WorldWideScience

Sample records for science psychology reading

  1. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

    Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

  2. Is Psychology a Science

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 11. Is Psychology a Science ? Kamala V Mukunda. General Article Volume 2 Issue 11 November 1997 pp 59-66. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/002/11/0059-0066 ...

  3. Science teacher's discourse about reading

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2006-08-01

    Full Text Available In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically through discourses, which produce meanings that determine ideological practices. Our results show that, for that group of teachers, there were no opportunities during either initial training or on-going education for reflecting upon the role of reading in science teaching and learning. Moreover, there seems to be an association between the type of discourse and modes of reading, so that unique meanings are attributed to scientific texts and their reading are linked to search and assimilation of information.

  4. Psychology as a Moral Science

    DEFF Research Database (Denmark)

    Brinkmann, Svend

    What does morality have to do with psychology in a value-neutral, postmodern world? According to a provocative new book, everything. Taking exception with current ideas in the mainstream (including cultural, evolutionary, and neuropsychology) as straying from the discipline’s ethical foundations,...... as a Moral Science contains enough controversial ideas to spark great interest among researchers and scholars in psychology and the philosophy of science.......What does morality have to do with psychology in a value-neutral, postmodern world? According to a provocative new book, everything. Taking exception with current ideas in the mainstream (including cultural, evolutionary, and neuropsychology) as straying from the discipline’s ethical foundations......, Psychology as a Moral Science argues that psychological phenomena are inherently moral, and that psychology, as prescriptive and interventive practice, reflects specific moral principles. The book cites normative moral standards, as far back as Aristotle, that give human thoughts, feelings, and actions...

  5. The psychological science of addiction.

    Science.gov (United States)

    Gifford, Elizabeth; Humphreys, Keith

    2007-03-01

    To discuss the contributions and future course of the psychological science of addiction. The psychology of addiction includes a tremendous range of scientific activity, from the basic experimental laboratory through increasingly broad relational contexts, including patient-practitioner interactions, families, social networks, institutional settings, economics and culture. Some of the contributions discussed here include applications of behavioral principles, cognitive and behavioral neuroscience and the development and evaluation of addiction treatment. Psychology has at times been guilty of proliferating theories with relatively little pruning, and of overemphasizing intrapersonal explanations for human behavior. However, at its best, defined as the science of the individual in context, psychology is an integrated discipline using diverse methods well-suited to capture the multi-dimensional nature of addictive behavior. Psychology has a unique ability to integrate basic experimental and applied clinical science and to apply the knowledge gained from multiple levels of analysis to the pragmatic goal of reducing the prevalence of addiction.

  6. Psychology between science and profession

    Directory of Open Access Journals (Sweden)

    Todorović Milorad

    2009-01-01

    Full Text Available Psychology is powerful science, with great knowledge deposited for understanding the individual (his development and pathological outcomes, behavior and predicting behavior in different situations, groups, historical flows and historical characters, cultural and civilisation changes, artistic and other creations. Psychology, as it becomes to the science of soul, has covered all areas of human spirit. Discreprancy between potential and power of psychology and her use (in the work of psychologists author connects for positioning and realisation of psychology in university teachings. Whit the help of psychology we can, not just successes in life but we can also understand life itself. But, how many psychologists can contribute to that? Why is that so?.

  7. PSYCHOLOGY. Estimating the reproducibility of psychological science.

    Science.gov (United States)

    2015-08-28

    Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteristics of the original and replication teams. Copyright © 2015, American Association for the Advancement of Science.

  8. Psychology, philosophy and nuclear science

    Energy Technology Data Exchange (ETDEWEB)

    Edwards, M.; Byrne, A. [Australian National Univ., Canberra (Australia)

    2011-06-15

    At first glance, one might wonder what psychology has got to do with nuclear science. On closer inspection, it is clear that nuclear science and technology have historically attracted controversy, and still today public and political opposition cloud its future, perhaps even more so with recent tragic events in Japan. A key focus for psychology has been an attempt to explicate public opposition to nuclear power, and this has been largely carried out by examining attitudes and risk perception. But it is easy to demonstrate that this has not been enough. There are also other important psychological issues that warrant greater attention than has been given. In this paper, I will first give an overview of the 'discipline' of psychology, including some inherent philosophical problems, before outlining specific psychological issues of relevance to nuclear science. I will then discuss whether these issues have been adequately addressed to date, before finally suggesting ways in which psychology might better respond to the questions nuclear science and technology raise. (author)

  9. Psychology, philosophy and nuclear science

    International Nuclear Information System (INIS)

    Edwards, M.; Byrne, A.

    2011-01-01

    At first glance, one might wonder what psychology has got to do with nuclear science. On closer inspection, it is clear that nuclear science and technology have historically attracted controversy, and still today public and political opposition cloud its future, perhaps even more so with recent tragic events in Japan. A key focus for psychology has been an attempt to explicate public opposition to nuclear power, and this has been largely carried out by examining attitudes and risk perception. But it is easy to demonstrate that this has not been enough. There are also other important psychological issues that warrant greater attention than has been given. In this paper, I will first give an overview of the 'discipline' of psychology, including some inherent philosophical problems, before outlining specific psychological issues of relevance to nuclear science. I will then discuss whether these issues have been adequately addressed to date, before finally suggesting ways in which psychology might better respond to the questions nuclear science and technology raise. (author)

  10. The psychological science of money

    NARCIS (Netherlands)

    Bijleveld, E.H.; Aarts, H.A.G.

    2014-01-01

    The Psychological Science of Money brings together classic and current findings on the myriad ways money affects brain, mind, and behavior to satisfy not only our needs for material gain, but also for autonomy and self-worth. Leading experts trace the links between early concepts of value and modern

  11. The Psychology of Physical Science

    Science.gov (United States)

    Feist, Gregory J.

    2006-12-01

    Who becomes a physical scientist is not completely a coincidence. People with spatial talent and who are thing-oriented are most likely to be attracted to physical science, including astronomy. Additional lessons from the psychology of science suggest that compared with non-scientists and social scientists, physical scientists are most likely to be introverted, independent, self-confident, and yet somewhat arrogant. Understanding the physical and inanimate world is part of what physical scientists do, and understanding those who understand the physical world is part of what psychologists of science do.

  12. Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

    Science.gov (United States)

    Collisson, Brian; Rusbasan, David

    2018-01-01

    The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

  13. 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…

  14. POSITIVE PSYCHOLOGY: THE SCIENCE AND PRACTICE OF PSYCHOLOGY?

    Directory of Open Access Journals (Sweden)

    Julio Alfonso Piña López

    2014-05-01

    Full Text Available Positive psychology is not a science of psychology, because it lacks a specific subject matter as well as conceptual categories that theoretically represent it. Even more, it is not built on the foundations of a theory that would make it possible to translate scientific knowledge into technological knowledge, applicable to social problems in which the psychological dimension is relevant. We conclude that positive psychology is more than just a “good fashion” or “sympathetic magic”; it is, in essence, an unwarranted and fruitless attempt to give life to a new and very different psychology. In short, it is a conspicuous example of the illogic of logic.

  15. Psychology in cognitive science: 1978-2038.

    Science.gov (United States)

    Gentner, Dedre

    2010-07-01

    This paper considers the past and future of Psychology within Cognitive Science. In the history section, I focus on three questions: (a) how has the position of Psychology evolved within Cognitive Science, relative to the other disciplines that make up Cognitive Science; (b) how have particular Cognitive Science areas within Psychology waxed or waned; and (c) what have we gained and lost. After discussing what's happened since the late 1970s, when the Society and the journal began, I speculate about where the field is going. Copyright © 2010 Cognitive Science Society, Inc.

  16. The Power of Fiction: Reading Stories in Abnormal Psychology

    Science.gov (United States)

    Janit, Adrian S.; Hammock, Georgina S.; Richardson, Deborah S.

    2011-01-01

    We compared the instructional efficacy of a narrative text (i.e., a story) and an expository text (i.e., a textbook excerpt). Students enrolled in Abnormal Psychology classes read about the disorder, "dissociative fugue" from a story, a textbook, or both. The story contained literary elements that increased transportation into the story…

  17. Is psychological science a-cultural?

    Science.gov (United States)

    Gone, Joseph P

    2011-07-01

    The history of psychological science, as it has intersected with ethnoracial, cultural, and other marginalized domains of group difference, is replete with disinterest, dismissal, or denigration of these diverse forms of psychological experience. This has led some to wonder whether psychological science is a-cultural, or even anti-cultural in orientation. Assessment of this provocative proposition first requires exploration of three composite questions: (1) What is culture?, (2) What is science?, and (3) What is psychological science? Based on brief consideration of these composite questions--which are remarkably complex in their own right--I argue that psychological science is not, has never been, and indeed cannot in principle be a-cultural. Instead, like all forms of knowing, psychological science emerges at particular historical moments to achieve particular goals that are motivated by particular interests. Throughout much of the history of psychological science, these goals and interests were tied to ideologically suspect agendas that contemporary psychologists are right to repudiate. The interesting question becomes whether psychology's knowledge practices can be disentangled from this earlier ideological contamination to furnish the discipline with viable methods. I propose that psychological science can in fact be so disentangled; nevertheless, the resulting methods are never adopted or deployed outside of culturally constituted interests, objectives, and motivations, thereby requiring ongoing critical engagement with the subtexts of disciplinary knowledge production. In fact, there seem to be important ways in which psychology's scientific aspirations hobble disciplinary inquiry into the human condition that has motivated multicultural psychologists to consider alternative paradigms of inquiry.

  18. Anthropological reading of science fiction

    Directory of Open Access Journals (Sweden)

    Ljiljana Gavrilović

    2016-03-01

    Full Text Available The paper gives an overview of the prevalence of the analysis of science fiction literature and science fiction in other segments of popular culture in Serbian anthropology. This overview is preceded by a consideration of science fiction as a genre while keeping in mind the fluidity of the genre and the interweaving of subgenres as well as the transformations which science fiction is undergoing in certain media (books, films, TV shows and video games. In Serbian anthropology research on science fiction is more prevalent than the study of other phenomena, as the number of anthropologists whose work is represented in the paper is fairly large compared to the size of the anthropological community as a whole. The causes for this can primarily be found in a collective focus on questions such as: who are we and who the others are, what the basis of creating and building identity is or what the role of context in recognition of species is. Anthropology gives answers to these questions through the interpretation, explanation and understanding of the world around us, while science fiction does it through the literary considerations of these same questions.

  19. The science of reading bones

    International Nuclear Information System (INIS)

    Van der Merwe, N.J.

    1983-01-01

    Stable isotope ratio measurements (of carbon, nitrogen and oxygen) are used to reconstruct ancient diets and plant environments. The characteristic isotope ratios of C 3 and C 4 plants are passed along the food chain to animals and humans. Fractionations take place during the formation of different tissues. The end result is that a carbon isotope reading on a sample of bone, flesh or hair provides a measure of the plant mixture at the base of the food web of the animal or human in question

  20. Forensic psychology and correctional psychology: Distinct but related subfields of psychological science and practice.

    Science.gov (United States)

    Neal, Tess M S

    2018-02-12

    This article delineates 2 separate but related subfields of psychological science and practice applicable across all major areas of the field (e.g., clinical, counseling, developmental, social, cognitive, community). Forensic and correctional psychology are related by their historical roots, involvement in the justice system, and the shared population of people they study and serve. The practical and ethical contexts of these subfields is distinct from other areas of psychology-and from one another-with important implications for ecologically valid research and ethically sound practice. Forensic psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the law to help resolve legal, contractual, or administrative matters. Correctional psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the justice system to inform the classification, treatment, and management of offenders to reduce risk and improve public safety. There has been and continues to be great interest in both subfields-especially the potential for forensic and correctional psychological science to help resolve practical issues and questions in legal and justice settings. This article traces the shared and separate developmental histories of these subfields, outlines their important distinctions and implications, and provides a common understanding and shared language for psychologists interested in applying their knowledge in forensic or correctional contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  1. Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

    Directory of Open Access Journals (Sweden)

    Seppo E. Iso-Ahola

    2017-06-01

    Full Text Available Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1 scientific method itself is seriously limited (i.e., it can never prove a negative; (2 non-existence of phenomena would require a complete absence of both logical (theoretical and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3 statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4 psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance, not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested.

  2. Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

    Science.gov (United States)

    Iso-Ahola, Seppo E.

    2017-01-01

    Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1) scientific method itself is seriously limited (i.e., it can never prove a negative); (2) non-existence of phenomena would require a complete absence of both logical (theoretical) and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3) statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4) psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size) are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance), not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested. PMID:28626435

  3. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    Science.gov (United States)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  4. Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

    Science.gov (United States)

    Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

    2012-01-01

    The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

  5. Good science, bad science: Questioning research practices in psychological research

    NARCIS (Netherlands)

    Bakker, M.

    2014-01-01

    In this dissertation we have questioned the current research practices in psychological science and thereby contributed to the current discussion about the credibility of psychological research. We specially focused on the problems with the reporting of statistical results and showed that reporting

  6. 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.

  7. 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

  8. Elementary Science and Reading Activities for Teacher Educators.

    Science.gov (United States)

    Rezba, Richard J.

    The author suggests ways reading can be integrated with science and describes the reading activities in an elementary science methods course. The activities include: (1) selecting a science tradebook for children to review and for the teacher to analyze vocabulary; (2) helping children review science tradebooks; and (3) encouraging independent…

  9. An Early Psychology of Science in Paraguay

    Science.gov (United States)

    García, José E.

    2016-01-01

    The psychology of science is a field of research emerged in the late 80's and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross,…

  10. Reevaluating excess success in psychological science.

    Science.gov (United States)

    van Boxtel, Jeroen J A; Koch, Christof

    2016-10-01

    Francis (Psychonomic Bulletin Review, 21, 1180-1187, 2014) recently claimed that 82 % of articles with four or more experiments published in Psychological Science between 2009 and 2012 cannot be trusted. We critique Francis' analysis and point out the dependence of his approach on including the appropriate experiments and significance tests. We focus on one of the articles (van Boxtel & Koch, in Psychological Science, 23(4), 410-418, 2012) flagged by Francis and show that the inappropriate inclusion of experiments and tests have led Francis to mistakenly flag this article. We found that decisions about whether to include certain tests potentially affect 34 of the 44 articles analyzed by Francis. We further performed p-curve analyses on the articles discussed in Francis' analysis. We found that 9 of 44 studies showed significant evidential value, 11 studies showed insufficient evidential value, and 1 study showed evidence of p-hacking. Our reevaluation is important, because some researchers may have gained the false impression that none of the quoted articles in Psychological Science can be trusted (as stated by Francis). The analysis by Francis is most likely insufficient to warrant this conclusion for some articles and certainly is insufficient with respect to the study by van Boxtel and Koch (Psychological Science, 23, 410-418, 2012).

