher acknowledges the importance of creativity and innovation in terms of discovering more methods or strategies on improving intellectual growth of an individual. In this case, the researcher focuses on the Social Learning Behavior of high school students. About 15 years ago, a professor of psychology stirred up the music world with the…

  1. Psychological and social problems in primary care patients - general practitioners' assessment and classification.

    Science.gov (United States)

    Rosendal, Marianne; Vedsted, Peter; Christensen, Kaj Sparle; Moth, Grete

    2013-03-01

    To estimate the frequency of psychological and social classification codes employed by general practitioners (GPs) and to explore the extent to which GPs ascribed health problems to biomedical, psychological, or social factors. A cross-sectional survey based on questionnaire data from GPs. Setting. Danish primary care. 387 GPs and their face-to-face contacts with 5543 patients. GPs registered consecutive patients on registration forms including reason for encounter, diagnostic classification of main problem, and a GP assessment of biomedical, psychological, and social factors' influence on the contact. The GP-stated reasons for encounter largely overlapped with their classification of the managed problem. Using the International Classification of Primary Care (ICPC-2-R), GPs classified 600 (11%) patients with psychological problems and 30 (0.5%) with social problems. Both codes for problems/complaints and specific disorders were used as the GP's diagnostic classification of the main problem. Two problems (depression and acute stress reaction/adjustment disorder) accounted for 51% of all psychological classifications made. GPs generally emphasized biomedical aspects of the contacts. Psychological aspects were given greater importance in follow-up consultations than in first-episode consultations, whereas social factors were rarely seen as essential to the consultation. Psychological problems are frequently seen and managed in primary care and most are classified within a few diagnostic categories. Social matters are rarely considered or classified.

  2. Social support and child protection: Lessons learned and learning.

    Science.gov (United States)

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Contributions of Cognitive Psychology to the Future of E-Learning

    OpenAIRE

    Aibert, Dietrich; Mori, Toshiaki

    2002-01-01

    At the beginning of the 215t century strong efforts are made for facilitating e-learning (electronic-based learning and teaching). This development is driven mainly by economical and technological dynamics, however also the contributions of educational and learning sciences are requested by the decision maker. Beside methodological contributions, cognitive psychology is fundamental for individualising e-learning processes. Essential for individualisation is the adaptivity of the e-learning sy...

  4. Monitoring REDD+: From Social Safeguards to Social Learning

    Science.gov (United States)

    Ravikumar, A.; Andersson, K.

    2010-12-01

    Krister Andersson 1 and Ashwin Ravikumar 1 The UNFCCC requires countries that participate in the REDD+ (Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) program to monitor both forest carbon inventories as well as the governance of REDD+ activities and their social consequences. Exactly how this should be done, however, remains an open question. This paper addresses this question by drawing on existing research on social-ecological systems and new institutional economics. We make the case for a monitoring system that goes beyond a narrow focus of qualitative indicators of REDD+ governance that seek to provide social safeguards for international investors to create a more comprehensive monitoring system that is useful for social learning about how policies affect a variety of forest outcomes. We describe the defining characteristics of five existing approaches to monitoring REDD+ governance. Applying evaluative criteria of affordability, comprehensiveness, transparency, uncertainty specification, and explanatory potential, we analyze the extent to which each of the programs contribute to broader social learning processes in participating countries. Our analysis finds that it makes sense to move from the current narrow focus of monitoring for control to monitoring for social learning. Particularly valuable to participating REDD+ actors would be the creation of learning systems that can help policy makers to identify opportunities for policy improvements, with the ultimate goal of making REDD+ more effective, efficient, and equitable. Such learning is not possible, however, without timely and systematic collection of data on the relationships between forests and forest users. 1University of Colorado at Boulder, Environmental Studies Program, Boulder, CO 80309-0397

  5. The Role That Teachers Play in Overcoming the Effects of Stress and Trauma on Children's Social Psychological Development: Evidence from Northern Uganda

    Science.gov (United States)

    Willis, Alison S.; Nagel, Michael C.

    2015-01-01

    Based on social psychological and neurobiological models of human development, this paper proposes that the role of the teacher is central in the rehabilitation of children who have suffered the effects of stress and trauma. The purpose of this paper is to describe the experiences of educators regarding children's learning. This study used a…

  6. Social class, income, education, area of residence and psychological distress: does social class have an independent effect on psychological distress in Antalya, Turkey?

    Science.gov (United States)

    Belek, I

    2000-02-01

    The aim of this study is to determine the separate effects of social class, income, education and area of residence on psychological distress. The study also assesses whether the association between prevalence of high score on the 12-item General Health Questionnaire (GHQ 12) and social class is independent of other variables. Psychological distress was assessed by means of the GHQ 12. The study covered 1,092 adults aged 15 years or more living in two different quarters of Antalya. Social class status was defined by occupational position, with income, education and area of residence treated as confounders. Chi-square and logistic regression analyses were used to evaluate the data. Large inequalities in psychological distress by all variables were observed. Psychological distress was significantly associated with class status, after adjusting for income, education, area of residence and other potential confounders (age, sex and marital status). Class inequalities in psychological distress were observed between blue-collar workers/unqualified employees and bourgeoisie. These findings support the view that the recent widening of inequalities among social classes in Turkey pose a substantial threat to health.

  7. Social Influence as Reinforcement Learning

    Science.gov (United States)

    2016-01-13

    a brain region associated with motivation and reward learning. Further, individuals’ level of striatal activity in response to consensus tracks...experiment. Economics Letters, 2001. 71(3): p. 397-404. 14. Ledyard, J., Public goods: A survey of experimental research. Pub Econ , 1994.

  8. Theorizing political psychology: Doing integrative social science under the condition of postmodernity

    OpenAIRE

    Rosenberg, Shawn W.

    2003-01-01

    At the beginning of the 21st century, the field of political psychology; like the social sciences more generally, is being challenged. New theoretical direction is being demanded from within and a greater epistemological sophistication and ethical relevance is being demanded from without. In response, direction for a reconstructed political psychology is offered here. To begin, a theoretical framework for a truly integrative political psychology is sketched. This is done in light of the appar...

  9. Towards a Comprehensive Socio-Psychological Perspective: A Critique of Social Dominance Theory

    OpenAIRE

    Tunçgenç, Bahar

    2010-01-01

    Psychology aims to understand human cognition and behavior, which necessitates making use of sociological-political theories. Social Dominance Theory (SDT) is one of the psychological theories that try to explain the individual-society relationship from a broad perspective. Yet, this theory has its shortcomings too. In an attempt to contribute to a well-grounded theory for psychological research, the paper at hand will discuss the shortcomings of SDT. The main discussion concerns following ap...

  10. CULTURAL AND PSYCHOLOGICAL PECULIARITIES OF SOCIAL CAPITAL OF ETHNIC GROUPS IN RUSSIA

    NARCIS (Netherlands)

    Tatarko, A. N.

    2009-01-01

    Data of cross-cultural study of social capital of five ethnic groups of Russia (n = 300) is presented. According to proposed psychological point of view trust, social solidarity, civil identity, ethnic tolerance constitute the structure of social capital of polycultural society. The application of

  11. Psychological contract breach and work performance: Is social exchange a buffer or an intensifier?

    NARCIS (Netherlands)

    Bal, P.M.; Chiaburu, D.S.; Jansen, P.G.W.

    2010-01-01

    Purpose: The aim of this paper is to investigate how social exchanges modify the relationship between psychological contract breach and work performance. It aims to present two concurrent hypotheses, based on theoretical interaction effects of social exchanges (conceptualized as social exchange

  12. College Students' Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

    Science.gov (United States)

    Shim, Sungok Serena; Wang, Cen; Makara, Kara A.; Xu, Xiao-Guang; Xie, Li-Na; Zhong, Ming

    2017-01-01

    University life can be stressful and students may struggle to adjust socially. We examined students' social achievement goals--their orientations towards their relationships with their peers--as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social…

  13. Blackboxing: social learning strategies and cultural evolution.

    Science.gov (United States)

    Heyes, Cecilia

    2016-05-05

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions aboutwhenthey should copy other agents, andwhothey should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the 'phenotypic gambit'; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this 'blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the 'social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are 'planetary'--they depend on domain-general cognitive processes--some SLSs, found only in humans, are 'cook-like'--they depend on explicit, metacognitive rules, such ascopy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. © 2016 The Author(s).

  14. Blackboxing: social learning strategies and cultural evolution

    Science.gov (United States)

    Heyes, Cecilia

    2016-01-01

    Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives. These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning. PMID:27069046

  15. The construction of mind, self, and society: the social process behind G. H. Mead'S social psychology.

    Science.gov (United States)

    Huebner, Daniel R

    2012-01-01

    Mind, Self, and Society, the posthumously published volume by which George Herbert Mead is primarily known, poses acute problems of interpretation so long as scholarship does not consider the actual process of its construction. This paper utilizes extensive archival correspondence and notes in order to analyze this process in depth. The analysis demonstrates that the published form of the book is the result of a consequential interpretive process in which social actors manipulated textual documents within given practical constraints over a course of time. The paper contributes to scholarship on Mead by indicating how this process made possible certain understandings of his social psychology and by relocating the materials that make up the single published text within the disparate contexts from which they were originally drawn. © 2012 Wiley Periodicals, Inc.

  16. Responsible Opposition, Disruptive Voices: Science, Social Change, and the History of Feminist Psychology

    Science.gov (United States)

    Rutherford, Alexandra; Vaughn-Blount, Kelli; Ball, Laura C.

    2010-01-01

    Feminist psychology began as an avowedly political project with an explicit social change agenda. However, over the last two decades, a number of critics have argued that feminist psychology has become mired in an epistemological impasse where positivist commitments effectively mute its political project, rendering the field acceptable to…

  17. Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

    Science.gov (United States)

    Pascarella, Christina Bechle

    2012-01-01

    This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

  18. Towards a de-biased social psychology: The effects of ideological perspective go beyond politics.

    Science.gov (United States)

    Funder, David C

    2015-01-01

    Reasonable conservatives are in short supply and will not arrive to save social psychology any time soon. The field needs to save itself through de-biasing. The effects of a liberal worldview permeate and distort discussion of many topics that are not overtly political, including behavioral genetics and evolutionary psychology, the fundamental attribution error, and the remarkably persistent consistency controversy.

  19. The Application of Social Justice Principles to Global School Psychology Practice

    Science.gov (United States)

    Shriberg, David; Clinton, Amanda

    2016-01-01

    In as much as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition…

  20. PSYOP and Persuasion: Applying Social Psychology and Becoming an Informed Citizen

    Science.gov (United States)

    King, Sara B.

    2004-01-01

    This project teaches students about persuasion techniques, especially as governments use them. Most project examples came from the work of the U.S. military's modern Psychological Operations division. Social psychology students (a) reviewed influence techniques; (b) examined posters, leaflets, and other persuasion tools used in World War II, the…

  1. Evaluating the Feminist Challenge to Research in Personality and Social Psychology: 1963-1983.

    Science.gov (United States)

    Lykes, M. Brinton; Stewart, Abigail J.

    1986-01-01

    Women's involvement in the research process, the types of research methods used, and substantive concerns were examined in selected issues of the "Journal of Personality and Social Psychology" between 1963 and 1983. Comparisons with studies published in the "Psychology of Women Quarterly" suggest that the impact of the feminist challenge is more…

  2. The Potential Enrichment of Social/Personality Psychology through Feminist Research, and Vice Versa.

    Science.gov (United States)

    Lott, Bernice

    Although many colleges offer programs in women's studies, research on the psychology of women has very low visibility in professional journals. Feminist research can enrich the discipline of social and personality psychology through its unique orientation and methodology. Gender must be viewed as both a characteristic of participants in a…

  3. Persistent misunderstandings of inclusive fitness and kin selection : Their ubiquitous appearance in social psychology textbooks

    NARCIS (Netherlands)

    Park, Justin H.

    2007-01-01

    Inclusive fitness theory and kin selection theory are among the most recognizable theories associated with evolutionary biology and psychology—they are also among the most widely misunderstood. The problem begins early, in undergraduate psychology textbooks. Here, ten social psychology textbooks

  4. Schools and Social Emotional Learning

    Science.gov (United States)

    Usakli, Hakan; Ekici, Kubra

    2018-01-01

    In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

  5. African Journal for the Psychological Study of Social Issues - Vol 13 ...

    African Journals Online (AJOL)

    African Journal for the Psychological Study of Social Issues. ... Experts as sources in reported agricultural articles in Nigerian dailies · EMAIL FULL ... Factors influencing the teaching of physical education and sport in Cluster H Shools of Chivi ...

  6. African Journal for the Psychological Study of Social Issues - Vol 8 ...

    African Journals Online (AJOL)

    Psychological factors influencing self-disclosure in marital relationships · EMAIL FULL ... influence of social support, self-esteem, health locus of control and gender ... Parenting style in a changing society and identity formation among Nigerian ...

  7. Social support, psychological vulnerability, and HIV risk among African American men who have sex with men.

    Science.gov (United States)

    Saleh, Lena D; van den Berg, Jacob J; Chambers, Christopher S; Operario, Don

    2016-05-01

    Previous research has suggested a need to understand the social-psychological factors contributing to HIV risk among African American men who have sex with men (MSM). We conducted individual in-depth interviews with 34 adult African American MSM to examine their personal experiences about: (i) sources of social support, (ii) psychological responses to the presence or absence of social support and (iii) influences of social support on sexual behaviours. The majority of participants described limited positive encouragement and lack of emotional support from family, as well as few meaningful personal relationships. Feelings of isolation and mistrust about personal relationships led many participants to avoid emotional intimacy and seek physical intimacy through sexual encounters. Findings highlight a need for multilevel interventions that enhance social support networks and address the social-psychological, emotional and interpersonal factors that contribute to HIV risk among African American MSM.

  8. An application of Huber model on the effect of psychological empowerment of employees on organizational learning

    Directory of Open Access Journals (Sweden)

    Mahdie Mirzaiefar

    2014-03-01

    Full Text Available The purpose of this descriptive–survey study is to determine the effect of psychological empowerment of employees on organizational learning based on Huber model. The study selects a sample of 54 people randomly from 499 regular employees of a Gas distribution firm located in province of Lorestan, Iran. For collecting data, two questionnaires of Huber organizational learning and psychological empowerment based on Spreitzer (1995 model [Spreitzer, G. M. (1995. Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of management Journal, 38(5, 1442-1465.] are used. Cronbach’s alpha coefficients of organizational and psychological empowerment questionnaires are 0.706 and 0.92, respectively. SPSS software and linear regression test, binomial test, Pearson correlation test, and Friedman tests are used to analyze data and examine the hypotheses. The results of the data analysis show that psychological empowerment of employees could influence on organizational learning aspects in organization, significantly.

  9. Association of social skills with psychological distress among female nurses in Japan.

    Science.gov (United States)

    Uchiyama, Ayako; Odagiri, Yuko; Ohya, Yumiko; Suzuki, Ayako; Hirohata, Kayoko; Kosugi, Shotaro; Shimomitsu, Teruichi

    2011-01-01

    Nursing is a highly stressful occupation. Because nursing work involves interaction with patients and colleagues, competence in social skills may be a key issue in stress management among nurses. However, there are very few studies among nurses focused on social skills together with social support, both of which are important aspects of job stress. The aim of this study was to examine the interrelationships between social skills and social support with job stressors, problem-solving coping, and psychological distress among Japanese nurses. Data from a self-administered questionnaire of 1,197 female nurses who worked for 5 general hospitals in Japan were analyzed. Covariance structure analysis with structural equation modeling techniques showed that social skills and social support were positively related to each other, while they were negatively associated with psychological distress and job stressors, and positively associated with problem-solving coping. Furthermore, the direct association between social skills and psychological distress was stronger than the association between social support and psychological distress. These findings suggested that improving not only social support at work but also individual social skills is important for nurses' mental health.

  10. Physical Attractiveness Research. Toward a Developmental Social Psychology of Beauty

    Science.gov (United States)

    Adams, G. R.

    1977-01-01

    This paper reviews research on physical attractiveness from a dialectical-interactional perspective and attempts to examine the relationship between outer appearance and inner psychological characteristics from a developmental perspective. (BD)

  11. Social isolation : a learning obstacle in the primary school

    African Journals Online (AJOL)

    Academic achievement, loneliness, self-esteem, psychological well- being, perceived .... exercising social planning skills like when to ask a friend to play and when to ..... 335 isolates. This will encourage socially isolates to communicate and.

  12. Social-psychological work with regional population concerning prophylaxis of radiophobia development and psychoemotional stress decrease

    International Nuclear Information System (INIS)

    Abramova, V.N.; Matveenko, E.G.

    1993-01-01

    The paper presents the principles of the concept dealing with social-and-psychological contacts with the population of the radioactive contaminated territories elaborated by the Obninsk Research Centre Prognoz established by the regional branch of Soyuz-Chernobyl Society and based on the results of the control of social problems and psychological aspects of radiation risk perception of the population of the Kaluga region territories contaminated as a result of the Chernobyl accident

  13. THE PROGRAM SUPPORT SOCIAL AND PSYCHOLOGICAL SAFETY OF CHILDREN WITH INTELLECTUAL DISABILITIES

    Directory of Open Access Journals (Sweden)

    Pavel Aleksandrovich Kislyakov

    2018-04-01

    Full Text Available The article presents a description of the author’s program to support the social and psychological safety of children with intellectual disabilities enrolled in boarding school of VIII kind. The object of the study were children with intellectual disabilities. The subject of research – features of formation to children with intellectual disabilities the social and psychological safety. The methodological base are the special psychology (L.S. Vygotsky, S.L. Rubinstein, A. Speck. The results. Complex psychological and pedagogical support of social and psychological safety of children with intellectual disabilities reflects the content of psychological and pedagogical tasks (target function and technologies of their solution (instrumental function aimed at reducing internal and external risk factors. The target functions are: social and psychological adaptation, personal and developmental, the function of social support and psychological and pedagogical assistance, preventive and correctional function. Psycho-pedagogical objectives are the formation of skills of safe behavior and confront the dangers through the development of appropriate social skills, mental, physical and cognitive abilities, establishing a real and more comfortable with social contact (including municipal and educational environment, thereby ensuring individual protection and psychosocial well-being, support emotional balance, development of harmonious personality, to facilitate adaptation to the social environment, correction of risk factors of dysontogenesis. The program includes informative, technological and diagnostic modules. The basis for the construction of educational information in the field of security us based on the principle of integratively – interdisciplinary cooperation of academic subjects; a mix of mandatory core classes and extra-curricular and remedial work. Technological support included the following teaching methods: interactive (psychotechnical

  14. The Social psychology of citizenship: Engagement with citizenship studies and future research

    OpenAIRE

    Stevenson, Clifford; Hopkins, Nick; Luyt, Russell; Dixon, John

    2015-01-01

    In this article we review the argument outlined in the opening article in this special thematic section: that the current social psychology of citizenship can be understood as the development of longstanding conceptualisations of the concept within the discipline. These conceptualisations have contributed to the current social psychological study of the constructive, active and collective (but often exclusive) understandings of citizenship in people’s everyday lives, as evidenced by contribut...

  15. The psychological influences on participation in Wheelchair Rugby: a social relational model of disability

    OpenAIRE

    Damian Haslett; Ben Fitzpatrick; Gavin Breslin

    2017-01-01

    Sport and exercise psychology research in disability sport seldom engages with social models of disability. As a result, the socio-historical landscape of disability is underrepresented in sport psychology research. The aim of this study is to interpret influences on participation in disability sport through the conceptual lens of the social relational model (SRM) of disability (Thomas, 1999, 2004, 2007). Ten Irish adult male athletes with physical disabilities participated in semi-structured...

  16. Ask Not Only "What Can Problem-Based Learning Do for Psychology?" but "What Can Psychology Do for Problem-Based Learning?" A Review of the Relevance of Problem-Based Learning for Psychology Teaching and Research

    Science.gov (United States)

    Wiggins, Sally; Chiriac, Eva Hammar; Abbad, Gunvor Larsson; Pauli, Regina; Worrell, Marcia

    2016-01-01

    Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology…

  17. Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese

    Science.gov (United States)

    Oxford, Rebecca L.; Cuéllar, Lourdes

    2014-01-01

    Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze…

  18. The Role of Psychological Needs in Ceasing Music and Music Learning Activities

    Science.gov (United States)

    Evans, Paul; McPherson, Gary E.; Davidson, Jane W.

    2013-01-01

    This article addresses individuals' decisions to continue or cease playing a musical instrument from a basic psychological needs perspective. Participants began learning music 10 years prior to the study and were the subject of previous longitudinal research. They completed a survey investigating the three psychological needs of competence,…

  19. Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

    Science.gov (United States)

    Bailey, Sarah F.; Barber, Larissa K.; Nelson, Videl L.

    2017-01-01

    This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States (n = 149 responded). Overall, the majority of institutions…

  20. Applying Cognitive Psychology Based Instructional Design Principles in Mathematics Teaching and Learning: Introduction

    Science.gov (United States)

    Verschaffel, Lieven; Van Dooren, W.; Star, J.

    2017-01-01

    This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory…

  1. From E-Learning to Social Learning--A Health Care Study

    Science.gov (United States)

    Hajli, Mahmood; Bugshan, Hatem; Lin, Xiaolin; Featherman, Mauricio

    2013-01-01

    Purpose: The emergence of Web 2.0 opened a new route for education to use the values derived from this development. The future of e-learning is social learning, where individuals can learn online due to the facility of social media. Social media such as online communities are places for social interactions between users. These social interactions…

  2. Research on Web Search Behavior: How Online Query Data Inform Social Psychology.

    Science.gov (United States)

    Lai, Kaisheng; Lee, Yan Xin; Chen, Hao; Yu, Rongjun

    2017-10-01

    The widespread use of web searches in daily life has allowed researchers to study people's online social and psychological behavior. Using web search data has advantages in terms of data objectivity, ecological validity, temporal resolution, and unique application value. This review integrates existing studies on web search data that have explored topics including sexual behavior, suicidal behavior, mental health, social prejudice, social inequality, public responses to policies, and other psychosocial issues. These studies are categorized as descriptive, correlational, inferential, predictive, and policy evaluation research. The integration of theory-based hypothesis testing in future web search research will result in even stronger contributions to social psychology.

  3. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures †

    OpenAIRE

    Rozgonjuk, Dmitri; Saal, Kristiina; Täht, Karin

    2018-01-01

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that ...

  4. Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

    OpenAIRE

    Dmitri Rozgonjuk; Kristiina Saal; Karin Täht

    2018-01-01

    Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that ...

  5. Creating Participatory Online Learning Environments: A Social Learning Approach Revisited

    Science.gov (United States)

    Conley, Quincy; Lutz, Heather S.; Padgitt, Amanda J.

    2017-01-01

    Online learning has never been more popular than it is today. Due to the rapid growth of online instruction at colleges and universities, questions about the effectiveness of online courses have been raised. In this paper, we suggest guidelines for the selection and application of social media tools. In addition to describing the potential…

  6. Social Networking Sites as a Learning Tool

    Science.gov (United States)

    Sanchez-Casado, Noelia; Cegarra Navarro, Juan Gabriel; Wensley, Anthony; Tomaseti-Solano, Eva

    2016-01-01

    Purpose: Over the past few years, social networking sites (SNSs) have become very useful for firms, allowing companies to manage the customer-brand relationships. In this context, SNSs can be considered as a learning tool because of the brand knowledge that customers develop from these relationships. Because of the fact that knowledge in…

  7. Social Networking Services in E-Learning

    Science.gov (United States)

    Weber, Peter; Rothe, Hannes

    2016-01-01

    This paper is a report on the findings of a study conducted on the use of the social networking service NING in a cross-location e-learning setting named "Net Economy." We describe how we implemented NING as a fundamental part of the setting through a special phase concept and team building approach. With the help of user statistics, we…

  8. The Bonds of Social-Emotional Learning

    Science.gov (United States)

    Reilly, Nadja N.

    2018-01-01

    To better support students with conditions like depression, schools must take steps to shift away from a silo approach in which academics and emotional health are seen as separate. To illustrate, Nadja N. Reilly outlines an integrated approach to social-emotional learning accommodates both students and teachers' needs for emotional safety and…

  9. Psychology Educators of Tennessee (PET): A Regional Learning Community for Psychology Teachers

    Science.gov (United States)

    Kelly, Kiesa; Jones, Linda; Brinthaupt, Thomas M.; Hart, Wendy

    2016-01-01

    This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for…

  10. The features of the formation of the socio-psychological climate in the institution of social services

    Directory of Open Access Journals (Sweden)

    Balakhtar Valentina Vizitorіvna

    2017-04-01

    Full Text Available The article reveals the essence of the concepts “socio-psychological climate”, “climate” and “organizational culture”. The author analyses approaches to understanding the socio-psychological climate: the socio-psychological phenomenon, the general emotional and psychological mood, the style of people's relationships with direct contact with each other, the social and psychological compatibility of the members of the group. The features of the formation of the socio-psychological climate in the establishment of the social service, factors affecting the state of the socio-psychological climate in the team are considered.