  11. 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…

  12. Estimating the reproducibility of psychological science

    NARCIS (Netherlands)

    Anderson, Joanna E.; Aarts, Alexander A.; Anderson, Christopher J.; Attridge, Peter R.; Attwood, Angela; Axt, Jordan; Babel, Molly; Bahník, Štěpán; Baranski, Erica; Barnett-Cowan, Michael; Bartmess, Elizabeth; Beer, Jennifer; Bell, Raoul; Bentley, Heather; Beyan, Leah; Binion, Grace; Borsboom, Denny; Bosch, Annick; Bosco, Frank A.; Bowman, Sara D.; Brandt, Mark J.; Braswell, Erin; Brohmer, Hilmar; Brown, Benjamin T.; Brown, Kristina; Brüning, Jovita; Calhoun-Sauls, Ann; Callahan, Shannon P.; Chagnon, Elizabeth; Chandler, Jesse; Chartier, Christopher R.; Cheung, Felix; Christopherson, Cody D.; Cillessen, Linda; Clay, Russ; Cleary, Hayley; Cloud, Mark D.; Conn, Michael; Cohoon, Johanna; Columbus, Simon; Cordes, Andreas; Costantini, Giulio; Alvarez, Leslie D Cramblet; Cremata, Ed; Crusius, Jan; DeCoster, Jamie; DeGaetano, Michelle A.; Penna, Nicolás Delia; Den Bezemer, Bobby; Deserno, Marie K.; Devitt, Olivia; Dewitte, Laura; Dobolyi, David G.; Dodson, Geneva T.; Donnellan, M. Brent; Donohue, Ryan; Dore, Rebecca A.; Dorrough, Angela; Dreber, Anna; Dugas, Michelle; Dunn, Elizabeth W.; Easey, Kayleigh; Eboigbe, Sylvia; Eggleston, Casey; Embley, Jo; Epskamp, Sacha; Errington, Timothy M.; Estel, Vivien; Farach, Frank J.; Feather, Jenelle; Fedor, Anna; Fernández-Castilla, Belén; Fiedler, Susann; Field, James G.; Fitneva, Stanka A.; Flagan, Taru; Forest, Amanda L.; Forsell, Eskil; Foster, Joshua D.; Frank, Michael C.; Frazier, Rebecca S.; Fuchs, Heather; Gable, Philip; Galak, Jeff; Galliani, Elisa Maria; Gampa, Anup; Garcia, Sara; Gazarian, Douglas; Gilbert, Elizabeth; Giner-Sorolla, Roger; Glöckner, Andreas; Goellner, Lars; Goh, Jin X.; Goldberg, Rebecca; Goodbourn, Patrick T.; Gordon-McKeon, Shauna; Gorges, Bryan; Gorges, Jessie; Goss, Justin; Graham, Jesse; Grange, James A.; Gray, Jeremy; Hartgerink, Chris; Hartshorne, Joshua; Hasselman, Fred; Hayes, Timothy; Heikensten, Emma; Henninger, Felix; Hodsoll, John; Holubar, Taylor; Hoogendoorn, Gea; Humphries, Denise J.; Hung, Cathy O Y; Immelman, Nathali; Irsik, Vanessa C.; Jahn, Georg; Jäkel, Frank; Jekel, Marc; Johannesson, Magnus; Johnson, Larissa G.; Johnson, David J.; Johnson, Kate M.; Johnston, William J.; Jonas, Kai; Joy-Gaba, Jennifer A.; Kappes, Heather Barry; Kelso, Kim; Kidwell, Mallory C.; Kim, Seung Kyung; Kirkhart, Matthew; Kleinberg, Bennett; Knežević, Goran; Kolorz, Franziska Maria; Kossakowski, Jolanda J.; Krause, Robert Wilhelm; Krijnen, Job; Kuhlmann, Tim; Kunkels, Yoram K.; Kyc, Megan M.; Lai, Calvin K.; Laique, Aamir; Lakens, Daniël|info:eu-repo/dai/nl/298811855; Lane, Kristin A.; Lassetter, Bethany; Lazarević, Ljiljana B.; Le Bel, Etienne P.; Lee, Key Jung; Lee, Minha; Lemm, Kristi; Levitan, Carmel A.; Lewis, Melissa; Lin, Lin; Lin, Stephanie; Lippold, Matthias; Loureiro, Darren; Luteijn, Ilse; MacKinnon, Sean; Mainard, Heather N.; Marigold, Denise C.; Martin, Daniel P.; Martinez, Tylar; Masicampo, E. J.; Matacotta, Josh; Mathur, Maya; May, Michael; Mechin, Nicole; Mehta, Pranjal; Meixner, Johannes; Melinger, Alissa; Miller, Jeremy K.; Miller, Mallorie; Moore, Katherine; Möschl, Marcus; Motyl, Matt; Müller, Stephanie M.; Munafo, Marcus; Neijenhuijs, Koen I.; Nervi, Taylor; Nicolas, Gandalf; Nilsonne, Gustav; Nosek, Brian A.; Nuijten, Michèle B.; Olsson, Catherine; Osborne, Colleen; Ostkamp, Lutz; Pavel, Misha; Penton-Voak, Ian S.; Perna, Olivia; Pernet, Cyril; Perugini, Marco; Pipitone, R. Nathan; Pitts, Michael; Plessow, Franziska; Prenoveau, Jason M.; Rahal, Rima Maria; Ratliff, Kate A.; Reinhard, David; Renkewitz, Frank; Ricker, Ashley A.; Rigney, Anastasia; Rivers, Andrew M.; Roebke, Mark; Rutchick, Abraham M.; Ryan, Robert S.; Sahin, Onur; Saide, Anondah; Sandstrom, Gillian M.; Santos, David; Saxe, Rebecca; Schlegelmilch, René; Schmidt, Kathleen; Scholz, Sabine; Seibel, Larissa; Selterman, Dylan Faulkner; Shaki, Samuel; Simpson, William B.; Sinclair, H. Colleen; Skorinko, Jeanine L M; Slowik, Agnieszka; Snyder, Joel S.; Soderberg, Courtney; Sonnleitner, Carina; Spencer, Nick; Spies, Jeffrey R.; Steegen, Sara; Stieger, Stefan; Strohminger, Nina; Sullivan, Gavin B.; Talhelm, Thomas; Tapia, Megan; Te Dorsthorst, Anniek; Thomae, Manuela; Thomas, Sarah L.; Tio, Pia; Traets, Frits; Tsang, Steve; Tuerlinckx, Francis; Turchan, Paul; Valášek, Milan; Van't Veer, Anna E.; Van Aert, Robbie; Van Assen, Marcel|info:eu-repo/dai/nl/407629971; Van Bork, Riet; Van De Ven, Mathijs; Van Den Bergh, Don; Van Der Hulst, Marije; Van Dooren, Roel; Van Doorn, Johnny; Van Renswoude, Daan R.; Van Rijn, Hedderik; Vanpaemel, Wolf; Echeverría, Alejandro Vásquez; Vazquez, Melissa; Velez, Natalia; Vermue, Marieke; Verschoor, Mark; Vianello, Michelangelo; Voracek, Martin; Vuu, Gina; Wagenmakers, Eric Jan; Weerdmeester, Joanneke; Welsh, Ashlee; Westgate, Erin C.; Wissink, Joeri; Wood, Michael; Woods, Andy; Wright, Emily; Wu, Sining; Zeelenberg, Marcel; Zuni, Kellylynn

    2015-01-01

    Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available.

  13. Russian science readings (chemistry, physics, biology)

    CERN Document Server

    Light, L

    1949-01-01

    Some years' experience in teaching Russian to working scientists who had already acquired the rudiments of the grammar convinced me of the need for a reader of the present type that would smooth the path of those wishing to study Russian scientific literature in the original. Although the subject matter comprises what I have described for convenience as chemistry, physics and biology, it could be read with equal profit by those engaged in any branch of pure or applied science. All the passages are taken from school textbooks, and acknowledgements are due to the authors of the works listed at the foot of the contents page.

  14. Modern psychological science to sport

    Directory of Open Access Journals (Sweden)

    Artem I. Kovalev

    2015-06-01

    Full Text Available In April 2015 the 7th All-Russian Festival of Student Sport took place. It was established seven years ago by the decision of the Academician V.A. Sadovnichy, rector of Lomonosov Moscow State University. This year the sports festival has embraced more than two hundreds of higher education institutions of the Russian Federation. A variety of sporting events with the participation of undergraduate and graduate students, performances by famous athletes, delivery standards and other sport events allowed to attract both participants and spectators of all ages, professional sports facilities and the degree of preparedness. A distinctive feature of the Festival’2015 was the fact of timing the celebration of the 70th anniversary of Victory in the 1941-1945Great Patriotic War in Russia. As a result, the program of the festival in addition to traditional sports and competitive events also includes sports and patriotic elements, i.e. trips to places of military glory, lectures and discussion clubs devoted to the development of sport and athletes during the war. Another innovation this year was held in the framework of the festival of scientific-practical conference “Fundamental science – sport”. The interdisciplinary nature of the conference allowed to unite representatives of different areas of knowledge, e.g. psychologists, biologists, doctors, philosophers and educators. The wide coverage of the audience and the speakers allowed to hold the conference in the format of online video simultaneously with the Tomsk State University, St. Petersburg State University, Southern Federal University and Perm State Humanitarian Teacher-Training University. To emphasize the importance of both fundamental and practical research, the conference was divided into two parts: the plenary session which highlighted the important methodological issues of interaction between science and sport, and the youth section of the conference that included reports on the

  15. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  16. A Website System for Communicating Psychological Science.

    Science.gov (United States)

    Diener, Ed

    2017-07-01

    The peer review and journal system have shortcomings, and both computers and the Internet have made complementary or alternative systems attractive. In this article, I recommend that we implement a new platform for open communication of psychological science on a dedicated website to complement the current review and journal system, with reader reviews of the articles and with all behavioral scientists being eligible to publish and review articles. The judged merit of articles would be based on the citations and the ratings of the work by the whole scientific community. This online journal will be quicker, more democratic, and more informative than the current system. Although the details of the system should be debated and formulated by a committee of scientists, adding this online journal to the existing publications of a society such as the Association for Psychological Science has few risks and many possible gains. An online journal deserves to be tried and assessed.

  17. Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

    Science.gov (United States)

    Fisher, William P., Jr.; Stenner, A. Jackson

    2013-09-01

    The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice.

  18. Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

    International Nuclear Information System (INIS)

    Fisher, William P Jr; Stenner, A Jackson

    2013-01-01

    The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice

  19. Psychological training of German science astronauts.

    Science.gov (United States)

    Manzey, D; Schiewe, A

    1992-07-01

    Although the significance of psychosocial issues of manned space flights has been discussed very often in recent literature, up to now, very few attempts have been made in North-America or Europe to provide astronaut candidates or spacecrew members with some kind of psychological training. As a first attempt in this field, a psychological training program for science astronauts is described, which has been developed by the German Aerospace Research Establishment and performed as part of the mission-independent biomedical training of the German astronauts' team. In contrast to other training concepts, this training program focused not only on skills needed to cope with psychosocial issues regarding long-term stays in space, but also on skills needed to cope with the different demands during the long pre-mission phase. Topics covered in the training were "Communication and Cooperation", "Stress-Management", "Coping with Operational Demands", "Effective Problem Solving in Groups", and "Problem-Oriented Team Supervision".

  20. The Influence of Reading Literacy on Mathematics and Science Achievement

    Science.gov (United States)

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  1. The Psychology of Reading Instruction (A Collection of Essays).

    Science.gov (United States)

    Ediger, Marlow

    Focusing on various areas of concern to classroom teachers, this collection contains the following essays: (1) "Herbart versus Froebel on Teaching Pupils"; (2) "The Integrated Reading Curriculum"; (3) "Motivation and the Learner in Reading"; (4) "Issues in the Reading Curriculum"; (5) "Inservice Education and the Curriculum"; (6) "Textbooks and…

  2. Toward Psychoinformatics: Computer Science Meets Psychology.

    Science.gov (United States)

    Montag, Christian; Duke, Éilish; Markowetz, Alexander

    2016-01-01

    The present paper provides insight into an emerging research discipline called Psychoinformatics. In the context of Psychoinformatics, we emphasize the cooperation between the disciplines of psychology and computer science in handling large data sets derived from heavily used devices, such as smartphones or online social network sites, in order to shed light on a large number of psychological traits, including personality and mood. New challenges await psychologists in light of the resulting "Big Data" sets, because classic psychological methods will only in part be able to analyze this data derived from ubiquitous mobile devices, as well as other everyday technologies. As a consequence, psychologists must enrich their scientific methods through the inclusion of methods from informatics. The paper provides a brief review of one area of this research field, dealing mainly with social networks and smartphones. Moreover, we highlight how data derived from Psychoinformatics can be combined in a meaningful way with data from human neuroscience. We close the paper with some observations of areas for future research and problems that require consideration within this new discipline.

  3. An Early Psychology of Science in Paraguay

    Directory of Open Access Journals (Sweden)

    José E. García

    2016-10-01

    Full Text Available The psychology of science is a field of research emerged in the late 80’s and its basic interest is the study of the conditions determining the rise and development of scientists and researchers. However, in spite of its apparent novelty, it is feasible to find background widely disseminated in the work of previous authors. One of them is R. Ross, who wrote an article in the Paraguayan journal Letras in 1915. Ross argued that geniuses’ production is one of the most valuable potentials to which a nation can aspire and has a relevance degree higher than any kind of wealth. His argument agrees with considerations related to the subjective processes leading creative inspiration, the generation of new ideas and the relations between genius and insanity, a view that fits the ideas of the Italian physician Cesare Lombroso. The article concludes that Ross’ ideas may be identified as a distant background for the psychology of science, although it has not reached a later continuity in the work of other Paraguayan authors. The methodology adopted is both descriptive and critical, with a contextual analysis of the primary sources that are relevant to the problem.

  4. Toward a Psychological Science for a Cultural Species.

    Science.gov (United States)

    Heine, Steven J; Norenzayan, Ara

    2006-09-01

    Humans are a cultural species, and the study of human psychology benefits from attention to cultural influences. Cultural psychology's contributions to psychological science can largely be divided according to the two different stages of scientific inquiry. Stage 1 research seeks cultural differences and establishes the boundaries of psychological phenomena. Stage 2 research seeks underlying mechanisms of those cultural differences. The literatures regarding these two distinct stages are reviewed, and various methods for conducting Stage 2 research are discussed. The implications of culture-blind and multicultural psychologies for society and intergroup relations are also discussed. © 2006 Association for Psychological Science.

  5. PSYCHOLOGICAL PECULIARITIES OF TEACHING FUTURE NAVIGATORS READING ENGLISH AUTHENTIC SAILING DIRECTIONS

    Directory of Open Access Journals (Sweden)

    Наталія Приміна

    2014-07-01

    Full Text Available In the given article the psychological peculiarities of teaching future navigators reading English professional authentic documentation have been analyzed. The psychological foundations of understanding printed information in general and foreign information particularly have been disclosed. The processes of textual information perception and visual material perception comprehension have been analysed. The language levels of foreign text comprehension have been examined. The peculiarities of perceptual transformation of foreign language information while reading English sailing directions have been found out.

  6. Perspectives on Psychological Science: Right Way/Wrong Way Symposium.

    Science.gov (United States)

    Gunnar, Megan R

    2017-07-01

    In unpredictable times, it is perhaps even more important to contemplate the direction different fields of science are headed. In this article, I contemplate two directions of psychological science: the increasing integration of the study of psychology with other sciences and the concern of many sciences, including ours, with improving the reproducibility of our findings. Both of these are argued to be "right ways," but these directions also have challenges that, unless carefully addressed, could detract from our ability to move the science of psychology forward. I detail these challenges along with a consideration of how to chart our science through the unpredictable waters we face at this point in history.

  7. Elementary girls' science reading at home and school

    Science.gov (United States)

    Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

    2006-03-01

    Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.

  8. Science and the Detective: Selected Reading in Forensic Science

    Science.gov (United States)

    Kaye, Brian H.