  11. Learning Psychological Research and Statistical Concepts using Retrieval-based Practice

    OpenAIRE

    Stephen Wee Hun eLim; Gavin Jun Peng eNg; Gabriel Qi Hao eWong

    2015-01-01

    Research methods and statistics are an indispensable subject in the undergraduate psychology curriculum, but there are challenges associated with engaging students in it, such as making learning durable. Here we hypothesized that retrieval-based learning promotes long-term retention of statistical knowledge in psychology. Participants either studied the educational material in four consecutive periods, or studied it just once and practiced retrieving the information in the subsequent three pe...

  12. Expressive writing promotes self-reported physical, social and psychological health among Chinese undergraduates.

    Science.gov (United States)

    Yang, Zhihan; Tang, Xiaoqing; Duan, Wenjie; Zhang, Yonghong

    2015-03-01

    The present study examines the efficacy of expressive writing among Chinese undergraduates. The sample comprised of 74 undergraduates enrolled in a 9-week intervention (35 in experimental class vs. 39 in control class). The writing exercises were well-embedded in an elective course for the two classes. The 46-item simplified Chinese Self-Rated Health Measurement Scale, which assesses psychological, physical and social health, was adopted to measure the outcome of this study. Baseline (second week) and post-test (ninth week) scores were obtained during the classes. After the intervention on the eighth week, the self-reported psychological, social and physical health of the experimental class improved. Psychological health obtained the maximum degree of improvement, followed by social and physical health. Furthermore, female participants gained more psychological improvement than males. These results demonstrated that the expressive writing approach could improve the physical, social and psychological health of Chinese undergraduates, and the method can be applied in university psychological consulting settings in Mainland China. © 2014 International Union of Psychological Science.

  13. A melding of the minds: when primatology meets personality and social psychology.

    Science.gov (United States)

    Brosnan, Sarah F; Newton-Fisher, Nicholas E; van Vugt, Mark

    2009-05-01

    Social and personality psychology and behavioral primatology both enjoy long histories of research aimed at uncovering the proximate and ultimate determinants of primate-human and nonhuman-social behavior. Although they share research themes, methodologies, and theories, and although their studied species are closely related, there is currently very little interaction between the fields. This separation means that researchers in these disciplines miss out on opportunities to advance understanding by combining insights from both fields. Social and personality psychologists also miss the opportunity for a phylogenetic analysis. The time has come to integrate perspectives on primate social psychology. Here, the authors provide a historical background and document the main similarities and differences in approaches. Next, they present some examples of research programs that may benefit from an integrated primate perspective. Finally, the authors propose a framework for developing a social psychology inclusive of all primates. Such a melding of minds promises to greatly benefit those who undertake the challenge.

  14. Psychological well-being among individuals aging with HIV: the value of social relationships.

    Science.gov (United States)

    Mavandadi, Shahrzad; Zanjani, Faika; Ten Have, Thomas R; Oslin, David W

    2009-05-01

    Utilizing a heterogenous sample of adults diagnosed with HIV infection, the current study sought to explore associations among age, various dimensions of social support, and psychological and functional well-being. Cross-sectional data capturing subjective and instrumental support, social interaction, behavioral health service utilization, and psychological well-being (ie, positive affect and depressive symptomatology), and physical functioning, were collected from 109 men and women living with HIV. To explore age group differences, participants were stratified by age (social interaction. However, older adults reported higher subjective support, which in turn was associated with lower depressive symptomatology, greater positive affect, and nonutilization of behavioral health services. More attention should be paid to the social environment of individuals diagnosed with HIV as the quality of social relationships may be particularly important for successful psychological adaptation to HIV.

  15. On the Historical and Conceptual Foundations of a Community Psychology of Social Transformation.

    Science.gov (United States)

    Gokani, Ravi; Walsh, Richard T G

    2017-06-01

    We examine historical and conceptual literature in community psychology in order to understand the field's potential to be the socially transformative subdiscipline of psychology to which it aspires. By reviewing papers from two prominent journals and other literature, we conclude that the claim that community psychology is well-suited to social transformation, because it is a product of Sixties' radicalism and is theoretically equipped, is untenable. Systematic accounts of the subdiscipline's origins suggest that the transformative aspirations of current community psychologists do not correspond to the subdiscipline's reformist past. Furthermore, in analyzing three related concepts currently employed in the field-social justice, power, and praxis-we show that each suffers from conceptual ambiguity and a restricted political scope. These conceptual flaws, coupled with community psychology's historical inclination toward social reform, inhibit the possibility of contributing to radical social transformation. We conclude that neither questionable historical claims nor ambiguous and politically dubious concepts support a community psychology of social transformation. We offer solutions for the historical and conceptual problems we identify and, as a broader solution to the problem of engaging in socially transformative work, propose that community psychologists should seek direct political engagement in solidarity with other citizens as fellow citizens not as psychologists. © Society for Community Research and Action 2017.

  16. From the social learning theory to a social learning algorithm for global optimization

    OpenAIRE

    Gong, Yue-Jiao; Zhang, Jun; Li, Yun

    2014-01-01

    Traditionally, the Evolutionary Computation (EC) paradigm is inspired by Darwinian evolution or the swarm intelligence of animals. Bandura's Social Learning Theory pointed out that the social learning behavior of humans indicates a high level of intelligence in nature. We found that such intelligence of human society can be implemented by numerical computing and be utilized in computational algorithms for solving optimization problems. In this paper, we design a novel and generic optimization...

  17. Study Abroad in Psychology: Increasing Cultural Competencies through Experiential Learning

    Science.gov (United States)

    Earnest, David R.; Rosenbusch, Katherine; Wallace-Williams, Devin; Keim, Alaina C.

    2016-01-01

    Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology…

  18. Learning to Read Empirical Articles in General Psychology

    Science.gov (United States)

    Sego, Sandra A.; Stuart, Anne E.

    2016-01-01

    Many students, particularly underprepared students, struggle to identify the essential information in empirical articles. We describe a set of assignments for instructing general psychology students to dissect the structure of such articles. Students in General Psychology I read empirical articles and answered a set of general, factual questions…

  19. The ZAP Project: Designing Interactive Computer Tools for Learning Psychology

    Science.gov (United States)

    Hulshof, Casper; Eysink, Tessa; de Jong, Ton

    2006-01-01

    In the ZAP project, a set of interactive computer programs called "ZAPs" was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves,…

  20. Social, Psychological and Health Concerns of People Living with HIV/AIDS in Mysore District, Karnataka.

    Science.gov (United States)

    Sebastian, Shibu Thomas; Siddanna, Sunitha

    2016-03-01

    One of the significant health and social problem the world facing today is Acquired immune deficiency syndrome (AiDS). The patients affected with HIV and their family may face various psychosocial problems during diagnosis and treatment due to the stigma associated with this disease. The objective of the study was to identify social, psychological and health concerns of people living with HIV/AIDS (PLWHA) and its association with the demographic factors in Mysore District, Karnataka, India. A questionnaire based study was conducted among 194 participants in Mysore District, Karnataka state who were receiving care and support services. A 22-item questionnaire provided information regarding social, psychological and health concerns of PLWHA in Mysore district. A general linear regression model was used for assessing the predictors of social, psychological and health concerns. The main social concern was that of "Fear of Losing a loved one" whereas the main psychological concern was "Too much worry", "No cure for AIDS" was the highly rated health concern. Males had more social, psychological and health concerns when compared to females but was not statistically significant. Employed people were having fewer psychological concerns when compared to unemployed people. Unemployed people were having fewer health concerns than employed people. For every unit increase in age there were fewer social and health concerns and both these findings were statistically significant. PLWHA in the present study reported that they were concerned about social, psychological and health issues in spite of the fact they were attending counseling. Health care workers, including those in public health sector should be educated about the importance of these factors that influence the health of the population they are caring for.

  1. Use of Social Desirability Scales in Clinical Psychology: A Systematic Review.

    Science.gov (United States)

    Perinelli, Enrico; Gremigni, Paola

    2016-06-01

    There is still an open debate about the utility of social desirability indicators. This report systematically reviewed the use of social desirability scales in studies addressing social desirability in clinical psychology. A systematic review (January 2010-March 2015) was conducted, including 35 studies meeting the inclusion criteria of being published in peer-reviewed journals and describing quantitative findings about an association of social desirability with clinical psychology variables using a cross-sectional or longitudinal design. Social desirability was associated with self-reports of various clinical-psychological dimensions. Most of the included studies treated social desirability as a 1-dimensional variable and only 10 of 35 disentangled the impression management and self-deception components. Although theoretical literature does not consider social desirability a mere response bias, only 4 of the reviewed articles controlled for the possible suppressor effect of personality variables on social desirability, while the majority focused upon the stylistic (response bias) rather than the substantive (personality) nature of this construct. The present review highlighted some limitations in the use of social desirability scales in recent clinical psychology research and tried to offer a few suggestions for handling this issue. © 2016 Wiley Periodicals, Inc.

  2. Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us

    Science.gov (United States)

    Griffith, James L.; Kohrt, Brandon A.

    2016-01-01

    Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients’ family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma. PMID:26162463

  3. Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us.

    Science.gov (United States)

    Griffith, James L; Kohrt, Brandon A

    2016-04-01

    Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients' family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma.

  4. Social, familial and psychological risk factors for psychosis

    DEFF Research Database (Denmark)

    Shevlin, Mark; McElroy, Eoin; Christoffersen, Mogens Nygaard

    2016-01-01

    psychosis and a broad range of familial (advanced paternal age, family dissolution, parental psychosis), environmental (urbanicity,deprivation) and psychological factors (childhood adversity). Findings indicated that all types of risk factors were significantly associated with psychosis. In conclusion......, large scale cohort studies using the Danish registry system is a powerful way of assessing the relative impact ofdifferent risk factors for psychosis.......A broad range of biological, genetic, environmental, and psychological riskfactors for psychosis have been reported. However most research studies have tended to focus on one explanatory factor. The aim of this study wasto use data from a large Danish birth cohort to examine the associationsbetween...

  5. The Socialization of Newcomers into Organizations: Integrating Learning and Social Exchange Processes

    Science.gov (United States)

    Korte, Russell F.

    2007-01-01

    Traditional views of socialization focus primarily on the passive learning by the newcomer of the expectations of the organization. Theorizing and research on cognitive learning and social exchange indicate that the socialization process is vastly more complex. This paper views socialization through the lenses of cognitive learning and social…

  6. Social Organization and Leadership in Cross-Cultural Psychology.

    Science.gov (United States)

    Chemers, Martin M.

    There is little research by social psychologists in the areas of leadership and social organization, especially from a cross-cultural perspective, though such research offers an understanding of both leadership and culture. Existing cross-cultural management studies suffer from a lack of understanding of important social and cross-cultural…

  7. Dante Moreira Leite: um pioneiro da psicologia social no Brasil Dante Moreira Leite: a pioneer of social psychology in Brazil

    Directory of Open Access Journals (Sweden)

    Geraldo José de Paiva

    2000-01-01

    Full Text Available Apresenta-se o trabalho pioneiro no Brasil, na área da Psicologia Social, de Dante Moreira Leite, consignado em três obras: O Caráter Nacional Brasileiro, Psicologia Diferencial e Psicologia e Literatura. Nessas obras examinam-se em particular os tópicos relações interpessoais, caráter nacional e vinculações entre Literatura e Psicologia. Apresentam-se também, brevemente, o Autor em suas atividades de professor, pesquisador, escritor, tradutor e administrador acadêmico.Dante Moreira Leite’s pioneer work in Brazilian Social Psychology is presented through the analysis of three of his main books: Brazilian National Character, Differential Psychology and Psychology and Literature. The subjects especially considered in these writings are interpersonal relations, national character and the links between Literature and Psychology. His activities as professor, researcher, writer, translator and academic manager are also introduced.

  8. Social Emotional Learning and Educational Stress: A Predictive Model

    Science.gov (United States)

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationship between social emotional learning and educational stress. Participants were 321 elementary students. Social emotional learning and educational stress scale were used as measures. The relationships between social emotional learning and educational stress were examined using correlation…

  9. Which Recommender System Can Best Fit Social Learning Platforms?

    NARCIS (Netherlands)

    Fazeli, Soude; Loni, Babak; Drachsler, Hendrik; Sloep, Peter

    2014-01-01

    This study aims to develop a recommender system for social learning platforms that combine traditional learning management systems with commercial social networks like Facebook. We therefore take into account social interactions of users to make recommendations on learning resources. We propose to

  10. Moral functioning: socio-psychological approach.Social intuitionist theory of John Haidt

    Directory of Open Access Journals (Sweden)

    Victor A. Zaikin

    2017-03-01

    Full Text Available The paper studies the methodological aspect of developing social intuitionist approach to moral psychology. The paper reveals the possibility of applying this approach to the study of morality and moral functioning today, emphasizes the representation of issues in moral psychology methodological origins of social psychology, both in Russia and abroad. Social and psychological foundations of social intuitionist approach are described in detail. The research results show that the child perceiving the concept of fairness and variability in the framework of a specific group membership is culturally determined. The matter of special consideration is the theory of the American social psychologist George Haidt. The results of his work and his colleagues’ works are presented herein describing the concept of cultural variable moral intuitions, the findings of empirical studies carried out in the framework of this approach are summarized. The paper reveals the fundamental provisions of the social and intuitionistic theory. The comparative analysis of the social intuitionistic and cognitive approaches in moral psychology is presented. The conclusion that the relativistic understanding of morality is not an obstacle to its study, and the presence of various determinants of moral functioning should be based on further empirical research. The authors conceptualized the current state of social intuitionistic theory of moral functioning, which describes the theoretical and methodological sources of this area (Rawls, 2010; Freud, 2005; Hume, 1996; Hare’s, 1981. As justification for this approach the paper considers the phenomena studied in psychology, social cognition, and those that create the possibility of developing this area, namely affective motivation (Zajonc, 1980, fair-world hypothesis (Lerner, 1965, the objectivity of the illusion (Perkins, Allen, & Hafner , 1983, the phenomenon of «naive realism» (Griffin, & Ross, 1991, group interaction in a

  11. Simulating market dynamics : Interactions between consumer psychology and social networks

    NARCIS (Netherlands)

    Janssen, M.A; Jager, W.

    2003-01-01

    Markets can show different types of dynamics, from quiet markets dominated by one or a few products, to markets with continual penetration of new and reintroduced products. in a previous article we explored the dynamics of markets from a psychological perspective using a multi-agent simulation

  12. Post-Chernobyl scientific perspectives: Social/psychological effects

    International Nuclear Information System (INIS)

    Drottz-Sjoeberg, B.M.; Rumyantseva, G.M.; Nyagu, A.I.; Ageeva, L.A.

    1996-01-01

    Previous studies had shown that psychological problems associated with the Chernobyl accident were not decreasing with time. People experienced exposure to real risks, and resettled people often provided the highest risk ratings. Responses to a question about the ability to protect oneself from radioactive contamination were overall discouraging

  13. The social psychology of infertile couples in Abakiliki Local ...

    African Journals Online (AJOL)

    Infertility is one of the major health problems of public concern. It is more so not only for its clinical consequences, but also for its socio-psychological damages on both the individual and the family/society. The purpose of this study was to appraise the knowledge and attitude of couples towards infertility in Abakiliki Local ...

  14. Social E-Learning in Topolor: A Case Study

    Science.gov (United States)

    Shi, Lei; Al Qudah, Dana; Cristea, Alexandra I.

    2013-01-01

    Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics.…

  15. Multiplicative Effects of Social and Psychological Risk Factors on College Students’ Suicidal Behaviors

    Directory of Open Access Journals (Sweden)

    Shervin Assari

    2018-05-01

    Full Text Available Less is known about the multiplicative effects of social and psychological risk and protective factors of suicidality on college campuses. The current study aimed to investigate the multiplicative effects of social (identifying oneself as gay/lesbian, financial difficulty, violence victimization, and religiosity and psychological (anxiety, depression, problem alcohol use, drug use and risk/protective factors on suicidal behaviors among college students in the United States. Using a cross-sectional design, the Healthy Mind Study (HMS; 2016–2017, is a national online survey of college students in the United States. Social (identifying oneself as gay/lesbian, violence victimization, financial difficulty, and religiosity and psychological (anxiety, depression, problem alcohol use, and drug use risk/protective factors were assessed among 27,961 individuals. Three aspects of suicidality, including ideation, plan, and attempt, were also assessed. Logistic regression models were used for data analysis. Financial difficulty, violence victimization, identifying oneself as gay/lesbian, anxiety, depression, and drug use increased, while religiosity reduced the odds of suicidal behaviors. Multiplicative effects were found between the following social and psychological risk factors: (1 financial difficulty and anxiety; (2 financial difficulty and depression; (3 depression and drug use; (4 problem alcohol use and drug use; and (5 depression and problem alcohol use. There is a considerable overlap in the social and psychological processes, such as financial stress, mood disorders, and substance use problems, on risk of suicide in college students. As social and psychological risk factors do not operate independently, comprehensive suicidal risk evaluations that simultaneously address multiple social and psychological risk factors may be superior to programs that only address a single risk factor.

  16. The influence of social support on psychological distress in Canadian adults with bipolar disorder.

    Science.gov (United States)

    Warren, Christie D; Fowler, Ken; Speed, David; Walsh, Anna

    2018-05-08

    Individuals with bipolar I disorder (BD-I) and bipolar II disorder (BD-II) are at higher risk for experiencing high levels of psychological distress and low levels of social support. The primary objectives of this study were to examine perceived social support and psychological distress among Canadian adults with self-reported BD-I or BD-II as diagnosed by a health professional and explore the relationship between types of social support and psychological distress within this sample. Using a cross-sectional, national datafile, 563 Canadian male and female adults (20-64 years) who reported being diagnosed with BD-I or BD-II were investigated using the Social Provisions Scale (SPS), and the Kessler Psychological Distress Scale (K10). It was observed that while the BD-I or BD-II sample had significantly lower SPS scores and significantly higher K10 scores than the overall Canadian sample, age and support in the form of reassurance of worth and social integration were associated with decreased psychological distress. Further, a diagnosis of BD-I and BD-II was found to moderate the effect of social support on psychological distress. Despite the limitations, which include self-reported diagnosis of BD-I and BD-II and potential exclusion of those who are not diagnosed but have BD-I or BD-II, these findings suggest that reassurance of worth and social integration may act as protective factors for psychological distress among individuals with BD-I or BD-II.

  17. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    Science.gov (United States)

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  18. Social Learning Network Analysis Model to Identify Learning Patterns Using Ontology Clustering Techniques and Meaningful Learning

    Science.gov (United States)

    Firdausiah Mansur, Andi Besse; Yusof, Norazah

    2013-01-01

    Clustering on Social Learning Network still not explored widely, especially when the network focuses on e-learning system. Any conventional methods are not really suitable for the e-learning data. SNA requires content analysis, which involves human intervention and need to be carried out manually. Some of the previous clustering techniques need…

  19. THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

    OpenAIRE

    Mohd Ishak Bin Ismail; Ruzaini Bin Abdullah Arshah

    2016-01-01

    Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by stude...

  20. Peer Learning in Social Media Enhanced Learning Environment

    Directory of Open Access Journals (Sweden)

    Anne-Maritta Tervakari

    2012-09-01

    Full Text Available TUT Circle, a dedicated social media service for students at Tampere University of Technology (TUT, was used as a learning environment for the purpose of enhancing students‘ collaboration, communication and networking skills required in business and working life and for promoting peer learning in small groups. Unfortunately, active conversation was limited. The students intensively read content created by other students, but they did not actively present their opinions, arguments or comments. Another reason for the lack of real conversation was procrastination. The students seemed to need more encouragement to comment on or question the ideas of others, more support to promote intergroup interaction and more assistance with time management.

  1. Social Justice and Counseling Psychology: Listening to the Voices of Doctoral Trainees

    Science.gov (United States)

    Singh, Anneliese A.; Hofsess, Christy D.; Boyer, Elizabeth M.; Kwong, Agnes; Lau, Allison S. M.; McLain, Melissa; Haggins, Kristee L.

    2010-01-01

    The purpose of this qualitative study was to understand counseling psychology doctoral trainees' perceptions of social justice training in their academic programs. Participants (N = 66) completed an online social justice survey with open-ended questions. Researchers identified major themes of participants' responses (e.g., promotion of social…

  2. Home-school Relations--An Exploration from the Perspective of Social Psychology.

    Science.gov (United States)

    Pang, I-wah

    2000-01-01

    Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

  3. Social Identity, Health and Well-Being : An Emerging Agenda for Applied Psychology

    NARCIS (Netherlands)

    Haslam, S.A.; Jetten, J; Postmes, T.; Haslam, C.

    The social environment comprising communities, families, neighbourhoods, work teams, and various other forms of social group is not simply an external feature of the world that provides a context for individual behaviour. Instead these groups impact on the psychology of individuals through their

  4. Connectionism, parallel constraint satisfaction processes, and gestalt principles: (re) introducing cognitive dynamics to social psychology.

    Science.gov (United States)

    Read, S J; Vanman, E J; Miller, L C

    1997-01-01

    We argue that recent work in connectionist modeling, in particular the parallel constraint satisfaction processes that are central to many of these models, has great importance for understanding issues of both historical and current concern for social psychologists. We first provide a brief description of connectionist modeling, with particular emphasis on parallel constraint satisfaction processes. Second, we examine the tremendous similarities between parallel constraint satisfaction processes and the Gestalt principles that were the foundation for much of modem social psychology. We propose that parallel constraint satisfaction processes provide a computational implementation of the principles of Gestalt psychology that were central to the work of such seminal social psychologists as Asch, Festinger, Heider, and Lewin. Third, we then describe how parallel constraint satisfaction processes have been applied to three areas that were key to the beginnings of modern social psychology and remain central today: impression formation and causal reasoning, cognitive consistency (balance and cognitive dissonance), and goal-directed behavior. We conclude by discussing implications of parallel constraint satisfaction principles for a number of broader issues in social psychology, such as the dynamics of social thought and the integration of social information within the narrow time frame of social interaction.

  5. Bridging Social Justice and Children's Rights to Enhance School Psychology Scholarship and Practice

    Science.gov (United States)

    Shriberg, David; Desai, Poonam

    2014-01-01

    This article describes the overlap between the common goals of social justice and children's rights advocates as applied to scholarship and practice in school psychology. We argue that these frameworks overlap a great deal, with a primary distinction being the roots of each approach. Specifically, the origins of social justice movements in…

  6. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction

    Science.gov (United States)

    de Greeff, Joachim; Belpaeme, Tony

    2015-01-01

    Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children’s social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a “mental model” of the robot, tailoring the tutoring to the robot’s performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot’s bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance. PMID:26422143

  7. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction.

    Science.gov (United States)

    de Greeff, Joachim; Belpaeme, Tony

    2015-01-01

    Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children's social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a "mental model" of the robot, tailoring the tutoring to the robot's performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot's bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance.

  8. Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction.

    Directory of Open Access Journals (Sweden)

    Joachim de Greeff

    Full Text Available Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children's social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference; the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a "mental model" of the robot, tailoring the tutoring to the robot's performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot's bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance.

  9. Trust, cooperation, and equality: a psychological analysis of the formation of social capital.

    Science.gov (United States)

    Cozzolino, Philip J

    2011-06-01

    Research suggests that in modern Western culture there is a positive relationship between the equality of resources and the formation of trust and cooperation, two psychological components of social capital. Two studies elucidate the psychological processes underlying that relationship. Study 1 experimentally tested the influence of resource distributions on the formation of trust and intentions to cooperate; individuals receiving a deficit of resources and a surplus of resources evidenced lower levels of social capital (i.e., trust and cooperation) than did individuals receiving equal amounts. Analyses revealed the process was affective for deficit participants and cognitive for surplus participants. Study 2 provided suggestive support for the affective-model of equality and social capital using proxy variables in the 1996 General Social Survey data set. Results suggest support for a causal path of unequal resource distributions generating affective experiences and cognitive concerns of justice, which mediate disengagement and distrust of others. ©2010 The British Psychological Society.

  10. Social Cognition, Executive Functions and Self-Report of Psychological Distress in Huntington's Disease

    DEFF Research Database (Denmark)

    Larsen, Ida Unmack; Vinther-Jensen, Tua; Nielsen, Jørgen Erik

    2016-01-01

    OBJECTIVE: Huntington's disease (HD) is characterized by motor symptoms, psychiatric symptoms and cognitive impairment in, inter alia, executive functions and social cognition. The aim of this study was to investigate the relationship between subjective feeling of psychological distress using...... a self-report questionnaire and performances on tests of executive functions and social cognition in a large consecutive cohort of HD patients. METHOD: 50 manifest HD patients were tested in social cognition and executive functions and each answered a self-report questionnaire about current status...... psychological distress was significantly associated with worse performances on social cognitive tests (mean absolute correlation .34) and that there were no significant correlations between perceived psychological distress and performance on tests of executive functions. The correlations between perceived...