    1996-12-01

    Who killed Napoleon? Were the witches of Salem high on LSD? What do maggots on a body tell us about the time of death? In his unique, engaging style, Brian Kaye tells the story of some spectacular cases in which forensic evidence played a key role. You'll also read about the fascinating ways in which scientific evidence can be used to establish guilt or innocence in today's courtroom. The use of voice analysis, methods for developing fingerprints and for uncovering art forgeries, and the examination of bullet wounds are just a few topics considered. In a special section on fraud, the author takes you into the world of counterfeit money. There's no solving crime without science. Written for everyone interested in whodunnits, this book explains the basis of the analytical techniques available for studying evidence in offenses ranging from doping in sports to first-degree murder.

  9. Towards a Cultural Psychology of Science

    DEFF Research Database (Denmark)

    Marco Carre Benzi, David

    The present thesis is an enquiry about two distinct but complementary issues: the personal dimension of scientific activity, and the influential role that economists have had during the last decades in Chile. Regarding the former, this work complements existing philosophical, social, and psycholo......The present thesis is an enquiry about two distinct but complementary issues: the personal dimension of scientific activity, and the influential role that economists have had during the last decades in Chile. Regarding the former, this work complements existing philosophical, social......, and psychological studies of science with a cultural psychology perspective. This perspective aims to be sensitive to the personal nature of the scientific activity but also to the cultural conditions in which scientific knowledge is constructed, without subsuming any of these dimensions into the other. At the same...... time, this work offers a novel perspective on the notorious role that economists have had in contemporary Chilean society, a topic that has been mostly addressed as exclusively social and institutional. By focusing on economists’ experiences and views, this thesis shows that, while inserted...

  10. Reading for tracing evidence: developing scientific knowledge through science text

    Science.gov (United States)

    Probosari, R. M.; Widyastuti, F.; Sajidan, S.; Suranto, S.; Prayitno, B. A.

    2018-05-01

    The purposes of this study were to investigate students’ learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students’ reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

  11. School Psychology Research: Combining Ecological Theory and Prevention Science

    Science.gov (United States)

    Burns, Matthew K.

    2011-01-01

    The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…

  12. Kierkegaard and psychology as the science of the "multifarious life".

    Science.gov (United States)

    Klempe, Sven Hroar

    2013-09-01

    The aim of this paper is to demonstrate the actuality of some considerations around psychology made by the Danish philosopher Søren Kierkegaard (1813-1855). According to him psychology is about the "multifarious" life, which is a term that pinpoints the challenges psychology still have when it comes to including changes and genetic perspectives on its understanding of actual living. Yet Kierkegaard discusses psychology in relationship to metaphysics, which is an almost forgotten perspective. His understanding opens up for narrowing the definition of psychology down to the science of subjectivity, which at the same time elevates psychology to being the only science that focuses on the actual human life. Yet Kierkegaard's most important contribution to psychology is to maintain a radical distinction between subjectivity and objectivity, and in this respect the psychology of today is challenged.

  13. The Language Demands of Science Reading in Middle School

    Science.gov (United States)

    Fang, Zhihui

    2006-04-01

    The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.

  14. Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

    Directory of Open Access Journals (Sweden)

    Alethia Paola Bogoya González

    2011-09-01

    Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

  15. Psychology as science and as discipline: the case of Germany.

    Science.gov (United States)

    Gundlach, Horst

    2006-01-01

    This paper examines the history of psychology in Germany. It directs attention to the salient role played by examination regulations in the development of psychology. To highlight this, the term "discipline" is employed not as a synonym of "science" but according to its original meaning, as denoting a social entity consisting of teachers, disciples, more or less canonised subject matters, examinations, and resulting changes of the social status of the examinee. In the early nineteenth century a succession of state rescripts and regulations introduced to university curricula an examination subject named psychology, thereby making psychology an obligatory subject of university lectures, and creating a discipline of psychology next to the science of psychology. The two were far from being identical. This situation, thus far neglected in historiography, profoundly influenced the further development of psychology in Germany.

  16. Reading, Demographic, Social and Psychological Factors Related to Pre-adolescent Smoking and Non-smoking Behaviors and Attitudes.

    Science.gov (United States)

    Sunseri, Albert J.; And Others

    1983-01-01

    A study examined reading, demographic, social, and psychological factors related to preadolescent smoking and nonsmoking behaviors and attitudes. Variables studied included reading achievement, family involvement, and racial and sex differences. (Authors/CJ)

  17. Consumer Psychology: Not necessarily a manipulative science

    DEFF Research Database (Denmark)

    Ølander, Folke

    1990-01-01

    Although definitions and discussion of disciplinary borderlines are tedious and often not that useful, it has to be mentioned that in this paper, a distinction is made between consumer psychology and economic psychology, with the former regarded as a subfield of the latter. Traditionally, economic...... psychology has indeed to a large extent been identified with consumer behavior research (for an account of the historical development of economic psychology, see Wärneryd, 1988). But what most writers seem to agree about today is to regard not only consumer behavior proper, but also the way individuals...... of worker/producer as in the role of consumer. Thus, although such phenomena are undoubtedly relevant topics of economic psychology, it seems appropriate to restict the term consumer psychology, as a subfield of economic psychology, to studies of the determinants and impacts of (a) saving/spending patterns...

  18. Consumer Psychology: Not necessarily a manipulative science

    DEFF Research Database (Denmark)

    Ølander, Folke

    1990-01-01

    psychology has indeed to a large extent been identified with consumer behavior research (for an account of the historical development of economic psychology, see Wärneryd, 1988). But what most writers seem to agree about today is to regard not only consumer behavior proper, but also the way individuals......Although definitions and discussion of disciplinary borderlines are tedious and often not that useful, it has to be mentioned that in this paper, a distinction is made between consumer psychology and economic psychology, with the former regarded as a subfield of the latter. Traditionally, economic...... of worker/producer as in the role of consumer. Thus, although such phenomena are undoubtedly relevant topics of economic psychology, it seems appropriate to restict the term consumer psychology, as a subfield of economic psychology, to studies of the determinants and impacts of (a) saving/spending patterns...

  19. Visuality and reading. Psychological and perceptive dynamics of reading environments (from the printed page to the visual hypertext

    Directory of Open Access Journals (Sweden)

    Micla Petrelli

    2013-02-01

    Full Text Available This essay investigates the psychological and perceptive view of reading as a visual fact and looks at its operations in different environments: from the traditional printed page to the more recent electronic page of the e-book, with particular attention reserved to the relationship between "word" (the linguistic aspects covered by the alphabetical vision and "image" (image of the word and image with the word - visual hypertext integrated with verbal texts in e-book. In the light of the studies of the Psychology of perception, Neurophysiology and Phenomenology, the experience of reading is a function that transcends those value systems tending to oppose the categories of verbal and visual, intellect and intuition, logos and disorder. But literature shows even better the inviolability of belonging of word and image, and how the thinking in images consists in building a bridge between the visible trace and the invisible thing.

  20. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  1. Science Language Accommodation in Elementary School Read-Alouds

    Science.gov (United States)

    Glass, Rory; Oliveira, Alandeom W.

    2014-03-01

    This study examines the pedagogical functions of accommodation (i.e. provision of simplified science speech) in science read-aloud sessions facilitated by five elementary teachers. We conceive of read-alouds as communicative events wherein teachers, faced with the task of orally delivering a science text of relatively high linguistic complexity, open up an alternate channel of communication, namely oral discussion. By doing so, teachers grant students access to a simplified linguistic input, a strategy designed to promote student comprehension of the textual contents of children's science books. It was found that nearly half (46%) of the read-aloud time was allotted to discussions with an increased percentage of less sophisticated words and reduced use of more sophisticated vocabulary than found in the books through communicative strategies such as simplified rewording, simplified definition, and simplified questioning. Further, aloud reading of more linguistically complex books required longer periods of discussion and an increased degree of teacher oral input and accommodation. We also found evidence of reversed simplification (i.e. sophistication), leading to student uptake of scientific language. The main significance of this study is that it reveals that teacher talk serves two often competing pedagogical functions (accessible communication of scientific information to students and promotion of student acquisition of the specialized language of science). It also underscores the importance of giving analytical consideration to the simplification-sophistication dimension of science classroom discourse as well as the potential of computer-based analysis of classroom discourse to inform science teaching.

  2. Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

    Science.gov (United States)

    Van Camp, Debbie; Van Camp, Wesley

    2013-01-01

    Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…

  3. The Psychology of Simonton's Science: Commentary on Simonton (2009).

    Science.gov (United States)

    Feist, Gregory J

    2009-09-01

    One key assumption of the psychology of science is that psychological factors make certain interests, talents, and abilities more likely and others less likely (Feist, 2006). The line of argument that Simonton (2009, this issue) puts forth-integrating and uniting the meta-literatures on dispositional and developmental influences on scientific and artistic creativity-is not only consistent with this assumption from the psychology of science, but it is also a breeding ground for a host of testable hypotheses and calls for future empirical investigations. Given Simonton's own extraordinary levels of scientific creativity, indeed it would be interesting to turn his ideas back on him to see how his science is a product of his own developmental and dispositional experiences. We'll leave that, however, for future biographers and psychologists of science. © 2009 Association for Psychological Science.

  4. Science, a Psychological versus a Logical Approach in Teaching

    Science.gov (United States)

    Ediger, Marlow

    2015-01-01

    Under which approach do pupils attain more optimally, a logical versus a psychological procedure of instruction? Pupils do need to achieve well in a world of science. Science is all around us and pupils need to understand various principles and laws of science. Thus, teachers in the school curriculum must choose carefully objectives for pupil…

  5. Decolonizing Psychological Science: Introduction to the Special Thematic Section

    Directory of Open Access Journals (Sweden)

    Glenn Adams

    2015-08-01

    Full Text Available Despite unprecedented access to information and diffusion of knowledge across the globe, the bulk of work in mainstream psychological science still reflects and promotes the interests of a privileged minority of people in affluent centers of the modern global order. Compared to other social science disciplines, there are few critical voices who reflect on the Euro-American colonial character of psychological science, particularly its relationship to ongoing processes of domination that facilitate growth for a privileged minority but undermine sustainability for the global majority. Moved by mounting concerns about ongoing forms of multiple oppression (including racialized violence, economic injustice, unsustainable over-development, and ecological damage, we proposed a special thematic section and issued a call for papers devoted to the topic of "decolonizing psychological science". In this introduction to the special section, we first discuss two perspectives—liberation psychology and cultural psychology—that have informed our approach to the topic. We then discuss manifestations of coloniality in psychological science and describe three approaches to decolonization—indigenization, accompaniment, and denaturalization—that emerge from contributions to the special section. We conclude with an invitation to readers to submit their own original contributions to an ongoing effort to create an online collection of digitally linked articles on the topic of decolonizing psychological science.

  6. Psychological Attributes in Foreign Language Reading: An Explorative Study of Japanese College Students

    Science.gov (United States)

    Mikami, Hitoshi; Leung, Chi Yui; Yoshikawa, Lisa

    2016-01-01

    This study explores the internal structure of psychological attributes (i.e., motivation, belief and emotion) related to foreign language reading (FLR) (hereafter FLR attributes) and checks the utility of existing FLR attribute measurements for the specific learner group (i.e., Japanese university students studying English as their foreign…

  7. Phenomenological approaches in psychology and health sciences

    DEFF Research Database (Denmark)

    Davidsen, A.

    2013-01-01

    and Critical Narrative Analysis, methods which are theoretically founded in phenomenology. This methodological development and the inevitable contribution of interpretation are illustrated by a case from my own research about psychological interventions and the process of understanding in general practice....

  8. Professional reading and the Medical Radiation Science Practitioner

    International Nuclear Information System (INIS)

    Shanahan, Madeleine; Herrington, Anthony; Herrington, Jan

    2010-01-01

    Purpose: Updating professional knowledge is a central tenet of Continuing Professional Development (CPD) and professional reading is a common method health practitioners use to update their professional knowledge. This paper reports the level of professional reading by Medical Radiation Science (MRS) practitioners in Australia and examines organisational support for professional reading. Materials and Methods: Survey design was used to collect data from MRS practitioners. A questionnaire was sent to 1142 Australian practitioners, which allowed self-report data to be collected on the length of time practitioners engage in professional reading and the time workplaces allocate to practitioners for professional reading. Results: Of the 362 MRS practitioners who returned the survey, 93.9% engaged in professional reading on a weekly basis. In contrast, only 28.9% of respondents reported that their workplace allocates time for professional reading to practitioners. MRS practitioners employed in universities engaged in higher levels of reading than their colleagues employed in clinical workplaces (p < 0.01) and more university workplaces allocated time for professional reading to their employees than clinical workplaces (p < 0.01). There were no significant differences for clinical practitioners in level of reading across geographic, organisational and professional demographic factors. Significant differences in workplace allocation of time for professional reading in clinical workplaces were evident for health sector (p < 0.01); work environment (p < 0.01); geographic location (p < 0.01) and area of specialisation (p < 0.01). Conclusion: The vast majority of respondent MRS practitioners engage in professional reading to update their professional knowledge. This demonstrates an ongoing commitment at the individual practitioner level for updating professional knowledge. Updating professional knowledge is an organisational as well as an individual practitioner issue. Whilst

  9. Professional reading and the Medical Radiation Science Practitioner

    Energy Technology Data Exchange (ETDEWEB)

    Shanahan, Madeleine, E-mail: mshanahan@rmit.edu.a [School of Medical Science, RMIT University, Bundoora, Victoria (Australia); Herrington, Anthony [Head, School of Regional, Remote and eLearning (RRE), Curtin University, Perth (Australia); Herrington, Jan [School of Education, Murdoch University, Perth (Australia)

    2010-11-15

    Purpose: Updating professional knowledge is a central tenet of Continuing Professional Development (CPD) and professional reading is a common method health practitioners use to update their professional knowledge. This paper reports the level of professional reading by Medical Radiation Science (MRS) practitioners in Australia and examines organisational support for professional reading. Materials and Methods: Survey design was used to collect data from MRS practitioners. A questionnaire was sent to 1142 Australian practitioners, which allowed self-report data to be collected on the length of time practitioners engage in professional reading and the time workplaces allocate to practitioners for professional reading. Results: Of the 362 MRS practitioners who returned the survey, 93.9% engaged in professional reading on a weekly basis. In contrast, only 28.9% of respondents reported that their workplace allocates time for professional reading to practitioners. MRS practitioners employed in universities engaged in higher levels of reading than their colleagues employed in clinical workplaces (p < 0.01) and more university workplaces allocated time for professional reading to their employees than clinical workplaces (p < 0.01). There were no significant differences for clinical practitioners in level of reading across geographic, organisational and professional demographic factors. Significant differences in workplace allocation of time for professional reading in clinical workplaces were evident for health sector (p < 0.01); work environment (p < 0.01); geographic location (p < 0.01) and area of specialisation (p < 0.01). Conclusion: The vast majority of respondent MRS practitioners engage in professional reading to update their professional knowledge. This demonstrates an ongoing commitment at the individual practitioner level for updating professional knowledge. Updating professional knowledge is an organisational as well as an individual practitioner issue. Whilst

  10. Perceptions of psychology as a science among university students: the influence of psychology courses and major of study.

    Science.gov (United States)

    Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J

    2009-10-01

    The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

  11. Extensive Graded Reading in the Liberal Arts and Sciences

    Science.gov (United States)

    Poulshock, Joseph

    2010-01-01

    For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

  12. Inter-level relations in computer science, biology, and psychology

    NARCIS (Netherlands)

    Boogerd, F.; Bruggeman, F.; Jonker, C.M.; Looren de Jong, H.; Tamminga, A.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between 'completed' sciences, a case is made for the actual study of the way

  13. Inter-level relations in computer science, biology and psychology

    NARCIS (Netherlands)

    Boogerd, F.C.; Bruggeman, F.J.; Jonker, C.M.; Looren De Jong, H.; Tamminga, A.M.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between "completed" sciences, a case is made for the actual study of the way

  14. Inter-level relations in computer science, biology, and psychology

    NARCIS (Netherlands)

    Boogerd, Fred; Bruggeman, Frank; Jonker, Catholijn; Looren de Jong, Huib; Tamminga, Allard; Treur, Jan; Westerhoff, Hans; Wijngaards, Wouter

    2002-01-01

    Investigations into inter-level relations in computer science, biology and psychology call for an *empirical* turn in the philosophy of mind. Rather than concentrate on *a priori* discussions of inter-level relations between “completed” sciences, a case is made for the actual study of the way

  15. Psychological Challenges Confronting Women in the Sciences.

    Science.gov (United States)

    Moulton, Ruth

    1979-01-01

    A woman psychiatrist points out the internal psychological challenges that threaten to undermine a woman's effectiveness to fight for her rights because of inner fears of which she may not be aware. Four intrapsychic conflicts of women scientists are discussed, described briefly, and illustrated by specific case examples. (Author/MK)

  16. Jung's "Psychology with the Psyche" and the Behavioral Sciences.

    Science.gov (United States)

    Jones, Raya A

    2013-09-01

    The behavioral sciences and Jung's analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung's scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the "science versus art" debate on Jung's stance is considered with attention to its unfolding in the fin de siècle era.

  17. A POINT OF VIEW ON PSYCHOLOGY AS A SCIENCE

    Directory of Open Access Journals (Sweden)

    AUGUSTO PÉREZ GÓMEZ

    2004-07-01

    Full Text Available This paper begins with two questions: Is Psychology a profession? Is Psychology a science? The answerto the first one is that it should not be a profession; to the second, that we are still far from becoming ascience. On the basis of 19 statements, a series of queries and doubts on the scientific status of contemporaryPsychology are suggested. It is proposed that Psychology must necessarily consider neurosciencesand ethology as sources of knowledge; that philosophical reflection allowing conceptual definitionsmust be a priority; that the abusive glorification of experimental method has to come to an end becausethe tool cannot solve the conceptual difficulties; that the traditional emphasis on the factual dimension ofresearch and the minute attention to the theoretical and conceptual dimensions are detrimental to Psychology;and that it is urgent to create new research methods allowing access to the most refined forms ofhuman behavior, such as art.

  18. 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...

  19. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    Science.gov (United States)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  20. The fruits of a functional approach for psychological science.

    Science.gov (United States)

    Stewart, Ian

    2016-02-01

    The current paper introduces relational frame theory (RFT) as a functional contextual approach to complex human behaviour and examines how this theory has contributed to our understanding of several key phenomena in psychological science. I will first briefly outline the philosophical foundation of RFT and then examine its conceptual basis and core concepts. Thereafter, I provide an overview of the empirical findings and applications that RFT has stimulated in a number of key domains such as language development, linguistic generativity, rule-following, analogical reasoning, intelligence, theory of mind, psychopathology and implicit cognition. © 2015 International Union of Psychological Science.

  1. 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.

  2. Gold Medal Award for Life Achievement in the Science of Psychology: Marcia K. Johnson

    Science.gov (United States)

    American Psychologist, 2011

    2011-01-01

    The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the…

  3. Speech, Language, and Reading in 10-Year-Olds With Cleft: Associations With Teasing, Satisfaction With Speech, and Psychological Adjustment.

    Science.gov (United States)

    Feragen, Kristin Billaud; Særvold, Tone Kristin; Aukner, Ragnhild; Stock, Nicola Marie

    2017-03-01

      Despite the use of multidisciplinary services, little research has addressed issues involved in the care of those with cleft lip and/or palate across disciplines. The aim was to investigate associations between speech, language, reading, and reports of teasing, subjective satisfaction with speech, and psychological adjustment.   Cross-sectional data collected during routine, multidisciplinary assessments in a centralized treatment setting, including speech and language therapists and clinical psychologists.   Children with cleft with palatal involvement aged 10 years from three birth cohorts (N = 170) and their parents.   Speech: SVANTE-N. Language: Language 6-16 (sentence recall, serial recall, vocabulary, and phonological awareness). Reading: Word Chain Test and Reading Comprehension Test. Psychological measures: Strengths and Difficulties Questionnaire and extracts from the Satisfaction With Appearance Scale and Child Experience Questionnaire.   Reading skills were associated with self- and parent-reported psychological adjustment in the child. Subjective satisfaction with speech was associated with psychological adjustment, while not being consistently associated with speech therapists' assessments. Parent-reported teasing was found to be associated with lower levels of reading skills. Having a medical and/or psychological condition in addition to the cleft was found to affect speech, language, and reading significantly.   Cleft teams need to be aware of speech, language, and/or reading problems as potential indicators of psychological risk in children with cleft. This study highlights the importance of multiple reports (self, parent, and specialist) and a multidisciplinary approach to cleft care and research.

  4. Estimating the reproducibility of psychological science

    NARCIS (Netherlands)

    Aarts, Alexander A.; Anderson, Joanna E.; Anderson, Christopher J.; Attridge, Peter R.; Attwood, Angela; Axt, Jordan; Babel, Molly; Bahnik, Stepan; Baranski, Erica; Barnett-Cowan, Michael; Bartmess, Elizabeth; Beer, Jennifer; Bell, Raoul; Bentley, Heather; Beyan, Leah; Binion, Grace; Borsboom, Denny; Bosch, Annick; Bosco, Frank A.; Bowman, Sara D.; Brandt, Mark J.; Braswell, Erin; Brohmer, Hilmar; Brown, Benjamin T.; Brown, Kristina; Bruening, Jovita; Calhoun-Sauls, Ann; Chagnon, Elizabeth; Callahan, Shannon P.; Chandler, Jesse; Chartier, Christopher R.; Cheung, Felix; Cillessen, Linda; Christopherson, Cody D.; Clay, Russ; Cleary, Hayley; Cloud, Mark D.; Cohn, Michael; Cohoon, Johanna; Columbus, Simon; Cordes, Andreas; Costantini, Giulio; Hartgerink, Chris; Krijnen, Job; Nuijten, Michele B.; van 't Veer, Anna E.; Van Aert, Robbie; van Assen, M.A.L.M.; Wissink, Joeri; Zeelenberg, Marcel

    2015-01-01

    INTRODUCTION Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. Scientific claims should not gain credence because of the status or authority of their originator but by the replicability of their supporting evidence. Even research

  5. Increasing Vaccination: Putting Psychological Science Into Action.

    Science.gov (United States)

    Brewer, Noel T; Chapman, Gretchen B; Rothman, Alexander J; Leask, Julie; Kempe, Allison

    2017-12-01

    Vaccination is one of the great achievements of the 20th century, yet persistent public-health problems include inadequate, delayed, and unstable vaccination uptake. Psychology offers three general propositions for understanding and intervening to increase uptake where vaccines are available and affordable. The first proposition is that thoughts and feelings can motivate getting vaccinated. Hundreds of studies have shown that risk beliefs and anticipated regret about infectious disease correlate reliably with getting vaccinated; low confidence in vaccine effectiveness and concern about safety correlate reliably with not getting vaccinated. We were surprised to find that few randomized trials have successfully changed what people think and feel about vaccines, and those few that succeeded were minimally effective in increasing uptake. The second proposition is that social processes can motivate getting vaccinated. Substantial research has shown that social norms are associated with vaccination, but few interventions examined whether normative messages increase vaccination uptake. Many experimental studies have relied on hypothetical scenarios to demonstrate that altruism and free riding (i.e., taking advantage of the protection provided by others) can affect intended behavior, but few randomized trials have tested strategies to change social processes to increase vaccination uptake. The third proposition is that interventions can facilitate vaccination directly by leveraging, but not trying to change, what people think and feel. These interventions are by far the most plentiful and effective in the literature. To increase vaccine uptake, these interventions build on existing favorable intentions by facilitating action (through reminders, prompts, and primes) and reducing barriers (through logistics and healthy defaults); these interventions also shape behavior (through incentives, sanctions, and requirements). Although identification of principles for changing

  6. A science of meaning. Can behaviorism bring meaning to psychological science?

    Science.gov (United States)

    DeGrandpre, R J

    2000-07-01

    An argument is presented for making meaning a central dependent variable in psychological science. Principles of operant psychology are then interpreted as providing a basic foundation for a science of meaning. The emphasis here is on the generality of basic operant concepts, where learning is a process of meaning making that is governed largely by natural contingencies; reinforcement is an organic process in which environment-behavior relations are selected, defined here as a dialectical process of meaning making; and reinforcers are experiential consequences with acquired, ecologically derived meanings. The author concludes with a call for a more interdisciplinary science of psychology, focusing on the individual in society.

  7. Cultural psychology as a bridge between anthropology and cognitive science.

    Science.gov (United States)

    Fryberg, Stephanie A

    2012-07-01

    The theory and methods of cultural psychology begin with the assumption that psychological processes are socioculturally and historically grounded. As such, they offer a new approach for understanding the diversity of human functioning because they (a) question the presumed neutrality of the majority group perspective; (b) take the target's point-of-view (i.e., what it means to be a person in a particular context); (c) assume that there is more than one viable way of being a competent or effective person; and (d) provide a road map for understanding and reducing social inequities. As illustrated in this essay, a cultural psychological approach provides a bridge between anthropology and the cognitive sciences, and in so doing it offers an alternative set of explanations and interventions for group differences. Copyright © 2012 Cognitive Science Society, Inc.

  8. 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 ...

  9. An Alternative to Piagetian Psychology for Science and Mathematics Education

    Science.gov (United States)

    Novak, Joseph D.

    1978-01-01

    Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

  10. Psychological jurisprudence as an interdisciplinary science and the area of psychological practice

    Directory of Open Access Journals (Sweden)

    Pozdnyakov V. M.

    2017-04-01

    Full Text Available The article convincingly demonstrates that Russia is increasingly began to publish monographs lawyers on key legal and psychological phenomena, and in dissertations in the formulation of the provisions on the protection of delatsya criticism of "Westernization" of the state legislation and upheld psychologicaland position. At the same time, critically, it is noted that in the field of legal ideology and policies, and in making innovations in the law still, as in Soviet period, dominated by legal dogma, and psychological realities are taken into account in fragments. The reason for this state of Affairs is that still within the framework of University training and further education of local lawyers, in contrast to international practice, insufficient attention is paid to the development of psychological culture, but in the end no full-fledged dialogue between lawyers and psychologists. Taking into account possibilities of integrative methodology justified the subject of psychological law as an interdisciplinary science and the field of psychological practice focused on the identification of regularities and mechanisms of development of legal awareness and legal existence of various actors in the legal activity aimed at the development of psychologically informed interventions for the improvement of legal ideology and politics, systems of law-making, law enforcement and crime prevention, psycho-technical methods and techniques in activities of law enforcement officials. For constructive development of psychological jurisprudence identified the key areas of research and nodal practicerelevant problems.

  11. Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

    Science.gov (United States)

    Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

    2012-02-01

    Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  12. Can psychology walk the walk of open science?

    Science.gov (United States)

    Hesse, Bradford W

    2018-01-01

    An "open science movement" is gaining traction across many disciplines within the research enterprise but is also precipitating consternation among those who worry that too much disruption may be hampering professional productivity. Despite this disruption, proponents of open data collaboration have argued that some of the biggest problems of the 21st century need to be solved with the help of many people and that data sharing will be the necessary engine to make that happen. In the United States, a national strategic plan for data sharing encouraged the federally funded scientific agencies to (a) publish open data for community use in discoverable, machine-readable, and useful ways; (b) work with public and civil society organizations to set priorities for data to be shared; (c) support innovation and feedback on open data solutions; and (d) continue efforts to release and enhance high-priority data sets funded by taxpayer dollars. One of the more visible open data projects in the psychological sciences is the presidentially announced "Brain Research Through Advancing Innovative Neurotechnologies" (BRAIN) initiative. Lessons learned from initiatives such as these are instructive both from the perspective of open science within psychology and from the perspective of understanding the psychology of open science. Recommendations for creating better pathways to "walk the walk" in open science include (a) nurturing innovation and agile learning, (b) thinking outside the paradigm, (c) creating simplicity from complexity, and (d) participating in continuous learning evidence platforms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  13. Excess Success for Psychology Articles in the Journal Science

    Science.gov (United States)

    Francis, Gregory; Tanzman, Jay; Matthews, William J.

    2014-01-01

    This article describes a systematic analysis of the relationship between empirical data and theoretical conclusions for a set of experimental psychology articles published in the journal Science between 2005–2012. When the success rate of a set of empirical studies is much higher than would be expected relative to the experiments' reported effects and sample sizes, it suggests that null findings have been suppressed, that the experiments or analyses were inappropriate, or that the theory does not properly follow from the data. The analyses herein indicate such excess success for 83% (15 out of 18) of the articles in Science that report four or more studies and contain sufficient information for the analysis. This result suggests a systematic pattern of excess success among psychology articles in the journal Science. PMID:25474317

  14. Psychological Science within a Three-Dimensional Ontology.

    Science.gov (United States)

    Lundh, Lars-Gunnar

    2018-03-01

    The present paper outlines the nature of a three-dimensional ontology and the place of psychological science within this ontology, in a way that is partly similar to and partly different from that of Pérez-Álvarez. The first dimension is the material realities, and involves different levels (physical, chemical, biological, psychological, etc.), where each level builds on a lower level but also involves the development of new emergent properties, in accordance with Bunge's emergent materialism. Each level involves systems, with components, structures and mechanisms, and an environment. This dimension can be studied with natural scientific methods. The second dimension is the subjective-experiential realities, and refers to our subjective perspective on the world. In accordance with Husserl's phenomenology, it is argued that this subjectivity does not exist in the world (i.e., should not be reified as an object among other objects), but represents a perspective on the world that we enter in our capacity as conscious human beings. Essential characteristics of this subjectivity (such as intentionality, temporality, embodiment, and intersubjectivity) can be explored by phenomenological methods. The third dimension is the social-constructional realities, and includes social institutions, norms, categories, theories, and techniques. It is argued that psychological science spans over all three dimensions. Although almost all psychological research by necessity starts from a problem formulation where the subjective-experiential dimension plays an essential role (either explicitly or implicitly), most of present-day psychological research clearly emphasizes the material dimension. It is argued that a mature psychological science needs to integrate all three dimensions.

  15. Use of Schema on Read in Earth Science Data Archives

    Science.gov (United States)

    Petrenko, M.; Hegde, M.; Smit, C.; Pilone, P.; Pham, L.

    2017-12-01

    Traditionally, NASA Earth Science data archives have file-based storage using proprietary data file formats, such as HDF and HDF-EOS, which are optimized to support fast and efficient storage of spaceborne and model data as they are generated. The use of file-based storage essentially imposes an indexing strategy based on data dimensions. In most cases, NASA Earth Science data uses time as the primary index, leading to poor performance in accessing data in spatial dimensions. For example, producing a time series for a single spatial grid cell involves accessing a large number of data files. With exponential growth in data volume due to the ever-increasing spatial and temporal resolution of the data, using file-based archives poses significant performance and cost barriers to data discovery and access. Storing and disseminating data in proprietary data formats imposes an additional access barrier for users outside the mainstream research community. At the NASA Goddard Earth Sciences Data Information Services Center (GES DISC), we have evaluated applying the "schema-on-read" principle to data access and distribution. We used Apache Parquet to store geospatial data, and have exposed data through Amazon Web Services (AWS) Athena, AWS Simple Storage Service (S3), and Apache Spark. Using the "schema-on-read" approach allows customization of indexing—spatial or temporal—to suit the data access pattern. The storage of data in open formats such as Apache Parquet has widespread support in popular programming languages. A wide range of solutions for handling big data lowers the access barrier for all users. This presentation will discuss formats used for data storage, frameworks with support for "schema-on-read" used for data access, and common use cases covering data usage patterns seen in a geospatial data archive.