  11. Storming the servers: a social psychological analysis of the First Internet War.

    Science.gov (United States)

    Guadagno, Rosanna E; Cialdini, Robert B; Evron, Gadi

    2010-08-01

    In April 2007, the First Internet War began. Owing to the relocation of a World War II-era Soviet war memorial in Estonia, angry protestors, primarily of Russian descent, engaged in a month-long series of coordinated online attacks on Estonia's Internet infrastructure that disabled it for several days. We analyze this real-world event from a social psychological perspective. Specifically, we review the details surrounding the event and examine why protest manifested in this form of online attack and discuss how it was successfully orchestrated from a framework provided by social psychology, the science of human social interaction. We argue that the psychological principles of loss, relative anonymity of online interaction, group membership and adherence to group norms, social validation, and contagion all contributed to the success of the attacks.

  12. Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

    OpenAIRE

    Grace Adebisi Fayombo

    2013-01-01

    This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

  13. Psychological and Organizational Variables Associated with Workplace Learning in Small and Medium Manufacturing Businesses in Korea

    Science.gov (United States)

    Moon, Se-Yeon; Na, Seung-Il

    2009-01-01

    The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization of power, formality, merit system and communication. The studied population consisted entirely…

  14. In-Course Instructor-Guided Service Learning in a Community College General Psychology Class

    Science.gov (United States)

    Goomas, David T.; Weston, Melissa B.

    2012-01-01

    Students enrolled in two general psychology classes at El Centro College (ECC) of the Dallas County Community College District (DCCCD) were offered the opportunity to earn extra credit by performing up to 20 hours of service learning. Benefits of service learning were observed in student development, including exploration of career possibilities,…

  15. A Longitudinal Assessment of an Initial Cohort in a Psychology Learning Community

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2008-01-01

    Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on…

  16. Introduction to Psychology Students' Parental Status Predicts Learning Preferences and Life Meaning

    Science.gov (United States)

    Lovell, Elyse D'nn; Munn, Nathan

    2017-01-01

    This study explores Introduction to Psychology students' learning preferences and their personal search for meaning while considering their parental status. The findings suggest that parents show preferences for project-based learning and have lower levels of searching for meaning than non-parents. When parental status, age, and finances were…

  17. Socializing the human factors analysis and classification system: incorporating social psychological phenomena into a human factors error classification system.

    Science.gov (United States)

    Paletz, Susannah B F; Bearman, Christopher; Orasanu, Judith; Holbrook, Jon

    2009-08-01

    The presence of social psychological pressures on pilot decision making was assessed using qualitative analyses of critical incident interviews. Social psychological phenomena have long been known to influence attitudes and behavior but have not been highlighted in accident investigation models. Using a critical incident method, 28 pilots who flew in Alaska were interviewed. The participants were asked to describe a situation involving weather when they were pilot in command and found their skills challenged. They were asked to describe the incident in detail but were not explicitly asked to identify social pressures. Pressures were extracted from transcripts in a bottom-up manner and then clustered into themes. Of the 28 pilots, 16 described social psychological pressures on their decision making, specifically, informational social influence, the foot-in-the-door persuasion technique, normalization of deviance, and impression management and self-consistency motives. We believe accident and incident investigations can benefit from explicit inclusion of common social psychological pressures. We recommend specific ways of incorporating these pressures into theHuman Factors Analysis and Classification System.

  18. Freedom and psychological proximity as preconditions of nonviolence: the social psychology of democratic peace

    Czech Academy of Sciences Publication Activity Database

    Feierabend, I. K.; Klicperová-Baker, Martina

    2015-01-01

    Roč. 45, č. 4 (2015), s. 564-577 ISSN 0081-2463 Grant - others:Nadace Pangea(CZ) Pangea 12014 Fenomén slušnosti ve světovém kontextu, vztahu k demokratičnosti, prosperitě a životní spokojenosti Institutional support: RVO:68081740 Keywords : civility * democracy * democratic peace * freedom * nonviolence * proximity Subject RIV: AN - Psychology Impact factor: 0.532, year: 2015

  19. A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

    OpenAIRE

    Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

    2017-01-01

    Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...

  20. The Neural Circuitry of Expertise: Perceptual Learning and Social Cognition

    Directory of Open Access Journals (Sweden)

    Michael eHarre

    2013-12-01

    Full Text Available Amongst the most significant questions we are confronted with today include the integration of the brain's micro-circuitry, our ability to build the complex social networks that underpin society and how our society impacts on our ecological environment. In trying to unravel these issues one place to begin is at the level of the individual: to consider how we accumulate information about our environment, how this information leads to decisions and how our individual decisions in turn create our social environment. While this is an enormous task, we may already have at hand many of the tools we need. This article is intended to review some of the recent results in neuro-cognitive research and show how they can be extended to two very specific types of expertise: perceptual expertise and social cognition. These two cognitive skills span a vast range of our genetic heritage. Perceptual expertise developed very early in our evolutionary history and is likely a highly developed part of all mammals' cognitive ability. On the other hand social cognition is most highly developed in humans in that we are able to maintain larger and more stable long term social connections with more behaviourally diverse individuals than any other species. To illustrate these ideas I will discuss board games as a toy model of social interactions as they include many of the relevant concepts: perceptual learning, decision-making, long term planning and understanding the mental states of other people. Using techniques that have been developed in mathematical psychology, I show that we can represent some of the key features of expertise using stochastic differential equations. Such models demonstrate how an expert's long exposure to a particular context influences the information they accumulate in order to make a decision.These processes are not confined to board games, we are all experts in our daily lives through long exposure to the many regularities of daily tasks and

  1. Mechanisms underlying the social enhancement of vocal learning in songbirds.

    Science.gov (United States)

    Chen, Yining; Matheson, Laura E; Sakata, Jon T

    2016-06-14

    Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor's songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.

  2. The Relationship between Social-Emotional Learning Ability and Perceived Social Support in Gifted Students

    Science.gov (United States)

    Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet

    2018-01-01

    This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…

  3. A Pathway to Psychological Difficulty: Perceived Chronic Social Adversity and Its Symptomatic Reactions.

    Science.gov (United States)

    Ding, Cody; Zhang, Jingqiu; Yang, Dong

    2018-01-01

    In this paper, we attempt to predict and explain psychological maladjustment or difficulty. Specifically, we discuss the concept of perceived chronic social adversity, and we expect that such perceived chronic social adversity may potentially lead to chronic stress responses. Accordingly, we propose the symptomatic reactions of perceived chronic social adversity. We put forward a set of hypotheses regarding the relationships between perceived chronic social adversity and those chronic stress responses, and we further hypothesize a mediating role of individualized negative essentialism brought by perceived chronical social adversity. Resilience and individual differences in the ability to cope with perceived adversity are discussed. Future research and prevention need to pay more attention to effects of subjective personal experiences on psychological difficulty, focusing on the importance of exploring daily social experiences in improving cognitive construction processes and developing appropriate preventions.

  4. A Pathway to Psychological Difficulty: Perceived Chronic Social Adversity and Its Symptomatic Reactions

    Directory of Open Access Journals (Sweden)

    Cody Ding

    2018-04-01

    Full Text Available In this paper, we attempt to predict and explain psychological maladjustment or difficulty. Specifically, we discuss the concept of perceived chronic social adversity, and we expect that such perceived chronic social adversity may potentially lead to chronic stress responses. Accordingly, we propose the symptomatic reactions of perceived chronic social adversity. We put forward a set of hypotheses regarding the relationships between perceived chronic social adversity and those chronic stress responses, and we further hypothesize a mediating role of individualized negative essentialism brought by perceived chronical social adversity. Resilience and individual differences in the ability to cope with perceived adversity are discussed. Future research and prevention need to pay more attention to effects of subjective personal experiences on psychological difficulty, focusing on the importance of exploring daily social experiences in improving cognitive construction processes and developing appropriate preventions.

  5. Political economy and social psychology of nuclear safety

    International Nuclear Information System (INIS)

    Choe, Gwang Sik

    2009-03-01

    The contents of this book are consideration on independence of nuclear safety regulations, analysis of trend in internal and external on effectualness of nuclear safety regulations, political psychology of a hard whistle, how to deal with trust and distrust on regulation institute, international trend and domestic trend of nuclear safe culture, policy for building of trust of people on nuclear safety and regulations, measurement and conception of nuclear safety and for who imposes legal controls?

  6. Political economy and social psychology of nuclear safety

    Energy Technology Data Exchange (ETDEWEB)

    Choe, Gwang Sik

    2009-03-15

    The contents of this book are consideration on independence of nuclear safety regulations, analysis of trend in internal and external on effectualness of nuclear safety regulations, political psychology of a hard whistle, how to deal with trust and distrust on regulation institute, international trend and domestic trend of nuclear safe culture, policy for building of trust of people on nuclear safety and regulations, measurement and conception of nuclear safety and for who imposes legal controls?.

  7. Psychology of group relations: cultural and social dimensions.

    Science.gov (United States)

    Berry, J W

    2004-07-01

    Cross-cultural psychology attempts to understand the development and expression of human behavior in relation to the cultural contexts in which it occurs. It adopts the perspective of "universalism," which assumes that all human beings share basic psychological processes, but which are then shaped by cultural influences. This perspective allows for the comparison of individuals from different cultures (based on the process commonality), but also accepts behavioral variability (based on the cultural shaping). In the case of behavior that takes place during interactions between individuals coming from two (or more) cultures, the task is more complex; we now need to understand at least two sets of culture-behavior phenomena, as well as a third set--those that arise at the intersection of their relationships. In cross-cultural psychology, we have adopted concepts and methods from sociology and political science to inform work on "ethnic relations," and from cultural anthropology we have been informed in our work on the process and outcomes of "acculturation." In the former domain are phenomena such as prejudice and discrimination; in the latter are the strategies people use when in daily contact with people from other cultures (such as assimilation, integration, separation, and marginalization). These phenomena take place in cultural contexts, which need to be understood in terms of the core dimensions of cultural difference (such as diversity, equality, and conformity). During prolonged and intimate contact between persons of different cultural backgrounds, all these psychological concepts and processes, and cultural influences need to be taken into account when selecting, training, and monitoring individuals during their intercultural interactions.

  8. Community psychology contributions to the study of social inequalities,well-being and social justice

    Directory of Open Access Journals (Sweden)

    Manuel García-Ramírez

    2014-07-01

    Full Text Available This special issue of the Journal of Psychosocial Intervention aims to contribute to the understanding ofhuman well-being as a matter of social justice. Inequities in health and well-being are closely linked tosocial inequalities and addressing them involves the improvement of the quality of life and living conditionsof communities. Although reaching a more just society requires systemic changes, actions aimed at groupsthat are at greater risk of multiple vulnerabilities must be intensified in order to reduce the slope of thesocial gradient of health and well-being. Community psychology embraces as one of its key principles toadvocate for social change through the empowerment of disadvantaged groups, such as children and youthliving in poverty, women suffering violence, people with disabilities and elderly immigrants. Thecontributions of this monograph offer courses of action for a scientific agenda whose goal is to provideopportunities for all individuals to achieve meaning and greater control over the resources they need fortheir well-being and prosperity.

  9. Social trust, risk perceptions and public acceptance of recycled water: testing a social-psychological model.

    Science.gov (United States)

    Ross, Victoria L; Fielding, Kelly S; Louis, Winnifred R

    2014-05-01

    Faced with a severe drought, the residents of the regional city of Toowoomba, in South East Queensland, Australia were asked to consider a potable wastewater reuse scheme to supplement drinking water supplies. As public risk perceptions and trust have been shown to be key factors in acceptance of potable reuse projects, this research developed and tested a social-psychological model of trust, risk perceptions and acceptance. Participants (N = 380) were surveyed a few weeks before a referendum was held in which residents voted against the controversial scheme. Analysis using structural equation modelling showed that the more community members perceived that the water authority used fair procedures (e.g., consulting with the community and providing accurate information), the greater their sense of shared identity with the water authority. Shared social identity in turn influenced trust via increased source credibility, that is, perceptions that the water authority is competent and has the community's interest at heart. The findings also support past research showing that higher levels of trust in the water authority were associated with lower perceptions of risk, which in turn were associated with higher levels of acceptance, and vice versa. The findings have a practical application for improving public acceptance of potable recycled water schemes. Copyright © 2014 Elsevier Ltd. All rights reserved.