  16. Use of Schema on Read in Earth Science Data Archives

    Science.gov (United States)

    Hegde, Mahabaleshwara; Smit, Christine; Pilone, Paul; Petrenko, Maksym; Pham, Long

    2017-01-01

    Traditionally, NASA Earth Science data archives have file-based storage using proprietary data file formats, such as HDF and HDF-EOS, which are optimized to support fast and efficient storage of spaceborne and model data as they are generated. The use of file-based storage essentially imposes an indexing strategy based on data dimensions. In most cases, NASA Earth Science data uses time as the primary index, leading to poor performance in accessing data in spatial dimensions. For example, producing a time series for a single spatial grid cell involves accessing a large number of data files. With exponential growth in data volume due to the ever-increasing spatial and temporal resolution of the data, using file-based archives poses significant performance and cost barriers to data discovery and access. Storing and disseminating data in proprietary data formats imposes an additional access barrier for users outside the mainstream research community. At the NASA Goddard Earth Sciences Data Information Services Center (GES DISC), we have evaluated applying the schema-on-read principle to data access and distribution. We used Apache Parquet to store geospatial data, and have exposed data through Amazon Web Services (AWS) Athena, AWS Simple Storage Service (S3), and Apache Spark. Using the schema-on-read approach allows customization of indexing spatially or temporally to suit the data access pattern. The storage of data in open formats such as Apache Parquet has widespread support in popular programming languages. A wide range of solutions for handling big data lowers the access barrier for all users. This presentation will discuss formats used for data storage, frameworks with This presentation will discuss formats used for data storage, frameworks with support for schema-on-read used for data access, and common use cases covering data usage patterns seen in a geospatial data archive.

  17. 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

  18. Some Lessons From a Symposium on Cultural Psychological Science.

    Science.gov (United States)

    Sternberg, Robert J

    2017-09-01

    In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!

  19. Laudan's normative naturalism: a useful philosophy of science for psychology.

    Science.gov (United States)

    Capaldi, E J; Proctor, R W

    2000-01-01

    Logical positivism, widely regarded as the received epistemology of psychology in the first half of the 20th century, was supplanted in the 1960s by various postpositivistic, relativistic philosophies of science, most notably that of Kuhn. Recently, Laudan, a major figure in the philosophy of science, developed a novel approach called normative naturalism that provides an alternative to positivism and relativism. His central thesis is that the two are not always on opposite ends of a continuum but rather have many assumptions in common. This article brings Laudan's important views to the attention of psychologists and describes some of the unique implications of these views for the conduct of research and theory in psychology. These implications, which follow from a number of closely reasoned pragmatic arguments, include more realistic and appropriate evaluation of theory and methodology than has been suggested by logical positivism or relativism.

  20. The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

    Science.gov (United States)

    Carr, John E

    2017-12-01

    For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

  1. Leisure reading collections in academic health sciences and science libraries: results of visits to seven libraries.

    Science.gov (United States)

    Watson, Erin M

    2014-03-01

    To visit leisure reading collections in academic science and health sciences libraries to determine how they function and what role they play in their libraries. The author visited seven libraries with leisure reading collections and carried out a semistructured interview with those responsible either for selection of materials or for the establishment of the collection. These collections contained a variety of materials, with some libraries focusing on health-science-related materials and others on providing recreational reading. The size of the collections also varied, from 186 to 9700 books, with corresponding differences in budget size. All collections were housed apart, with the same loan period as the regular collection. No collections contained electronic materials. Although there was little comparable statistical data on usage, at the six libraries at which active selection was occurring, librarians and library staff felt that the collection was well used and felt that it provided library users with benefits such as stress relief and relaxation and exposure to other perspectives. Librarians and library staff at the libraries that undertook active selection felt that their leisure reading collection was worthwhile. It would be interesting for future work to focus on the user experience of such collections. © 2013 The author. Health Information and Libraries Journal © 2013 Health Libraries Group.

  2. Using the Psychology of Language to Effectively Communicate Actionable Science

    Science.gov (United States)

    Hall, J. M.

    2014-12-01

    The words used to articulate science can have as significant a psychological impact on public perception as the data itself. It is therefore essential to utilize language that not only accurately relates the scientific information, but also effectively conveys a message that is congruent with the presenter's motivation for expressing the data. This is especially relevant for environmental subjects that are surrounded by emotionally charged, political discourses. For example are terms like catastrophe and disaster; while these words may accurately illustrate impartial scientific data, they will likely trigger psychological responses in audiences such as fear or denial that have a detrimental impact on the human decision making process. I propose a set of 5 key principles to assist in communicating data to the general public that both support the transfer of ideas and the presenter's intended psychological impact. 1) Articulate the underlying intentions that motivate the communication of data in a transparent manner 2) Use language congruent with the presenter's stated intentions 3) Maintain a neutral, non-judgmental attitude towards the complex human psychological and emotional dynamics present in a target audience 4) Demonstrate acceptance and compassion when analyzing past and present human actions that adversely affect the environment 5) Develop a perspective of non-attachment when proposing future actions and/or consequences of current human behaviors. The application of these 5 principles provides a framework to move from our current understanding of problems and solutions to effective physical action that allows us to gracefully adapt with our ever changing planet.

  3. How the nature of science is presented to elementary students in science read-alouds

    Science.gov (United States)

    Rivera, Seema

    Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

  4. 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."

  5. The importance of leisure reading to health sciences students: results of a survey.

    Science.gov (United States)

    Watson, Erin M

    2016-03-01

    To determine what value health sciences students place on leisure reading, whether they prefer to read online or in print, what the principal barriers are to their reading and whether they wish to have a leisure reading collection at their health sciences library. In October 2010, a link to a survey was sent to all 1800 students in health sciences professional programmes at the author's institution. Two hundred and thirteen students (11.8%) responded. Most felt that leisure reading had helped in their development as health professionals and increased their empathy. They listed many benefits of reading, such as improved understanding of minority groups, reduced stress, and improved thinking and communication skills. The majority preferred to read books and magazines in print, while the largest number preferred reading newspapers in print as well. Lack of time, fatigue and the expense of purchasing reading materials were the greatest barriers to reading. A majority of students were in favour of having a leisure reading collection set up at their library. Leisure reading was valued by the respondents, who felt it provided personal and professional benefits. However, many indicated that circumstances made it difficult to participate in leisure reading. © 2015 Health Libraries Group.

  6. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: A Quantile Regression Approach

    Science.gov (United States)

    Shafiq, M. Najeeb

    2013-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  7. [Doctoral theses production of the more productive Spanish psychology professors in the Web of Science].

    Science.gov (United States)

    Olivas-Ávila, José A; Musi-Lechuga, Bertha

    2010-11-01

    The purpose of the present study is to analyze the scientific production of the more productive Psychology faculty member of Spain through advised doctoral theses in the data base TESEO. The sample consisted of the 100 more productive professors of each one of the areas of Spanish Psychology. We reviewed a total of 4036 records of which 2339 belong to the 610 professors who conformed the sample. The results reveal that the percentage of professors who have not directed any thesis accounts for 24%. On the other hand, the proportion of thesis by professor by areas oscillates in a range of between 5.25 and 2.50, being Personality, Evaluation and Psychological Treatment the highest of this rank and Behavioral Sciences Methodology the last. In the last 7 years, the most productive professors have duplicated their theses direction. Finally, there is a rising trend in terms of theses read in every area, reaching the greater frequency in the years of 2003 and 2005. We discuss the considerations that represent the doctoral thesis direction for professors as criterion in their evaluation.

  8. Empirical evaluation and justification of methodologies in psychological science.

    Science.gov (United States)

    Proctor, R W; Capaldi, E J

    2001-11-01

    The purpose of this article is to describe a relatively new movement in the history and philosophy of science, naturalism, a form of pragmatism emphasizing that methodological principles are empirical statements. Thus, methodological principles must be evaluated and justified on the same basis as other empirical statements. On this view, methodological statements may be less secure than the specific scientific theories to which they give rise. The authors examined the feasibility of a naturalistic approach to methodology using logical and historical analysis and by contrasting theories that predict new facts versus theories that explain already known facts. They provide examples of how differences over methodological issues in psychology and in science generally may be resolved using a naturalistic, or empirical, approach.

  9. Implications of research staff demographics for psychological science.

    Science.gov (United States)

    Does, Serena; Ellemers, Naomi; Dovidio, John F; Norman, Jasmine B; Mentovich, Avital; van der Lee, Romy; Goff, Phillip Atiba

    2018-03-01

    Long-standing research traditions in psychology have established the fundamental impact of social categories, such as race and gender, on people's perceptions of themselves and others, as well as on the general human cognition and behavior. However, there is a general tendency to ignore research staff demographics (e.g., researchers' race and gender) in research development and research reports. Variation in research staff demographics can exert systematic and scientifically informative influences on results from psychological research. Consequently, research staff demographics need to be considered, studied, and/or reported, along with how these demographics were allowed to vary across participants or conditions (e.g., random assignment, matched with participant demographics, or included as a factor in the experimental design). In addition to providing an overview of multidisciplinary evidence of research staff demographics effects, we discuss how research staff demographics might influence research findings through (a) ingroup versus outgroup effects, (b) stereotype and (implicit) bias effects, and (c) priming and social tuning effects. Finally, an overview of recommended considerations is included (see the Appendix) to help illustrate how to systematically incorporate relevant research staff demographics in psychological science. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Imagine the Feeling: An Aesthetic Science of Psychology.

    Science.gov (United States)

    Quigua, Fernando; Clegg, Joshua W

    2015-09-01

    We claim that static trait models have dominated contemporary personality psychology but fail to reflect adequately the persons they depict. Beginning from, but moving well beyond, this critique of the five factor model (and the personality psychology field over which it reigns), we shine an aesthetic and critical light on psychology's wider failings. We review the linguistic and methodological features that have undermined the discipline's faithful understandings of human beings and their experience. In its place, we champion an aesthetic (as opposed to an an-esthetic) science of the person, one that is responsive in spirit and in practice to the emotional and imaginative life of participants and to the contexts in which they move. Specifically, we suggest that the images of fantasy and of ordinary metaphor may afford poetic understandings of participant experience that surpass those produced by literal, discursive description. We also hold that these images may offer us the most sensitive and faithful expressions of how social and environmental contexts-and so-called structural and discursive realities-are felt. The paper concludes by sketching several methodological trajectories that may stimulate researcher imagination and empathy, making research more faithful to participants and the reaches of their experience. Research practices informed by feeling and image in this way may generate new knowledge as well as new obligations.

  11. Self-Concepts and Psychological Well-Being Assessed by Beck Youth Inventory among Pupils with Reading Difficulties

    Science.gov (United States)

    Lindeblad, Emma; Svensson, Idor; Gustafson, Stefan

    2016-01-01

    This study investigated the self-image and psychological well-being in 67 children and adolescents age 10-16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict…

  12. Reading for meaning: The foundational knowledge every teacher of science should have

    Science.gov (United States)

    Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

    2018-02-01

    Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

  13. «Psychology is becoming a truly efficient science of studying a person»

    Directory of Open Access Journals (Sweden)

    A.G. Asmolov

    2016-09-01

    Full Text Available The author emphasizes the increasing role of psychology in the life of modern society, entering into the social life in a variety of forms. Psychology is a truly «effective» science of studying a person. The most significant achievements of modern psychology are considered: the development of practical educational psychology, the creation of system activity approach to cognition, the occurrence of psychology in the world of cognitive science, psychology of emergencies, etc. Psychology has become a reality and its various areas are treated as «the architect» of mental and economic life throughout the world, including Russia, psychology turns into a efficient reconstructing science that can be observed not only in the construction program standards of modern education, but also in the programs of tolerance development in the society as a support of diversity standards. Considerable attention is paid to the activities of the Department of Psychology, Lomonosov Moscow State University, as a center of psychological science with all its increasing diversity and development. On the eve of the 50th anniversary of the Department of Psychology, A.G. Asmolov, whose life was closely connected with the educational and research center, examines successes and accomplishments of the Department, contribution to the world of psychology. A.G. Asmolov lists the names of the most outstanding graduates of the Department who have achieved impressive results in various branches of psychology and are now in different parts of the Russian Federation and of the world working in the sphere of psychology. The Department is said to be a «trendsetter» in psychology. Such interesting areas as psychology of uncertainty, psychology of complexity, psychology of diversity, etc. are being developed. The ideas that emerge at the Department of psychology are becoming the ideas known in the whole world.

  14. Development of perceived instrumentality for mathematics, reading and science curricula

    Science.gov (United States)

    Garcia, Steve L.

    Perceptions of instrumentality (PI) are the connections one sees between a current activity and a future goal. With high PI, one is motivated to persist with quality effort because the current activity, even when difficult, is perceived as aligned with, and progress toward, the goal. Conversely, with low PI, one is motivated to relinquish effort in pursuit of other, more meaningful goals. In view of the alarming dropout rates in this country, it appears that PI research has much to offer in understanding students' motivations to stay in school and hence to become employed in their field of choice. Because academic achievement motivation can be affected by gender and ethnicity, particularly for specific components of the curriculum, and because curricular content varies across grade levels and school settings, this line of research offers significant potential for understanding and improving student outcomes. This research examined the development of PI among suburban 6th, 8th, 10th and 12th graders from a school district in the southwestern United States. Twelve hundred students completed a one-time paper and pencil survey measuring the perceived instrumentality of mathematics, literacy and science courses in terms of the students' occupational choices. MANOVA was used to determine factors that may affect students' overall PI and individual subject PI. Grade, gender, ethnicity, occupational choice, expectancy and value were the independent variables. A school setting variable was examined for effects on 12th graders. For the 8th through 12th grade sample, significant main effects were observed for grade, gender, minority status, occupational choice and expectancy on PI. Results show that PI is highest in the 6 th grade. Males reported higher Math PI than females. Females reported higher Reading PI and Science PI than males. Minority students reported lower overall PI and Science PI than non-minority students. Students who aspire to professional careers report the

  15. Psychology as an Evolving, Interdisciplinary Science: Integrating Science in Sensation and Perception from Fourier to Fluid Dynamics

    Science.gov (United States)

    Ebersole, Tela M.; Kelty-Stephen, Damian G.

    2017-01-01

    This article outlines the theoretical rationale and process for an integrated-science approach to teaching sensation and perception (S&P) to undergraduate psychology students that may also serve as an integrated-science curriculum. The course aimed to introduce the interdisciplinary evolution of this psychological field irrespective of any…

  16. Information security: where computer science, economics and psychology meet.

    Science.gov (United States)

    Anderson, Ross; Moore, Tyler

    2009-07-13

    Until ca. 2000, information security was seen as a technological discipline, based on computer science but with mathematics helping in the design of ciphers and protocols. That perspective started to change as researchers and practitioners realized the importance of economics. As distributed systems are increasingly composed of machines that belong to principals with divergent interests, incentives are becoming as important to dependability as technical design. A thriving new field of information security economics provides valuable insights not just into 'security' topics such as privacy, bugs, spam and phishing, but into more general areas of system dependability and policy. This research programme has recently started to interact with psychology. One thread is in response to phishing, the most rapidly growing form of online crime, in which fraudsters trick people into giving their credentials to bogus websites; a second is through the increasing importance of security usability; and a third comes through the psychology-and-economics tradition. The promise of this multidisciplinary research programme is a novel framework for analysing information security problems-one that is both principled and effective.

  17. Psychology as a Science of Subject and Comportment, beyond the Mind and Behavior.

    Science.gov (United States)

    Pérez-Álvarez, Marino

    2018-03-01

    The turn of qualitative inquiry suggests a more open, plural conception of psychology than just the science of the mind and behavior as it is most commonly defined. Historical, ontological and epistemological binding of this conception of psychology to the positivist method of natural science may have exhausted its possibilities, and after having contributed to its prestige as a science, has now become an obstacle. It is proposed that psychology be reconceived as a science of subject and comportment in the framework of a contextual hermeneutic, social, human behavioral science. Thus, without rejecting quantitative inquiry, psychology recovers territory left aside like introspection and pre-reflective self-awareness, and reconnects with traditions marginalized from the main stream. From this perspective psychology might also recover its credibility as a human science in view of current skepticism.

  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. An Interdisciplinary Team Project: Psychology and Computer Science Students Create Online Cognitive Tasks

    Science.gov (United States)

    Flannery, Kathleen A.; Malita, Mihaela

    2014-01-01

    We present our case study of an interdisciplinary team project for students taking either a psychology or computer science (CS) course. The project required psychology and CS students to combine their knowledge and skills to create an online cognitive task. Each interdisciplinary project team included two psychology students who conducted library…

  20. Health Sciences Library Support of a University Common Reading Program: A Case Study.

    Science.gov (United States)

    Delwiche, Frances A

    2017-01-01

    Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.

  1. 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'…

  2. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  3. Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

    OpenAIRE

    Piwek, Lukasz; Ellis, David A.

    2016-01-01

    Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in li...

  4. Exploration and Exploitation of Victorian Science in Darwin's Reading Notebooks

    OpenAIRE

    Murdock, Jaimie; Allen, Colin; DeDeo, Simon

    2015-01-01

    Search in an environment with an uncertain distribution of resources involves a trade-off between exploitation of past discoveries and further exploration. This extends to information foraging, where a knowledge-seeker shifts between reading in depth and studying new domains. To study this decision-making process, we examine the reading choices made by one of the most celebrated scientists of the modern era: Charles Darwin. From the full-text of books listed in his chronologically-organized r...

  5. Types of Generalization: Introduction to Special Section of Perspectives on Psychological Science on Cultural Psychology.

    Science.gov (United States)

    Sternberg, Robert J

    2017-09-01

    Cultural psychology represents one of the broadest types of generalization of psychological findings. We all need to pay attention to cultural findings because many of our most treasured "truisms" fail to generalize when looked at across cultural contexts.

  6. Reading habits in university students of careers in science and technology

    Directory of Open Access Journals (Sweden)

    Cornejo, Jorge Norberto;

    2012-01-01

    Full Text Available Communication and dissemination of science are an integral part of science itself, where the reading, in addition, must be a constitutive aspect of scientific training. Especially, reading works of scientific divulgation can become an excellent tool for the integral formation of students in scientific or technological careers. This research is a preliminary diagnosis on the reading habits of 158 students of the Faculty of Engineering of the University of Buenos Aires, conducted by a written survey. From the results, we conclude that students are not whitout reading habits, but that they have little interaction with his training as a professionals. The printed book is still the main vehicle for reading, well above the electronic formats. A problem arises with the issue of scientific divulgation, as students manifest ignore to the very nature of this genre. Future work is proposed for the development of intervention strategies that take into account the results of this research.

  7. The Use of Learning Journals to Foster Textbook Reading in the Community College Psychology Class

    Science.gov (United States)

    Bartolomeo-Maida, Maria

    2016-01-01

    Across disciplines, faculty members face a common challenge of finding methods to get their students to complete assigned course readings. It becomes an even larger task to develop strategies whereby students are also engaging in deep reading that promotes critical thinking. Reading positively impacts students on a number of variables, and when…

  8. Translating psychological science: Highlighting the media's contribution to contagion in mass shootings: Comment on Kaslow (2015).

    Science.gov (United States)

    Perrin, Paul B

    2016-01-01

    In her presidential address, N. J. Kaslow (see record 2015-33530-002) argued that psychologists have a responsibility to translate psychological science to the public and identifies various platforms for doing so. In this comment on her article, I advocate that psychology as a field immediately heed her call in the area of psychological science highlighting the media's contribution to contagion in mass shootings. I point out the psychological science documenting media contagion for suicide and mass shootings, the World Health Organization's (2008) guidelines for media in reporting suicide deaths to prevent that contagion, and discuss ways-based on Dr. Kaslow's suggestions-that psychologists can disseminate psychological science to prevent similar tragedies in the future. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  9. The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

    Science.gov (United States)

    Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

    2016-01-01

    The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

  10. Death Discussion in Science Read-Alouds: Cognitive, Sociolinguistic, and Moral Processes

    Science.gov (United States)

    Oliveira, Alandeom W.; Reis, Giuliano; Chaize, Daniel O.; Snyder, Michele A.

    2014-01-01

    Little research has been conducted on how to address the complex topic of death when teaching science to children. The present paper addresses this issue by examining how three elementary teachers discuss the death of wild animals during science read-aloud sessions. Our findings reveal the variety of ways in which nonhuman death can be…

  11. Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

    Science.gov (United States)

    Rivard, Leonard P.; Cormier, Marianne; Turnbull, Miles

    2012-01-01

    This article proposes strategies and practices that create rich discursive spaces for learning science in French immersion contexts. These strategies and practices are drawn from a variety of scholarly sources; here we adapt them to reading in the French immersion science classroom. The strategies and practices are designed for use in a…

  12. Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

    Science.gov (United States)

    Black, Alice A. (Jill)

    Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

  13. Successful Massive Open Online Climate Course on Climate Science and Psychology

    Science.gov (United States)

    Nuccitelli, D. A.; Cook, J.

    2015-12-01

    In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

  14. Exploration and exploitation of Victorian science in Darwin's reading notebooks.

    Science.gov (United States)

    Murdock, Jaimie; Allen, Colin; DeDeo, Simon

    2017-02-01

    Search in an environment with an uncertain distribution of resources involves a trade-off between exploitation of past discoveries and further exploration. This extends to information foraging, where a knowledge-seeker shifts between reading in depth and studying new domains. To study this decision-making process, we examine the reading choices made by one of the most celebrated scientists of the modern era: Charles Darwin. From the full-text of books listed in his chronologically-organized reading journals, we generate topic models to quantify his local (text-to-text) and global (text-to-past) reading decisions using Kullback-Liebler Divergence, a cognitively-validated, information-theoretic measure of relative surprise. Rather than a pattern of surprise-minimization, corresponding to a pure exploitation strategy, Darwin's behavior shifts from early exploitation to later exploration, seeking unusually high levels of cognitive surprise relative to previous eras. These shifts, detected by an unsupervised Bayesian model, correlate with major intellectual epochs of his career as identified both by qualitative scholarship and Darwin's own self-commentary. Our methods allow us to compare his consumption of texts with their publication order. We find Darwin's consumption more exploratory than the culture's production, suggesting that underneath gradual societal changes are the explorations of individual synthesis and discovery. Our quantitative methods advance the study of cognitive search through a framework for testing interactions between individual and collective behavior and between short- and long-term consumption choices. This novel application of topic modeling to characterize individual reading complements widespread studies of collective scientific behavior. Copyright © 2016 Elsevier B.V. All rights reserved.

  15. The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

    Directory of Open Access Journals (Sweden)

    Gara B Field

    2009-03-01

    Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

  16. Time for the public to read science and technology

    International Nuclear Information System (INIS)

    1998-06-01

    This book deals with cover of scientific articles of newspaper and magazine, science journals, broadcasting news, scientists working for the public, freelancers, writing good stories, using sources, application of statistics, writing selected articles of science magazine, and science opinion. It adds cover of public health and government ministries, report of behavioral biology, cover of contagious diseases, report of neurology, report of poisons and dangerousness, environmental articles, cover of earth science and physics, articles of astronomy. It also introduces other places such as universities, non profitable institutes, companies and industries.

  17. Academic language and the challenge of reading for learning about science.

    Science.gov (United States)

    Snow, Catherine E

    2010-04-23

    A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.

  18. Historical origin and types of reading (recitation science

    Directory of Open Access Journals (Sweden)

    A. A. Valiyev

    2017-08-01

    Due to the reading the meaning of the verse is understood so:«God is afraid of his servant scientists». But the true meaning of this verse is «only scientists among his servants are afraid of God». İbnul-Jazari said that this verse is false, and this opinion is not told by Abu Hanifa, the author of this verse is not Abu Hanifa. Some commentators noted that the investigation was not related to him.

  19. Marvels of Science: 50 Fascinating 5-minute Reads.

    Science.gov (United States)

    Haven, Kendall

    This book is a collection of 50 stories of the people, events, and processes that give us our rich scientific heritage with the goal of fostering an appreciation for the process of science and for the great variety of personalities that have graced the world of science. In addition to the actual text, each story in this book contains focusing and…

  20. 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...

  1. Introductory Psychology: How Student Experiences Relate to Their Understanding of Psychological Science

    Science.gov (United States)

    Toomey, Thomas; Richardson, Deborah; Hammock, Georgina

    2017-01-01

    Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students' understanding of…

  2. A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers

    Science.gov (United States)

    Willingham, Daniel T.

    2017-01-01

    Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…

  3. Psychological Distress and Sources of Stressors amongst Medical and Science Undergraduate Students in Malaysia

    Directory of Open Access Journals (Sweden)

    Ali S Radeef

    2017-08-01

    Full Text Available Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stress which were chosen depending on previous studies. Results: The overall prevalence of psychological distress was 32.6%. Science students showed a significantly higher rate and mean score of psychological distress than medical students, and the mean score was significantly higher during the clinical phase rather than the pre-clinical phase in medical students. Overall, female students had a significantly higher mean score than males, however although the mean score was higher in females it was only significant in the pre-clinical phase. In addition to academic and psychological stressors, factors such as reduced holidays, lack of time for relaxation, and limitation of leisure/entertainment time were among the top ten stressors reported by the students. Conclusions: Psychological distress is common among university students, and it is higher among science students than medical students. Academic and psychological factors can be considered as sources of stressors which may precipitate psychological distress among college students.

  4. Impacts of Psychological Science on National Security Agencies Post-9/11

    Science.gov (United States)

    Brandon, Susan E.

    2011-01-01

    Psychologists have been an integral part of national security agencies since World War I, when psychological science helped in personnel selection. A robust infrastructure supporting wider applications of psychology to military and intelligence problems developed further during World War II and the years following, primarily in the areas of…

  5. Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology: Connections

    NARCIS (Netherlands)

    C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

    2018-01-01

    textabstractThe paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses some research that is related to the seven disciplines. Academics could develop theoretical models and subsequent

  6. Scientometric trend analyses of publications on the history of psychology: Is psychology becoming an unhistorical science?

    Science.gov (United States)

    Krampen, Günter

    Examines scientometrically the trends in and the recent situation of research on and the teaching of the history of psychology in the German-speaking countries and compares the findings with the situation in other countries (mainly the United States) by means of the psychology databases PSYNDEX and PsycINFO. Declines of publications on the history of psychology are described scientometrically for both research communities since the 1990s. Some impulses are suggested for the future of research on and the teaching of the history of psychology. These include (1) the necessity and significance of an intensified use of quantitative, unobtrusive scientometric methods in historiography in times of digital "big data", (2) the necessity and possibilities to integrate qualitative and quantitative methodologies in historical research and teaching, (3) the reasonableness of interdisciplinary cooperation of specialist historians, scientometricians, and psychologists, (4) the meaningfulness and necessity to explore, investigate, and teach more intensively the past and the problem history of psychology as well as the understanding of the subject matter of psychology in its historical development in cultural contexts. The outlook on the future of such a more up-to-date research on and teaching of the history of psychology is-with some caution-positive.

  7. The psychologist who is not a psychologist: a deconstructive reading of Wolfgang Giegerich's idea of psychology proper.

    Science.gov (United States)

    Marlan, Stanton

    2016-04-01

    This paper represents an archetypal and deconstructive reading of the work of Wolfgang Giegerich. In an attempt to extend and philosophically develop Jung's late-life view of the objective psyche, Giegerich, via Hegel, defines psychology proper as fundamentally separate from the everyday person and the 'human, all-too-human' aspects of the soul. It is argued that, in so doing, Giegerich removes the human person from being the primary focus of his psychology and creates instead a hierarchy of ideas and values privileging syntax over semantics, the logical over the empirical, and thinking over imagination. This bypasses the emotionality of the everyday person/patient and also renders psychology proper unable to address the day-to-day practice of the analyst. Giegerich attempts to rectify this problem by re-incorporating what he had previously rejected, making his theory more complex than is apparent in his binary oppositions. In the end, however, it remains a question to what extent Giegerich is successful in avoiding a binary scission (Saban 2015) or a tendency to regularly de-emphasize the human aspect of the soul (Hoedl 2015) in his need to continue to heroically push off from the ego seeking total freedom from neurosis and from our humanity. © 2016, The Society of Analytical Psychology.

  8. Enriching science, practice, and policy relevant to school psychology around the globe.

    Science.gov (United States)

    Jimerson, Shane R

    2016-03-01

    This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the globe. Information herein highlights (a) the value of high quality and timely reviews, (b) publishing manuscripts that address a breadth of important topics relevant to school psychology, and (c) the structure and contributions of the special topic sections featured in School Psychology Quarterly. (c) 2016 APA, all rights reserved).

  9. Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

    Science.gov (United States)

    Wegner, Molly F.

    As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

  10. Psychological Morbidity in Students of Medical College and Science and Art College Students - A Comparative Study

    Directory of Open Access Journals (Sweden)

    Priyanka Mahawar

    2011-07-01

    Full Text Available Considering the importance of quality of life in medical students we have conducted a cross sectional & descriptive study on screening of mental illness of 60 medical students of prefinal year and comparing it with 60 students of third year of Science and Art College. Students were selected via random sampling. GHQ-12 was used as a screening tool and after obtaining scores students were graded in 3 categories - individuals screened positive for psychological morbidity were of Grades 2 and 3 and individuals screened negative for psychological morbidity were of Grade 1 and they were compared according to college, gender & residence. Students screened positive for psychological morbidity as per GHQ-12 were found higher in medical college (87% as compared to Science and Art College (45% and a statistically significant association was found between psychological morbidity and medical students. Psychological morbidity was not significantly associated with residence and gender.

  11. 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…

  12. Can programming frameworks bring smartphones into the mainstream of psychological science?

    Directory of Open Access Journals (Sweden)

    Lukasz Piwek

    2016-08-01

    Full Text Available Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key barriers that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use, secure, and becomes freely available.

  13. Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?

    Science.gov (United States)

    Piwek, Lukasz; Ellis, David A

    2016-01-01

    Smartphones continue to provide huge potential for psychological science and the advent of novel research frameworks brings new opportunities for researchers who have previously struggled to develop smartphone applications. However, despite this renewed promise, smartphones have failed to become a standard item within psychological research. Here we consider the key issues that continue to limit smartphone adoption within psychological science and how these barriers might be diminishing in light of ResearchKit and other recent methodological developments. We conclude that while these programming frameworks are certainly a step in the right direction it remains challenging to create usable research-orientated applications with current frameworks. Smartphones may only become an asset for psychology and social science as a whole when development software that is both easy to use and secure becomes freely available.

  14. Virtue ethics, positive psychology, and a new model of science and engineering ethics education.

    Science.gov (United States)

    Han, Hyemin

    2015-04-01

    This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students' moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.