  10. Learning Psychological Research and Statistical Concepts using Retrieval-based Practice

    Directory of Open Access Journals (Sweden)

    Stephen Wee Hun eLim

    2015-10-01

    Full Text Available Research methods and statistics are an indispensable subject in the undergraduate psychology curriculum, but there are challenges associated with teaching it, such as making learning durable. Here we hypothesized that retrieval-based learning promotes long-term retention of statistical knowledge in psychology. Participants either studied the educational material in four consecutive periods, or studied it just once and practised retrieving the information in the subsequent three periods, and then took a final test through which their learning was assessed. Whereas repeated studying yielded better test performance when the final test was immediately administered, repeated practice yielded better performance when the test was administered a week after. The data suggest that retrieval practice enhanced the learning – produced better long-term retention – of statistical knowledge in psychology than did repeated studying.

  11. Associations between psychological distress, learning, and memory in spouse caregivers of older adults.

    Science.gov (United States)

    Mackenzie, Corey S; Wiprzycka, Ursula J; Hasher, Lynn; Goldstein, David

    2009-11-01

    Family caregivers of older adults experience high levels of chronic stress and psychological distress, which are known to impair cognition. Very little research, however, has assessed the impact of caregiving on key cognitive outcomes such as learning and memory. This study compared 16 spouse caregivers with 16 matched controls using standardized neuropsychological measures of learning, episodic memory, and working memory. Analyses compared groups on these cognitive outcomes and examined whether psychological distress mediated group differences in cognition. Results indicated that caregivers were significantly more distressed than non-caregivers and exhibited deficits in learning, recall of episodic information after short and long delays, and working memory. Furthermore, the majority of group differences in cognitive outcomes were mediated by psychological distress. This study adds to a small body of literature demonstrating impaired cognitive functioning among family caregivers. It also suggests that distress is one of a number of possible underlying mechanisms leading to disruptions in learning and memory in this population.

  12. Attachment as a Moderating Factor Between Social Support, Physical Health, and Psychological Symptoms

    Directory of Open Access Journals (Sweden)

    Kimberly A. Rapoza

    2016-12-01

    Full Text Available This study investigated the extent to which perceived social support functioned as a protective factors, and dimensions of insecure attachment (i.e., avoidant and anxious functioned as risks factors for physical and psychological health. We explored whether insecure attachment was a mechanism that modified the relationship (i.e., protect against or increases risk between social support and adult health. Participants were 155 non-traditional adult college students from demographically diverse backgrounds. Students were approached in common areas on campus or in classrooms during break and were asked to complete the questionnaire. Bartholomew and Horowitz’s Attachment Questionnaire assessed avoidant and anxious attachment dimensions, the Brief Social Support Questionnaire assessed perceived social support, and the Memorial Symptom Assessment Scale measured physical and psychological symptoms. Model results indicated that the anxious dimension of insecure attachment was more directly and positively associated with poorer general physical health and psychological symptoms, whereas greater perceived social support was linked with better reported health. However, an interesting pattern emerged with avoidant attachment through a moderated relationship with social support. The absence of a satisfying supportive network was significantly related to poorer physical and psychological health outcomes for those low in avoidant attachment, but not for those high in avoidant attachment. Results from this work suggest that insecure attachment plays a detrimental role in adult health. Perceived social support does not necessarily function as a blanket protective factor for health, as it seemed to offer less benefit to those high in attachment avoidance.

  13. How task characteristics and social support relate to managerial learning: empirical evidence from Dutch home care.

    Science.gov (United States)

    Ouweneel, A P Else; Taris, Toon W; Van Zolingen, Simone J; Schreurs, Paul J G

    2009-01-01

    Researchers have revealed that managers profit most from informal and on-the-job learning. Moreover, research has shown that task characteristics and social support affect informal learning. On the basis of these insights, the authors examined the effects of task characteristics (psychological job demands, job control) and social support from the supervisor and colleagues on informal on-the-job learning among 1588 managers in the Dutch home-care sector. A regression analysis revealed that high demands, high control, and high colleague and supervisor support were each associated with high levels of informal learning. The authors found no evidence for statistical interactions among the effects of these concepts. They concluded that to promote managers' informal workplace learning, employers should especially increase job control.

  14. The contribution from psychological, social, and organizational work factors to risk of disability retirement

    DEFF Research Database (Denmark)

    Knardahl, Stein; Johannessen, Håkon A.; Sterud, Tom

    2017-01-01

    Background: Previous studies indicate that psychological, social, and organizational factors at work contribute to health, motivation, absence from work, and functional ability. The objective of the study was to assess the current state of knowledge of the contribution of psychological, social, a...... social support from ones superior. Conclusions: Psychological and organizational factors at work contribute to disability retirement with the most robust evidence for the role of work control. We recommend the measurement of specific exposure factors in future studies.......Background: Previous studies indicate that psychological, social, and organizational factors at work contribute to health, motivation, absence from work, and functional ability. The objective of the study was to assess the current state of knowledge of the contribution of psychological, social......, and organizational factors to disability retirement by a systematic review and meta-analyses. Methods: Data sources: A systematic literature search for studies of retirement due to disability in Medline, Embase, and PsychINFO was performed. Reference lists of relevant articles were hand-searched for additional...

  15. Situated learning - beyond apprenticeship and social constructionism

    DEFF Research Database (Denmark)

    Christensen, Gerd

    2016-01-01

    The aim of this paper is to discuss the theoretical and philosophical fundament of Jean Lave & Etienne Wenger’s theory of ’situated learning’. In Denmark, the theory has been categorized under as different paradigms as a theory of learning as ‘apprenticeship’ and as ‘social constructionism......’. This may seem as a theoretical discussion without any implications for an actual practice. But, as it will be argued in the paper, the perception of the theory has fundamental consequences for how it is considered to contribute to the understanding of learning and to analyses of learning in an actual...... context. The paper can, thus, be considered as not only a contribution to a narrow discussion of ‘situated learning’, but also to the wider discussion of how to conceptualize ‘learning’ as such. In addition, the paper discusses some of the analytical perspectives, which are at stake in some of the other...

  16. Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes

    Directory of Open Access Journals (Sweden)

    Anelise Rebelato Mozzato

    2014-07-01

    Full Text Available Different organizational settings have been gaining ground in the world economy, resulting in a proliferation of different forms of strategic alliances that translate into a growth in the number of organizations that have started to deal with interorganizational relationships with different actors. These circumstances reinforce Crossan, Lane, White and Djurfeldt (1995 and Crossan, Mauer and White (2011 in exploring what authors refer to as the fourth, interorganizational, level of learning. These authors, amongst others, suggest that the process of interorganizational learning (IOL warrants investigation, as its scope of analysis needs widening and deepening. Therefore, this theoretical essay is an attempt to understand IOL as a dynamic process found in interorganizational cooperative relationships that can take place in different structured and unstructured social spaces and that can generate learning episodes. According to this view, IOL is understood as part of an organizational learning continuum and is analyzed within the framework of practical rationality in an approach that is less cognitive and more social-behavioral.

  17. Psychological contract breach and work performance:Is social exchange a buffer or an intensifier?

    OpenAIRE

    Bal, P. Matthijs; Chiaburu, Dan S.; Jansen, Paul G. W.

    2010-01-01

    Purpose: The aim of this paper is to investigate how social exchanges modify the relationship between psychological contract breach and work performance. It aims to present two concurrent hypotheses, based on theoretical interaction effects of social exchanges (conceptualized as social exchange relationships, POS, and trust). Design/methodology/approach: Data were collected from a sample of 266 employees in a service sector company in the USA. Regression analysis was used to explore the moder...

  18. Contemporary understanding of riots: Classical crowd psychology, ideology and the social identity approach.

    Science.gov (United States)

    Stott, Clifford; Drury, John

    2016-04-01

    This article explores the origins and ideology of classical crowd psychology, a body of theory reflected in contemporary popularised understandings such as of the 2011 English 'riots'. This article argues that during the nineteenth century, the crowd came to symbolise a fear of 'mass society' and that 'classical' crowd psychology was a product of these fears. Classical crowd psychology pathologised, reified and decontextualised the crowd, offering the ruling elites a perceived opportunity to control it. We contend that classical theory misrepresents crowd psychology and survives in contemporary understanding because it is ideological. We conclude by discussing how classical theory has been supplanted in academic contexts by an identity-based crowd psychology that restores the meaning to crowd action, replaces it in its social context and in so doing transforms theoretical understanding of 'riots' and the nature of the self. © The Author(s) 2016.

  19. Social Identity and Psychosis: Associations and Psychological Mechanisms.

    Science.gov (United States)

    McIntyre, Jason C; Wickham, Sophie; Barr, Ben; Bentall, Richard P

    2017-08-26

    Humans possess a basic need to belong and will join groups even when they provide no practical benefit. Paranoid symptoms imply a disruption of the processes involved in belonging and social trust. Past research suggests that joining social groups and incorporating those groups into one's identity (social identification) promotes positive self-views and better physical and mental health. However, no research has investigated whether social identity is associated with paranoia, nor the mechanisms by which this effect may emerge. Here, we examined the relationship between social identity and mental health (paranoia, auditory verbal hallucinations [AVHs], and depression), and tested the mediating role of self-esteem. In study 1, we analyzed data collected from 4319 UK residents as part of the NIHR CLAHRC NWC Household Health Survey. Study 2 comprised data collected from 1167 students attending a large UK university. The studies provided convergent evidence that social identification reduces symptoms of paranoia and depression by furnishing people with self-esteem. There was no consistent effect of social identification on AVHs. People developing mental health assessments, treatments, and policies are encouraged to consider the notion that joining and identifying with social groups may reduce people's risk of paranoia and depression. © The Author 2017. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center.

  20. Psychology of Social Support on Individuals and Society | Balogun ...

    African Journals Online (AJOL)

    These show the central nature of the concept of social support not only to the Yorubas but to most if not all societies. In other words, social support can been seen as a universal phenomenon. This cocept is what is expoused in the present paper with its relevance to the societal well being in general. African Journal for the ...

  1. The Psychological and Social Benefits of Sport and Physical Activity.

    Science.gov (United States)

    Wankel, Leonard M.; Berger, Bonnie G.

    1990-01-01

    An overview is given of research evidence pertaining to the contribution of sport and physical activity to personal enjoyment, growth, social integration, and social change. It is important to identify the prerequisite activity, leadership, organizational, and environmental conditions for facilitating positive outcomes. (JD)

  2. Social learning and evolution: the cultural intelligence hypothesis

    Science.gov (United States)

    van Schaik, Carel P.; Burkart, Judith M.

    2011-01-01

    If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223

  3. Social learning and evolution: the cultural intelligence hypothesis.

    Science.gov (United States)

    van Schaik, Carel P; Burkart, Judith M

    2011-04-12

    If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.

  4. Social and Psychological Adjustment in Foster Care Alumni: Education and Employment

    OpenAIRE

    Archakova T.O.

    2015-01-01

    The article analyses issues in social and psychological adjustment of young adults, grown up in foster families. The psychological and socio-pedagogical factors facilitating professional education, successful employment and financial independence are emphasized. The methods and results of several large simple design researches of adjustment in foster care alumni, conducted in USA, are described. Recommendations for services and specialists working with young adults leaving state care are prov...

  5. Herding, social influence and economic decision-making: socio-psychological and neuroscientific analyses

    OpenAIRE

    Baddeley, Michelle

    2010-01-01

    Typically, modern economics has steered away from the analysis of sociological and psychological factors and has focused on narrow behavioural assumptions in which expectations are formed on the basis of mathematical algorithms. Blending together ideas from the social and behavioural sciences, this paper argues that the behavioural approach adopted in most economic analysis, in its neglect of sociological and psychological forces and its simplistically dichotomous categorization of behaviour ...

  6. The Role of Intelligence in Social Learning.

    Science.gov (United States)

    Vostroknutov, Alexander; Polonio, Luca; Coricelli, Giorgio

    2018-05-02

    Studies in cultural evolution have uncovered many types of social learning strategies that are adaptive in certain environments. The efficiency of these strategies also depends on the individual characteristics of both the observer and the demonstrator. We investigate the relationship between intelligence and the ways social and individual information is utilised to make decisions in an uncertain environment. We measure fluid intelligence and study experimentally how individuals learn from observing the choices of a demonstrator in a 2-armed bandit problem with changing probabilities of a reward. Participants observe a demonstrator with high or low fluid intelligence. In some treatments they are aware of the intelligence score of the demonstrator and in others they are not. Low fluid intelligence individuals imitate the demonstrator more when her fluid intelligence is known than when it is not. Conversely, individuals with high fluid intelligence adjust their use of social information, as the observed behaviour changes, independently of the knowledge of the intelligence of the demonstrator. We provide evidence that intelligence determines how social and individual information is integrated in order to make choices in a changing uncertain environment.

  7. Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis

    OpenAIRE

    McSweeney, Frances K.; Parks, Craig D.

    2002-01-01

    We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ce...

  8. Brazilian Social Psychology in the international setting A Psicologia Social brasileira no cenário internacional

    Directory of Open Access Journals (Sweden)

    Ana Raquel Rosas Torres

    2013-03-01

    Full Text Available The objective of this work was to discuss the Social Psychology that has been developing in Brazil, placing it in the international theoretical-methodological setting. To achieve this goal, we initially present a brief historical account of the founding of the Brazilian Association of Social Psychology and the Latin American Association of Social Psychology, providing insight into the political struggle that surrounded the emergence of these two organizations and that, to a certain degree, is still present today. We then present the results of research conducted with 150 Brazilian social psychologists concerning the definition of social psychology, the academic training perspective, and the theories used in the conduct of research. The results point to the existence of several contradictions, since, among other matters, they highlight the fact that while most participants advocate research practices tied to a more sociological perspective, the definitions given indicate a more psychological view of social psychology.O objetivo deste trabalho foi discutir a psicologia social que vem sendo desenvolvida no Brasil inserindo-a no cenário teórico-metodológico internacional. Para alcançar este objetivo, inicialmente apresentamos um breve relato histórico da fundação da Associação Brasileira de Psicologia Social e da Associação Latino Americana de Psicologia Social, fornecendo subsídios para o entendimento do embate político que envolveu o surgimento dessas duas organizações e que, de certa forma, ainda está presente na atualidade. Em seguida, apresentamos os resultados da pesquisa realizada com 150 psicólogos sociais brasileiros sobre a definição de psicologia social, sobre a perspectiva de formação e sobre as teorias utilizadas na atividade de pesquisa. Os resultados indicam a existência de algumas contradições, pois, dentre outros aspectos, destaca-se o fato que, embora a maioria dos participantes advogue uma prática de

  9. Learning Psychomotor Skills in TAFE (or The Psychology of Psychomotor Skills). Educational Psychology for TAFE Teachers.

    Science.gov (United States)

    Watson, Anthony

    Developed for use in Technical and Further Education (TAFE) teacher education, this module is intended to widen teachers' knowledge and understanding of the psychology of psychomotor skills to improve teaching of psychomotor skills in the TAFE classroom or workshop. The module is divided into two parts: basic and advanced. The first part,…

  10. Behaviorism, latent learning, and cognitive maps: needed revisions in introductory psychology textbooks.

    Science.gov (United States)

    Jensen, Robert

    2006-01-01

    This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks.

  11. Learning from and with Customers with Social Media: A Model for Social Customer Learning

    Directory of Open Access Journals (Sweden)

    Hannu Kärkkäinen

    2012-01-01

    Full Text Available Social media can enable and significantly increase the collaboration andlearning from customers in various ways, for instance by novel social waysof providing and receiving feedback from new products and concepts. Wehave created a model that can support managers and researchers to betteranalyse and understand the possibilities of social media approaches especiallyfrom the business-to-business (B2B customer interface standpoint. Weused the model to analyse found various types of business-to-business relatedsocial media approaches to create new understanding of the scarcelyresearched field of social media in the customer learning and the customerinterface of B2B innovation.

  12. (De)colonizing culture in community psychology: reflections from critical social science.

    Science.gov (United States)

    Reyes Cruz, Mariolga; Sonn, Christopher C

    2011-03-01

    Since its inception, community psychology has been interested in cultural matters relating to issues of diversity and marginalization. However, the field has tended to understand culture as static social markers or as the background for understanding group differences. In this article the authors contend that culture is inseparable from who we are and what we do as social beings. Moreover, culture is continually shaped by socio-historical and political processes intertwined within the globalized history of power. The authors propose a decolonizing standpoint grounded in critical social science to disrupt understandings of cultural matters that marginalize others. This standpoint would move the field toward deeper critical thinking, reflexivity and emancipatory action. The authors present their work to illustrate how they integrate a decolonizing standpoint to community psychology research and teaching. They conclude that community psychology must aim towards intercultural work engaging its political nature from a place of ontological/epistemological/methodological parity.

  13. Depression research methodologies in the Journal of Personality and Social Psychology: a review and critique.

    Science.gov (United States)

    Tennen, H; Hall, J A; Affleck, G

    1995-05-01

    Personality and social psychological studies of depression and depressive phenomena have become more methodologically sophisticated in recent years. In response to earlier problems in this literature, investigators have formulated sound suggestions for research designs. Studies of depression published in the Journal of Personality and Social Psychology (JPSP) between 1988 and 1993 were reviewed to evaluate how well these recommendations have been followed. Forty-one articles were examined for adherence to 3 suggestions appearing consistently in the literature: (a) multiple assessment periods, (b) multiple assessment methods, and (c) appropriate comparison groups. The studies published in JPSP have not adhered well to these standards. The authors recommend resetting minimum methodological criteria for studies of depression published in the premier journal in personality and social psychology.

  14. Does Social Interaction Matter Psychological Well-Being in Persons With Dementia?

    Science.gov (United States)

    Lee, Kyung Hee; Boltz, Marie; Lee, Hana; Algase, Donna L

    2017-06-01

    Social interaction between residents and staff is an important factor influencing sense of well-being. This study examined the relationship between staff-resident interactions and psychological well-being of persons with dementia. A total of 831 observations of 110 persons with dementia in 17 nursing homes and 6 assisted living facilities were included. Psychological well-being was measured by observed displays of positive and negative emotional expressions. Social interaction was determined by the type of social interaction (ie, verbal interaction, nonverbal interaction, and both verbal and nonverbal interactions) and the quality of interaction (ie, positive, negative, and neutral). Verbal or both verbal and nonverbal interactions showed significant relationship with positive and negative emotional expressions. Positive interaction was significantly associated with more positive emotional expression, whereas negative interaction was not. Staff-resident interactions are important to promote the psychological well-being of persons with dementia in residential care.

  15. The role of social and psychological factors in radiation protection after accidents

    International Nuclear Information System (INIS)

    Morrey, M.; Allen, P.

    1996-01-01

    The inclusion of social and psychological factors in the justification and optimisation of intervention after an accident requires identification of the relevant factors and their appropriate quantification. Recent studies suggest a possible approach. Some social and psychological factors either influence the consequences of radiation protection countermeasures, or are direct consequences of those measures. Such factors can be grouped into those that alter the dose-effectiveness of a countermeasure, those that extend the need for countermeasures in time or space, and those that fall into neither of the first two categories. Factors of the first two types can be quantified in terms of changes to the anticipated averted dose and monetary cost of a countermeasure. Quantification of the third type is currently difficult, but the existence of structural models for applications in social psychology suggests that such models could be developed for radiation protection in the future. (author)

  16. Social and psychological predictors of onset of anxiety disorders: results from a large prospective cohort study

    DEFF Research Database (Denmark)

    Flensborg-Madsen, Trine; Tolstrup, Janne Schurmann; Sørensen, Holger Jelling

    2012-01-01

    social and psychological factors are associated with the later risk of being admitted to a hospital and receive a diagnosis of anxiety disorders. METHOD: The study population comprised 4,497 members of The Copenhagen Perinatal Cohort (CPC) who in 1993 answered a mailed questionnaire containing questions...... on a range of social and psychological factors. In 2007, the study population was linked to The Danish Hospital Discharge Register and the Danish Psychiatric Central Register to obtain information on registration with anxiety disorders. Multiple Cox regression analysis was used to analyze the risk of anxiety...... disorders according to social and psychological factors. RESULTS: A total of 5.3% of the study population had lifetime registration with an anxiety disorder diagnosis. The risk of admission for anxiety disorders was significantly associated with previous: discontentedness with partner-status, loneliness...

  17. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    OpenAIRE

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results sugges...

  18. Developmental Psychology: How Social Context Influences Infants' Attention.

    Science.gov (United States)

    Wass, Sam V; Leong, Victoria

    2016-05-09

    A recent study shows that changes in the focus of a social partner's attention associate, on a second-by-second scale, with changes in how much attention infants pay to objects. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Longitudinal association between time-varying social isolation and psychological distress after the Great East Japan Earthquake.

    Science.gov (United States)

    Sone, Toshimasa; Nakaya, Naoki; Sugawara, Yumi; Tomata, Yasutake; Watanabe, Takashi; Tsuji, Ichiro

    2016-03-01

    The association between social isolation and psychological distress among disaster survivors is inconclusive. In addition, because these previous studies were cross-sectional in design, the longitudinal association between time-varying social isolation and psychological distress was not clear. The present study examined the longitudinal association between social isolation and psychological distress after the Great East Japan Earthquake. We analyzed longitudinal data for 959 adults who had responded to the self-report questionnaires about Lubben Social Network Scale-6 (LSNS-6) and K6 in both a community-based baseline survey (2011) and a follow-up survey (2014) after the disaster. Participants were categorized into four groups according to changes in the presence of social isolation (socially isolated", "became not socially isolated", "remained not socially isolated", and "became socially isolated". We defined a K6 score of ≥ 10/24 as indicating the presence of psychological distress. We used multiple logistic regression analysis to estimate the adjusted odds ratios (ORs) and 95% confidence intervals (CIs) to indicate how the change in social isolation was related to changes in psychological distress over 3 years. Among the participants who had not shown psychological distress at the baseline, the rates of deterioration of psychological distress were significantly lower in participants who "became not socially isolated" (multivariate OR = 0.26, 95% CI = 0.08-0.70) and "remained not socially isolated" (multivariate OR = 0.49, 95% CI = 0.27-0.91), compared with participants who "remained socially isolated". Among the participants who had psychological distress at the baseline, the rate of improvement of psychological distress was significantly higher in participants who "remained not socially isolated" (multivariate OR = 2.61, 95% CI = 1.08-6.44). The present findings suggest that prevention of social isolation may be an effective public health strategy for

  20. In the company of wolves: the physical, social, and psychological benefits of dog ownership.

    Science.gov (United States)

    Knight, Sarah; Edwards, Victoria

    2008-06-01

    The increase in aging populations has implications for the provision of health and social services. A preventative approach is taken to address this problem by examining a mechanism that can enhance physical health and reduce minor ailments. Participants in 10 focus groups discussed physical, psychological, and social benefits associated with human-dog interactions. Interaction between humans and dogs is a mechanism that can enhance the physical and psychological health of elderly citizens and promote a social support network between dog owners. In turn, dependence and impact on health and social services are alleviated. The social and community consequences of promoting dog ownership in the elderly are addressed, and it is concluded that the benefits of dog ownership should be promoted among the elderly and acknowledged by relevant agencies.