  15. "Everybody knows psychology is not a real science": Public perceptions of psychology and how we can improve our relationship with policymakers, the scientific community, and the general public.

    Science.gov (United States)

    Ferguson, Christopher J

    2015-09-01

    In a recent seminal article, Lilienfeld (2012) argued that psychological science is experiencing a public perception problem that has been caused by both public misconceptions about psychology, as well as the psychological science community's failure to distinguish itself from pop psychology and questionable therapeutic practices. Lilienfeld's analysis is an important and cogent synopsis of external problems that have limited psychological science's penetration into public knowledge. The current article expands upon this by examining internal problems, or problems within psychological science that have potentially limited its impact with policymakers, other scientists, and the public. These problems range from the replication crisis and defensive reactions to it, overuse of politicized policy statements by professional advocacy groups such as the American Psychological Association (APA), and continued overreliance on mechanistic models of human behavior. It is concluded that considerable problems arise from psychological science's tendency to overcommunicate mechanistic concepts based on weak and often unreplicated (or unreplicable) data that do not resonate with the everyday experiences of the general public or the rigor of other scholarly fields. It is argued that a way forward can be seen by, on one hand, improving the rigor and transparency of psychological science, and making theoretical innovations that better acknowledge the complexities of the human experience. (PsycINFO Database Record (PsycINFO Database Record (c) 2015 APA, all rights reserved).

  16. Structural stigma: Research evidence and implications for psychological science.

    Science.gov (United States)

    Hatzenbuehler, Mark L

    2016-11-01

    Psychological research has provided essential insights into how stigma operates to disadvantage those who are targeted by it. At the same time, stigma research has been criticized for being too focused on the perceptions of stigmatized individuals and on microlevel interactions, rather than attending to structural forms of stigma. This article describes the relatively new field of research on structural stigma, which is defined as societal-level conditions, cultural norms, and institutional policies that constrain the opportunities, resources, and well-being of the stigmatized. I review emerging evidence that structural stigma related to mental illness and sexual orientation (a) exerts direct and synergistic effects on stigma processes that have long been the focus of psychological inquiry (e.g., concealment, rejection sensitivity), (b) serves as a contextual moderator of the efficacy of psychological interventions, and (c) contributes to numerous adverse health outcomes for members of stigmatized groups-ranging from dysregulated physiological stress responses to premature mortality-indicating that structural stigma represents an underrecognized mechanism producing health inequalities. Each of these pieces of evidence suggests that structural stigma is relevant to psychology and therefore deserves the attention of psychological scientists interested in understanding and ultimately reducing the negative effects of stigma. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. Designing Reading Materials for the Faculty of Social and Political Sciences at UIN Syarif Hidayatullah Jakarta

    Directory of Open Access Journals (Sweden)

    Devi Yusnita

    2016-01-01

    Full Text Available This research is aimed to design reading materials for the Faculty of Social and Political Sciences, UIN Syarif HIdayatullah Jakarta, due to the absence of such specific materials in the market. To produce satisfactory teaching materials, the researcher did some steps i.e. doing needs analysis, reviewing the principles of materials design and reading strategies, designing course framework, designing syllabus, designing the reading materials, and implementing the sample lessons. The needs analysis was intended to find out what the students needed and to find out the subjects the students learned from the institution in order to produce adequate reading materials. Based on the needs analysis, the researcher then identified the global aims of the course, thereby, the writer designed course framework. This course framework contained general points of reading themes and topics, information of classroom activities that followed up reading, the length of study session, the number of the course meetings, and the number of participants. The course framework became the basis to write the syllabus. Finally the syllabus became the basis for designing reading materials.

  18. The comparative importance of books: clinical psychology in the health sciences library.

    Science.gov (United States)

    Wehmeyer, J M; Wehmeyer, S

    1999-01-01

    Clinical psychology has received little attention as a subject in health sciences library collections. This study seeks to demonstrate the relative importance of the monographic literature to clinical psychology through the examination of citations in graduate student theses and dissertations at the Fordham Health Sciences Library, Wright State University. Dissertations and theses were sampled randomly; citations were classified by format, counted, and subjected to statistical analysis. Books and book chapters together account for 35% of the citations in clinical psychology dissertations, 25% in nursing theses, and 8% in biomedical sciences theses and dissertations. Analysis of variance indicates that the citations in dissertations and theses in the three areas differ significantly (F = 162.2 with 2 and 253 degrees of freedom, P = 0.0001). Dissertations and theses in biomedical sciences and nursing theses both cite significantly more journals per book than the dissertations in clinical psychology. These results support the hypothesis that users of clinical psychology literature rely more heavily on books than many other users of a health sciences library. Problems with using citation analyses in a single subject to determine a serials to monographs ratio for a health sciences library are pointed out. PMID:10219478

  19. Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences

    Science.gov (United States)

    Owolabi, Tunde; Okebukola, Foluso

    2009-01-01

    This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…

  20. A Flexible e-Learning Resource Promoting the Critical Reading of Scientific Papers for Science Undergraduates

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-01-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this…

  1. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Ou Yang, Fang-Chuan

    2013-01-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements…

  2. How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

    Science.gov (United States)

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

    Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

  3. Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

    Science.gov (United States)

    Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.

    2013-01-01

    This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…

  4. How Much Can Evolutionary Psychology Inform the Educational Sciences?

    Science.gov (United States)

    Halpern, Diane F.

    2008-01-01

    In response to a stimulating article by David C. Geary on the value of understanding the evolutionary basis of learning as a guide to instruction, I raise several objections. When evolutionary theory is used to explain everything from sex differences in math and reading to why children are bored in school, it loses its explanatory power. There is…

  5. Educational Psychology's Past and Future Contributions to the Science of Learning, Science of Instruction, and Science of Assessment

    Science.gov (United States)

    Mayer, Richard E.

    2018-01-01

    Patricia Alexander (2018) provides a thought-provoking analysis of the past and future of educational psychology. Based on the themes in Alexander's paper, the present paper explores the past and future of educational psychology's contributions to: (a) the science of learning, corresponding to Alexander's theme of "a focus on learning as a…

  6. Improving Training in Methodology Enriches the Science of Psychology

    Science.gov (United States)

    Aiken, Leona S.; West, Stephen G.; Millsap, Roger E.

    2009-01-01

    Replies to the comment Ramifications of increased training in quantitative methodology by Herbet Zimiles on the current authors original article "Doctoral training in statistics, measurement, and methodology in psychology: Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America". The…

  7. Fundamentalism in Psychological Science. The Publication Manual as "Bible."

    Science.gov (United States)

    Walsh-Bowers, Richard

    1999-01-01

    Analyzes the content of the fourth edition of the "Publication Manual of the American Psychological Association" (1994) as if it were a biblical text. Draws on socio-historical studies and critical feminist perspectives to discuss the manual's function as a fundamentalist "bible" in relation to psychologists' culture. (SLD)

  8. Advancing science, practice, and policy relevant to school psychology.

    Science.gov (United States)

    Jimerson, Shane R

    2013-03-01

    The purpose of this editorial to inform both readers and potential authors, the editor provides a few details relevant to the School Psychology Quarterly (SPQ) including: the mission, contemporary context, the new emphases of SPQ, the editorial board, and advice for authors. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

  9. Understanding Immigrants, Schooling, and School Psychology: Contemporary Science and Practice

    Science.gov (United States)

    Frisby, Craig L.; Jimerson, Shane R.

    2016-01-01

    Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions,…

  10. 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…

  11. The Neglected 95%, a Challenge to Psychology's Philosophy of Science

    Science.gov (United States)

    Arnett, Jeffrey Jensen

    2009-01-01

    Responds to the comments of LoSchiavo F. M. and Shatz M. A.; Webster G. D., Nichols A. L., and Schember T. O.; Stroebe W. and Nijstad B.; and Haeffel et al. on the author's original article regarding the assertion that American psychology focuses too narrowly on Americans while neglecting the other 95% of the world's population. The author…

  12. The Goldwater Rule: Perspectives From, and Implications for, Psychological Science.

    Science.gov (United States)

    Lilienfeld, Scott O; Miller, Joshua D; Lynam, Donald R

    2018-01-01

    When, if ever, should psychological scientists be permitted to offer professional opinions concerning the mental health of public figures they have never directly examined? This contentious question, which attracted widespread public attention during the 1964 U.S. presidential election involving Barry Goldwater, received renewed scrutiny during and after the 2016 U.S. presidential campaign, when many mental health professionals raised pointed questions concerning the psychiatric status of Donald Trump. Although the Goldwater Rule prohibits psychiatrists from offering diagnostic opinions on individuals they have never examined, no comparable rule exists for psychologists. We contend that, owing largely to the Goldwater Rule's origins in psychiatry, a substantial body of psychological research on assessment and clinical judgment, including work on the questionable validity of unstructured interviews, the psychology of cognitive biases, and the validity of informant reports and of L (lifetime) data, has been overlooked in discussions of its merits. We conclude that although the Goldwater Rule may have been defensible several decades ago, it is outdated and premised on dubious scientific assumptions. We further contend that there are select cases in which psychological scientists with suitable expertise may harbor a "duty to inform," allowing them to offer informed opinions concerning public figures' mental health with appropriate caveats.

  13. Lesekurse fuer Anfaenger-Fachbereich Psychologie (Reading Courses for Beginners-Psychology)

    Science.gov (United States)

    Armaleo-Popper, Lore

    1976-01-01

    Describes a German course for psychologists, given in Italy by the author, using eight original texts by Freud and Mitscherlich. These were assigned for 40-50 hours' continuation reading at home, or were discussed in the 100-120 hours in the classroom. (Text is in German.) (IFS/WGA)

  14. Phonological Skills and Learning to Read. Psychology Press & Routledge Classic Editions

    Science.gov (United States)

    Goswami, Usha; Bryant, Peter

    2016-01-01

    In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: (1) pre­school phonological knowledge of rhyme and…

  15. The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students

    Science.gov (United States)

    Ramirez, Sylvia Z.; Jain, Sachin; Flores-Torres, Leila L.; Perez, Roxanna; Carlson, Ralph

    2009-01-01

    This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain…

  16. Psychological science's contributions to a sustainable environment: extending our reach to a grand challenge of society.

    Science.gov (United States)

    Kazdin, Alan E

    2009-01-01

    Climate change and degradation of the environment are global problems associated with many other challenges (e.g., population increases, reduction of glaciers, and loss of critical habitats). Psychological science can play a critical role in addressing these problems by fostering a sustainable environment. Multiple strategies for fostering a sustainable environment could draw from the diversity of topics and areas of specialization within psychology. Psychological research on fostering environmentally sustainable behaviors is rather well developed, as illustrated by interventions focusing on education of the public, message framing, feedback, decision making, the media, incentives and disincentives, and social marketing. Other sciences and professions as well as religion and ethics are actively involved in fostering a sustainable environment. Psychology ought to be more involved directly, systematically, and visibly to draw on our current knowledge and to have palpable impact. We would serve the world very well and in the process our discipline and profession.

  17. "You Don't Read a Science Book, You Study It": An Exploration of Cultural Concepts of Reading.

    Science.gov (United States)

    Anderson, Jim; Gunderson, Lee

    2001-01-01

    Discusses how the differing views held by teachers and immigrant parents and their children affect early reading instruction, secondary content reading, and reading involving technology. Demonstrates that immigrant students and their parents hold different beliefs about reading and schooling than those held by many teachers. Concludes it is…

  18. Towards a Cultural Psychology of Science:Economics and Economists in Contemporary Chile

    OpenAIRE

    Marco Carre Benzi, David

    2017-01-01

    The present thesis is an enquiry about two distinct but complementary issues: the personal dimension of scientific activity, and the influential role that economists have had during the last decades in Chile. Regarding the former, this work complements existing philosophical, social, and psychological studies of science with a cultural psychology perspective. This perspective aims to be sensitive to the personal nature of the scientific activity but also to the cultural conditions in which sc...

  19. The psychological disengagement model among women in science, engineering, and technology.

    Science.gov (United States)

    Beaton, Ann M; Tougas, Francine; Rinfret, Natalie; Monger, Tanya

    2015-09-01

    Psychological responses to personal relative deprivation based on self/outgroup comparisons (named self/outgroup PRD) were explored among women in science, engineering, and technology according to the Psychological Disengagement Model. Three studies revealed that the experience of self/outgroup PRD increased women's likelihood of discounting the feedback they received at work. In turn, discounting led them to devalue their profession. Each study further documented the damaging effect of both psychological disengagement mechanisms. Study 1 (N = 93) revealed that discounting and devaluing were associated with decreased self-esteem. These results were replicated in Studies 2 and 3. Study 2 (N = 163) demonstrated that discounting and devaluing were also associated with reduced self-esteem stability. Study 3 (N = 187) further showed that psychological disengagement was also associated with women's occupational commitment. Theoretical and practical implications of these results are considered. © 2014 The British Psychological Society.

  20. A collective unconscious reconsidered: Jung's archetypal imagination in the light of contemporary psychology and social science.

    Science.gov (United States)

    Hunt, Harry T

    2012-02-01

    A needed rapprochement between Jung and the contemporary human sciences may rest less on the much debated relevance of a biologistic collective unconscious than on a re-inscribing of an archetypal imagination, as the phenomenological and empirical core of Jungian psychology. The most promising approaches in this regard in terms of theory and research in psychology come from combining the cognitive psychology of metaphor and synaesthesia, individual differences in imaginative absorption and openness to numinous experience and spirituality as a form of symbolic intelligence. On the socio-cultural side, this cognitive psychology of archetypal imagination is also congruent with Lévi-Strauss on the metaphoric roots of mythological thinking, and Durkheim on a sociology of collective consciousness. This conjoined perspective, while validating the cross cultural commonality of physical metaphor intuited by Jung and Hillman on alchemy, also shows Jung's Red Book, considered as the expressive source for his more formal psychology, to be far closer in spirit to a socio-cultural collective consciousness, based on metaphoric imagination, than to a phylogenetic or evolutionary unconscious. A mutual re-inscribing of Jung into congruent areas of contemporary psychology, anthropology, sociology, and vice versa, can help to further validate Jung's key observations and is fully consistent with Jung's own early efforts at synthesis within the human sciences. © 2012, The Society of Analytical Psychology.

  1. Simpson’s Paradox in Psychological Science: A Practical Guide

    Directory of Open Access Journals (Sweden)

    Rogier eKievit

    2013-08-01

    Full Text Available The direction of an association at the population-level may be reversed within the subgroups comprising that population—a striking observation called Simpson’s paradox. When facing this pattern, psychologists often view it as anomalous. Here, we argue that Simpson’s paradox is more common than conventionally thought, and typically results in incorrect interpretations – potentially with harmful consequences. We support this claim by drawing on empirical results from cognitive neuroscience, behavior genetics, psychopathology, personality psychology, educational psychology, intelligence research, and simulation studies. We show that Simpson’s Paradox is most likely to occur when inferences are drawn across different levels of explanation (e.g., from populations to subgroups, or subgroups to individuals. We propose a set of statistical markers indicative of the paradox, and offer psychometric solutions for dealing with the paradox when encountered—including a toolbox in R for detecting Simpson’s Paradox. We show that explicit modeling of situations in which the paradox might occur not only prevents incorrect interpretations of data, but also results in a deeper understanding of what data tell us about the world.

  2. 21st Century Science as a Relational Process: From Eureka! to Team Science and a Place for Community Psychology

    Science.gov (United States)

    Tebes, Jacob Kraemer; Thai, Nghi D.; Matlin, Samantha L.