  1. Bullying and Social Anxiety in Chinese Children: Moderating Roles of Trait Resilience and Psychological Suzhi.

    Science.gov (United States)

    Wu, Lili; Zhang, Dajun; Cheng, Gang; Hu, Tianqiang

    2018-02-01

    Research examining the relationship between bullying victimization and social anxiety has mainly been conducted in Western countries, and little is known about the mechanisms underlying this relationship. This study explores the correlation between bullying victimization and social anxiety in a Chinese context and determines the moderating roles of psychological suzhi (a mental quality characterized by being steady, essential and implicit that affects adaptive, developmental, and creative behavior) and trait resilience among victims of bullying. Data were obtained from a stratified sample of 1903 children in the fourth, fifth, and sixth grades. All participants completed measures of bullying victimization, social anxiety, trait resilience, and psychological suzhi. The results indicated that, after controlling for grade, residential area, and parental marital status, bullying victimization positively predicted children's social anxiety. In addition, multi-group analysis suggested that the association in girls was stronger relative to that observed in boys. Regarding underlying processes, trait resilience moderated the effect of bullying victimization on social anxiety only in girls. Further assessment of the latent interaction effects indicated that the protective effect of trait resilience was stronger for girls experiencing high, relative to low, levels of bullying victimization, and psychological suzhi buffered against the detrimental effects of bullying on children's social anxiety. Most notably, unlike the moderating effect of resilience, the buffering effect of psychological suzhi against social anxiety was most prominent when bullying victimization was low. Findings underscore the importance of enhancing trait resilience and psychological suzhi in interventions designed to reduce children's social anxiety. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Psychological Distress Following Suicidality Among Gay, Lesbian, and Bisexual Youths: Role of Social Relationships

    Science.gov (United States)

    Rosario, Margaret; Schrimshaw, Eric W.; Hunter, Joyce

    2011-01-01

    Longitudinal relations between past suicidality and subsequent changes in psychological distress at follow-up were examined among gay, lesbian, and bisexual (GLB) youths, as were psychosocial factors (e.g., self-esteem, social support, negative social relationships) that might mediate or moderate this relation. Past suicide attempters were found to have higher levels of depressive symptoms, anxious symptoms, and conduct problems at a later time than youths who neither attempted nor ideated. Psychosocial factors failed to mediate this relation. The interaction among past suicidality, social support, and negative relationships was associated with subsequent changes in all three psychological distress indicators six months later. Specifically, high levels of support (either from family or friends) or negative relationships were found to predict increased psychological distress among those with a history of suicide attempts, but not among youths without a history of suicidality. The findings suggest that GLB youths who attempt suicide continue to have elevated levels of psychological distress long after their attempt and they highlight the importance of social relationships in the youths’ psychological distress at follow-up. PMID:22162620

  3. ASSESSMENT OF EFFICIENCY OF PSYCHOLOGICAL MECHANISMS OF INFLUENCE IN SOCIAL ADVERTISING

    Directory of Open Access Journals (Sweden)

    Tatiyana B. Kolyshkina

    2014-12-01

    Full Text Available The main aim of the research is to estimate the efficiency of psychological influence mechanisms in social advertising. Numerous psychological, sociological, culturological studies, devoted to this issue, do not answer the question which mechanisms will be efficient and will lead to the expected reaction of a recipient. The correlation between the psychological influence methods and the goals set by the creators is especially important for social advertising, because its efficiency can’t be measured by economic indicators as it occurs in commercial advertising. In addition, it should be remembered that for guaranteeing of efficiency in this kind of advertising one need to take into account such special features of a recipient as their beliefs and sets. The study concentrates on the comparison of psychological influence mechanisms, used in World Wildlife Fund (WWF social advertising. Its creators use a great number of methods. But as practice shows us by no means all of them lead to the planned results. The study justifies, that the efficiency of advertising influence should be estimated by such indicators as the willingness of a recipient to take part in WWF programs (conative component and their emotional response (affective component. Consequently, it has been established that the behaviour of a recipient does not depend on a chosen creative strategy’s type, which is used by the creators. The willingness of a recipient to take part in the programs, advertised by WWF, is estimated by the content of their social and psychological sets (attitudes. The displayed results prove that one need to refuse a cruel and shocking way of advertising, which causes people’s negative emotions. It is corroborated by experiments that social advertising which defends wild nature can be efficient on condition that it gives a recipient an opportunity to actualize their own social and psychological sets.

  4. Study of the Psychological Profile in Diabetic Patient and its Relationship with their Social Support

    Directory of Open Access Journals (Sweden)

    Akbar Atadokht

    2013-06-01

    Full Text Available Background & objectives: Diabetes mellitus is a common metabolic disorder that has negative effect on physical function, psychological condition, interpersonal, family and social relationship and in general, on psychological well being. The aim of this study was to investigate of psychological profile in diabetic patients and it's relatioship with social support.   Methods: In this descriptive-correlational study, 120 diabetic patients have been selected among of those that systematically refered to Diabetes Clinic of Emam Khomeini Hospital in order to follow their therapeutic process in Ardabil . Data gathering was accomplished by two tests: SCL-90-R and Social Support Scale. Finally data were analyzed by Pearson correlation coefficient and T-test on SPSS-17 software and p-value less than 0.05 considered as significant.   Results: Results showed that 70% of diabetic patients had problems in somatic complaint and obsession, 62.5% in sensitivity, 72.5% in depression, 62.5% in anxiety, 55% in hostility, 67.5% in paranoid thoughts, 27.5% in phobia and 37.5% in psychosis. Correlations between social support with somatic complaint, obsession, sensitivity, depression, anxiety, hostility and paranoid thoughts were negatively significant. Family support associated significantly with all of the psychological variables but friend Support had no significant correlation with them.   Conclusion: The range of psychological problems experienced by diabetic patients is more extensive and these problems have significant relationship with social support. Thus, attention to different dimensions of psychological health is necessary and social support-based interventions can be more effective.

  5. Brief note: Applying developmental intergroup perspectives to the social ecologies of bullying: Lessons from developmental social psychology.

    Science.gov (United States)

    Brenick, Alaina; Halgunseth, Linda C

    2017-08-01

    Over the past decades, the field of bullying research has seen dramatic growth, notably with the integration of the social-ecological approach to understanding bullying. Recently, researchers (Hymel et al., 2015; Hawley & Williford, 2015) have called for further extension of the field by incorporating constructs of group processes into our investigation of the social ecologies of bullying. This brief note details the critical connections between power, social identity, group norms, social and moral reasoning about discrimination and victimization, and experiences of, evaluations of, and responses to bullying. The authors highlight a parallel development in the bridging of developmental social-ecological and social psychological perspectives utilized in the field of social exclusion that provides a roadmap for extending the larger field of bullying research. This article is part of a Special Issue entitled [VSI: Bullying] IG000050. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  6. School Psychology: Learning Lessons from History and Moving Forward

    Science.gov (United States)

    Farrell, Peter

    2010-01-01

    At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using…

  7. Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning

    Science.gov (United States)

    Semetsky, Inna; Delpech-Ramey, Joshua A.

    2012-01-01

    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that…

  8. Psychologically Inspired Sensory-Motor Development in Early Robot Learning

    Directory of Open Access Journals (Sweden)

    M.H. Lee

    2008-11-01

    Full Text Available We present an implementation of a model of very early sensory-motor development, guided by results from developmental psychology. Behavioural acquisition and growth is demonstrated through constraint-lifting mechanisms initiated by global state variables. The results show how staged competence can be shaped by qualitative behaviour changes produced by anatomical, computational and maturational constraints.

  9. Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning

    Science.gov (United States)

    Zelechoski, Amanda D.; Riggs Romaine, Christina L.; Wolbransky, Melinda

    2017-01-01

    Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating…

  10. Skype me! Socially contingent interactions help toddlers learn language.

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

    2014-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  11. Skype me! Socially Contingent Interactions Help Toddlers Learn Language

    Science.gov (United States)

    Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

    2013-01-01

    Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

  12. The Theory of Social Control and the Social Psychology of Dissatisfaction: Inhibition, regression and isolation in a cultural context

    Directory of Open Access Journals (Sweden)

    Orsolya Selymes, PhD Candidate

    2011-06-01

    Full Text Available The Theory of Social Control (TSC is grounded in satisfaction and happiness research. The study investigated the reasons behind relatively low levels of civil and personal satisfaction, subjective social well-being and experienced happiness in the post-communist Hungarian social context. The basic social process uncovered in the research is self-situating, which involves a continuous assessment of social control, which occurs on three psychological dimensions: activity, fairness and connectedness, operated via social flow. The culturally salient outcome of self-situating in Hungary is self-victimizing, meaning a subjective loss of control on all three dimensions. Some of the most important emotional-motivational consequences of self-victimizing are inhibition, regression and isolation, which contribute to various socio-cultural phenomenon such as distrust, bystander strategies, pessimism or anomie across a number of social situations. Based on the emerging theory, the concept of subjective social control is introduced and an expanded three-dimensional model of civil satisfaction, comfort and contribution, along with psychological and cultural implications, are discussed.Key words: social control, self-situating, self-victimizing, activity, fairness, connectedness, inhibition, fury, isolation

  13. The (ab)normal-social-personality catena: Exploring The Journal of Abnormal and Social Psychology during the interwar years.

    Science.gov (United States)

    Davidson, Ian J

    2018-05-01

    This article is a cocitation network analysis of The Journal of Abnormal and Social Psychology ( JASP ) from 1925 to 1942. The analysis was conducted to help shed light on the historical roots of the intellectual and institutional relationships among social, personality, and abnormal psychology. JASP was a main venue for the boundary work of early- to mid-twentieth-century American psychologists. One of the main goals of these various research communities was to appropriate psychoanalytic and sociological concepts into preferred methods and approaches that favored an individualistic, quantifiable, and ultimately normal subject. Five major research communities are identified using the citations, and historically contextualized: Community #1, Measuring Social Aspects; Community #2, Psychometrics; Community #3, Operationalizing Psychoanalysis; Community #4, Introversion Studies; and Community #5, Experimental Social Psychology. This analysis demonstrates how disciplinary psychologists, at least within JASP , were united by the work of delimiting their research from closely aligned fields studying the same concepts-even while psychologists' methodological commitments to experimentalism or psychological testing might have ostensibly divided them. Possible future research incorporating post-World War II research and dynamic networking approaches is recommended. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  14. Social construction: vistas in clinical child and adolescent psychology.

    Science.gov (United States)

    Gergen, Kenneth J; Lightfoot, Cynthia; Sydow, Lisa

    2004-06-01

    We explore here the potentials of a social constructionist orientation to knowledge for research and clinical practice. Dialogues on social construction emphasize the communal origins of knowledge. They stress the cultural basis of knowledge claims, the significance of language, the value saturation of all knowledge, and the significance of relationships as opposed to individuals. An initial illustration of constructionism in action centers on adolescent risk behavior. Such behavior is often constructed negatively within popular writings and the social science and thus ignores the meaning of such actions to the adolescents themselves. Discourse analysis indicates that for adolescents risky behavior serves important functions of enhancing group solidarity and establishing positive identity. A second illustration, exploring the implications of constructionism for therapy, places a strong emphasis on the therapist as a collaborator in the building of meaning. Traditional investments in diagnosis and treatment are replaced with the collaborative creation of new possibilities for action.

  15. Power and Peril of Wikipedia: Exercises in Social and Industrial/Organizational Psychology Courses

    Science.gov (United States)

    Bernhardt, P. C.

    2012-01-01

    The author examined Wikipedia's use as an instructional tool in two studies. The widespread use of Wikipedia indicates that students need to learn more about its workings and validity. Wikipedia articles relevant to psychology were edited by students in one class and critiqued in another class. Analysis of the subsequent editing of students'…

  16. Enhancing Formal E-Learning with Edutainment on Social Networks

    Science.gov (United States)

    Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

    2015-01-01

    This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

  17. Mental Time Travel, Memory and the Social Learning Strategies Tournament

    Science.gov (United States)

    Fogarty, L.; Rendell, L.; Laland, K. N.

    2012-01-01

    The social learning strategies tournament was an open computer-based tournament investigating the best way to learn in a changing environment. Here we present an analysis of the impact of memory on the ability of strategies entered into the social learning strategies tournament (Rendell, Boyd, et al., 2010) to modify their own behavior to suit a…

  18. Social Capital Theory: Implications for Women's Networking and Learning

    Science.gov (United States)

    Alfred, Mary V.

    2009-01-01

    This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

  19. Learning from Low Income Market-driven Innovations and Social ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Low Income Market-driven Innovations and Social Entrepreneurship in India. A social enterprise is one that uses innovation, finance and business acumen in a business setting to produce social outcomes such as poverty alleviation, health benefits or social inclusion. Social enterprises generate products and ...

  20. Interaction of social support and psychological stress on anxiety and depressive symptoms in breast cancer patients.

    Science.gov (United States)

    Liu, Dong-Gen; Wang, Shu-Sen; Peng, Rou-Jun; Qin, Tao; Shi, Yan-Xia; Teng, Xiao-Yu; Wang, Xi; Chen, Wei-Qing; Yuan, Zhong-Yu

    2011-01-01

    The aim of the present study was to assess the association of psychological stress and social support with anxiety and depressive symptoms in Chinese newly diagnosed breast cancer patients. Four hundred and one patients with breast cancer were recruited. Their demographic characteristics, psychological stress and social support were determined with a structured questionnaire, and their anxiety and depressive symptoms were assessed with the Hospital Anxiety and Depression Scale. Psychological stressors caused by breast cancer diagnosed originated from five major sources, as determined by factor analysis. These included "Worrying about health being harmed, " "Fear of decline of physical function, " "Fear of work being harmed, " "Worry about daily life and social relationship being restricted, " and "Fear of family being harmed. " Hierarchical linear regression analysis indicated that, after adjusting for gender, age, marital status, educational level, and duration of illness, solid social support can alleviate such symptoms. The results of this study suggest that there are strong associations between patients' needs and psychological distress with newly diagnosed breast cancer. Social support might affect these associations in Chinese women with breast cancer.