    2014-01-01

    In this paper we maintain that 21st century science is, fundamentally, a relational process in which knowledge is produced (or co-produced) through transactions among researchers or among researchers and public stakeholders. We offer an expanded perspective on the practice of 21st century science, the production of scientific knowledge, and what community psychology can contribute to these developments. We argue that: 1) trends in science show that research is increasingly being conducted in teams; 2) scientific teams, such as transdisciplinary teams of researchers or of researchers collaborating with various public stakeholders, are better able to address complex challenges; 3) transdisciplinary scientific teams are part of the larger, 21st century transformation in science; 4) the concept of heterarchy is a heuristic for team science aligned with this transformation; 5) a contemporary philosophy of science known as perspectivism provides an essential foundation to advance 21st century science; and 6) community psychology, through its core principles and practice competencies, offers theoretical and practical expertise for advancing team science and the transformation in science currently underway. We discuss the implications of these points and illustrate them briefly with two examples of transdisciplinary team science from our own work. We conclude that a new narrative is emerging for science in the 21st century that draws on interpersonal transactions in teams, and active engagement by researchers with the public to address critical accountabilities. Because of its core organizing principles and unique blend of expertise on the intersection of research and practice, community psychologists are extraordinarily well-prepared to help advance these developments, and thus have much to offer 21st century science. PMID:24496718

  3. Piaget's epistemic subject and science education: Epistemological vs. psychological issues

    Science.gov (United States)

    Kitchener, Richard F.

    1993-06-01

    Many individuals claim that Piaget's theory of cognitive development is empirically false or substantially disconfirmed by empirical research. Although there is substance to such a claim, any such conclusion must address three increasingly problematic issues about the possibility of providing an empirical test of Piaget's genetic epistemology: (1) the empirical underdetermination of theory by empirical evidence, (2) the empirical difficulty of testing competence-type explanations, and (3) the difficulty of empirically testing epistemic norms. This is especially true of a central epistemic construct in Piaget's theory — the epistemic subject. To illustrate how similar problems of empirical testability arise in the physical sciences, I briefly examine the case of Galileo and the correlative difficulty of empirically testing Galileo's laws. I then point out some important epistemological similarities between Galileo and Piaget together with correlative changes needed in science studies methodology. I conclude that many psychologists and science educators have failed to appreciate the difficulty of falsifying Piaget's theory because they have tacitly adopted a philosophy of science at odds with the paradigm-case of Galileo.

  4. Comments on "Distinguishing science from pseudoscience in school psychology:" Evidence-based interventions for grandiose bragging.

    Science.gov (United States)

    Kratochwill, Thomas R

    2012-02-01

    The purpose of this article is to provide some perspectives on Lilienfeld, Ammirati, and David's (2012) paper on distinguishing science from pseudoscience in school psychology. In many respects their work represents an intervention for "grandiose bragging," a problem that has occasionally occurred when various non-evidence-based or discredited interventions receive sensationalized positive endorsement for adoption in school psychology practice. In this paper, the implications of the Lilienfeld et al. work are discussed within the context of the scientist-practitioner gap, scientific thinking and evaluation of scientific thinking, and negative results research. The authors have advanced our thinking on evidence-based practices in school psychology and education. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  5. Cancer control falls squarely within the province of the psychological sciences.

    Science.gov (United States)

    Green McDonald, Paige; O'Connell, Mary; Suls, Jerry

    2015-01-01

    Against the background of cancer as a contemporary public health challenge, this article presents a selective overview of psychological science contributions to cancer control research, practice, and policy. Initial contributions were circumscribed to awareness campaigns and the assessment of emotional responses to diagnosis and treatment. As evidence linking certain behaviors to cancer risk and outcomes accumulated, psychology emerged as a "hub science" in the Nation's cancer control program. Despite substantial accomplishments, new societal trends further challenge our ability to reduce risk, incidence, and deaths from cancer and enhance quality of life for cancer survivors. Evidence generated from psychological research conducted within each cell of Pasteur's quadrant continues to be relevant and necessary for effective 21st-century approaches to cancer prevention and control at the individual, clinical, and population levels. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  6. Reproducibility of Psychological Experiments as a Problem of Post-Nonclassical Science

    Directory of Open Access Journals (Sweden)

    Vachkov I.V.,

    2016-04-01

    Full Text Available A fundamental project on reproducibility carried out in the USA by Brian Nosek in 2015 (the Reproducibility Project revealed a serious methodological problem in psychology: the issue of replication of psycho- logical experiments. Reproducibility has been traditionally perceived as one of the basic principles of the scientific method. However, methodological analysis of the modern post-nonclassical stage in the development of science suggests that this might be a bit too uncompromising as applied to psychology. It seems that the very criteria of scientific research need to be reconsidered with regard to the specifics of post-nonclassical science, and, as the authors put it, as a result, reproducibility might lose its key status or even be excluded at all. The reviewed problem and the proposed ways of coping with it are of high importance to research and practice in psychology as they define the strategies for organizing, conducting and evaluating experimental research.

  7. It's time to Rework the Blueprints: Building a Science for Clinical Psychology

    Science.gov (United States)

    Millon, Theodore

    2003-01-01

    The aims in this article are to connect the conceptual structure of clinical psychological science to what the author believes to be the omnipresent principles of evolution, use the evolutionary model to create a deductively derived clinical theory and taxonomy, link the theory and taxonomy to comprehensive and integrated approaches to assessment,…

  8. Rejoinder to Rogosa's Commentary on "A Manifesto on Psychology as Idiographic Science"

    Science.gov (United States)

    Molenaar, Peter C. M.

    2005-01-01

    This article presents a rejoinder to Rogosa's (2004) commentary on the author's (Molenaar, 2004) focus article titled, "A Manifesto on Psychology as Idiographic Science." The expert commentary of Rogosa brings up some central issues that require careful evaluation. The basic message of the author's focus article was straightforward: In general,…

  9. Advancing Our Understanding of Cross-Cultural Issues in Consumer Science and Consumer Psychology

    NARCIS (Netherlands)

    van Herk, H.; Torelli, Carlos J.; van Herk, Hester; Torelli, Carlos J.

    2017-01-01

    Globalization has resulted in a more complex marketplace. Growing multi-culturalism of consumer markets and increased global competition are pushing marketing scholars to better understand cross-cultural issues in consumer science and consumer psychology. The chapters in this book cover the field to

  10. Between Religion and Science: Integrating Psychological and Philosophical Accounts of Explanatory Coexistence

    Science.gov (United States)

    Legare, Christine H.; Visala, Aku

    2011-01-01

    Examining the relationship between religion and science has until recently been considered a philosophical exercise and, as a consequence, theories of how natural and supernatural explanations are related tend to be highly abstract and operate at the level of ideal rationality rather than in the psychological reality of actual believers. Although…

  11. A Critique of Positive Psychology--Or "The New Science of Happiness"

    Science.gov (United States)

    Miller, Alistair

    2008-01-01

    This paper argues that the new science of positive psychology is founded on a whole series of fallacious arguments; these involve circular reasoning, tautology, failure to clearly define or properly apply terms, the identification of causal relations where none exist, and unjustified generalisation. Instead of demonstrating that positive attitudes…

  12. 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 ...

  13. Creativity, Problem Solving and Innovative Science: Insights from History, Cognitive Psychology and Neuroscience

    Science.gov (United States)

    Aldous, Carol R.

    2007-01-01

    This paper examines the intersection between creativity, problem solving, cognitive psychology and neuroscience in a discussion surrounding the genesis of new ideas and innovative science. Three creative activities are considered. These are (a) the interaction between visual-spatial and analytical or verbal reasoning, (b) attending to feeling in…

  14. Multiple Intelligence Scores of Science Stream Students and Their Relation with Reading Competency in Malaysian University English Test (MUET)

    Science.gov (United States)

    Razak, Norizan Abdul; Zaini, Nuramirah

    2014-01-01

    Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with…

  15. Jung’s “Psychology with the Psyche” and the Behavioral Sciences

    Directory of Open Access Journals (Sweden)

    Raya A. Jones

    2013-07-01

    Full Text Available The behavioral sciences and Jung’s analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung’s scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the “science versus art” debate on Jung’s stance is considered with attention to its unfolding in the fin de siècle era.

  16. Jung’s “Psychology with the Psyche” and the Behavioral Sciences

    Science.gov (United States)

    Jones, Raya A.

    2013-01-01

    The behavioral sciences and Jung’s analytical psychology are set apart by virtue of their respective histories, epistemologies, and definitions of subject matter. This brief paper identifies Jung’s scientific stance, notes perceptions of Jung and obstacles for bringing his system of thought into the fold of the behavioral sciences. The impact of the “science versus art” debate on Jung’s stance is considered with attention to its unfolding in the fin de siècle era. PMID:25379245

  17. L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

    Science.gov (United States)

    Duda, R.; Regent, O.

    The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

  18. Examination of the Teaching Skills for Reading Scientific Materials Needed by Science Teachers by Comparing In-Service and Prospective Science Teachers

    OpenAIRE

    山根, 嵩史; 中條, 和光

    2016-01-01

    We examined the teaching skills for reading scientific materials needed by science teachers. We compared the views of teaching skills for reading scientific materials of science teachers both in service and in training. The result of text mining for free description of the teaching skills of both groups showed that, whereas trainee teachers emphasized language ability as a teaching skill (for example, the ability to image the contents of a text), current teachers emphasized teaching the curri...

  19. Reading comprehension as an alternative tool for teaching science and nuclear technology

    International Nuclear Information System (INIS)

    Martin, H. R.

    2013-01-01

    In recent decades, the vast amount of information originated in the production of knowledge and its applications, has highlighted the importance of being independent readers, critics, and able to interpret written material circulating referred to scientific and technological issues, that invade the people's daily life. Moreover, in the last stage of education system of all future citizens of the country, the results of many diagnoses have highlighted the difficulties of young students to understand the texts related to science and technology. However, simultaneously with these weaknesses, students permanently express the need to relate science and technology to everyday life, and are interested in the discussion of the news related to atomic energy spread by the mass media. This duality lack of interest in reading vs interest in knowledge in certain subjects, is what has been taken into account when proposing this pedagogical approach that simultaneously involves several aspects. From the need to find a trigger for the treatment of a particular issue, to familiarization of students with the vocabulary and methodology of science ill the debate on the characteristics of specific technological applications of nuclear technology. Considering particularly the last of these factors, since 2011 has been developed in Jose Maria Paz School of Cordoba, Reading Comprehension Experience, using texts with scientific and technological contents published by Institute for Energy and Development (IEDS) of the National Atomic Energy Commission (CNEA) in Knowledge Leaves Series, as a methodological tool, to bring students to the physics of the atom and matter. The reading strategy used is based on the hypothesis of the type of questions being asked about the contents, can help students to develop reading strategies for comprehension and thus contribute positively to his learning. With this proposal it has been observed an increased on student interest in learning natural science

  20. (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.

  1. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  2. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    Directory of Open Access Journals (Sweden)

    Aaron Drummond

    Full Text Available Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  3. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  4. Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

    Science.gov (United States)

    Faller, S. Elisabeth

    2018-01-01

    Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

  5. Culture of science: strange history of the methodological thinking in psychology.

    Science.gov (United States)

    Toomela, Aaro

    2007-03-01

    In pre-World-War-II psychology, two directions in methodological thought-the German-Austrian and North American ways-could be differentiated. After the war, the German-Austrian methodological orientation has been largely abandoned. Compared to the pre-WWII German-Austrian psychology, modern mainstream psychology is more concerned with accumulation of facts than with general theory. Furthermore, the focus on qualitative data-in addition to quantitative data-is rarely visible. Only external-physical or statistical-rather than psychological controls are taken into account in empirical studies. Fragments--rather than wholes-and relationships are studied, and single cases that contradict group data are not analyzed. Instead of complex psychological types simple trait differences are studied, and prediction is not followed by thorough analysis of the whole situation. Last (but not least), data are not systematically related to complex theory. These limits have hindered the growth of knowledge in the behavioral sciences. A new return to an updated version of the German-Austrian methodological trajectory is suggested.

  6. Problem of Understanding in the Psychology Science Studies of Ukrainian and Russian Researchers

    OpenAIRE

    Kharchenko Natalia

    2015-01-01

    The article discusses the phenomenon ‘understanding’ from the position of psychological science. The paper also examines the relationship between the categories of ‘understanding’, ‘knowledge’, ‘perception’, ‘sense’, in particular the relationship (interdependence) in dyads ‘understanding–knowledge’, ‘understanding–perception’, ‘understanding–sense’. The article also covers the functions of understanding (cognitive, regulatory, ideological), levels of understanding (depth, clarity and complet...

  7. Positive psychology, a science of strengths and virtues : beyond pathology and medication

    OpenAIRE

    Marujo, Helena Águeda

    2011-01-01

    Revista de psicologia da criança e do adolescente. - ISSN 1647-4120. - N. 3 (2011). - p. 127-145. Social sciences in general, and psychology in particular, have mainly approached children and adolescents through a focus on deviation from normality and of incidence of pathology. Even preventive approaches involve the expectation of potential illness. Taking into consideration that the choice for following this trend was based on a good intention of understanding and ending human suffering t...

  8. Big data, computational science, economics, finance, marketing, management, and psychology: connections

    OpenAIRE

    Chang, Chia-Lin; McAleer, Michael; Wong, Wing-Keung

    2018-01-01

    textabstractThe paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses some research that is related to the seven disciplines. Academics could develop theoretical models and subsequent econometric and statistical models to estimate the parameters in the associated models, as well as conduct simulation to examine whether the estimators in their theories on estimation and hypothesis testin...

  9. A New Direction in Psychology and Politics

    Science.gov (United States)

    Goldstein, Evan R.

    2008-01-01

    Jonathan Haidt remembers reading "Metaphors We Live By", the influential book that George P. Lakoff, a professor of linguistics and cognitive science at the University of California at Berkeley, wrote with Mark L. Johnson, a professor of philosophy at the University of Oregon. The book drew on cognitive science, psychology, linguistics, and…

  10. Does print size matter for reading? A review of findings from vision science and typography.

    Science.gov (United States)

    Legge, Gordon E; Bigelow, Charles A

    2011-08-09

    The size and shape of printed symbols determine the legibility of text. In this paper, we focus on print size because of its crucial role in understanding reading performance and its significance in the history and contemporary practice of typography. We present evidence supporting the hypothesis that the distribution of print sizes in historical and contemporary publications falls within the psychophysically defined range of fluent print size--the range over which text can be read at maximum speed. The fluent range extends over a factor of 10 in angular print size (x-height) from approximately 0.2° to 2°. Assuming a standard reading distance of 40 cm (16 inches), the corresponding physical x-heights are 1.4 mm (4 points) and 14 mm (40 points). We provide new data on the distributions of print sizes in published books and newspapers and in typefounders' specimens, and consider factors influencing these distributions. We discuss theoretical concepts from vision science concerning visual size coding that help inform our understanding of historical and modern typographical practices. While economic, social, technological, and artistic factors influence type design and selection, we conclude that properties of human visual processing play a dominant role in constraining the distribution of print sizes in common use.

  11. Information processing psychology: A promising paradigm for research in science teaching

    Science.gov (United States)

    Stewart, James H.; Atkin, Julia A.

    Three research paradigms, those of Ausubel, Gagné and Piaget, have received a great deal of attention in the literature of science education. In this article a fourth paradigm is presented - an information processing psychology paradigm. The article is composed of two sections. The first section describes a model of memory developed by information processing psychologists. The second section describes how such a model could be used to guide science education research on learning and problem solving.Received: 19 October 1981

  12. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Yang, Fang-Chuan Ou

    2013-05-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

  13. A study of a science-based peer reading assignment and its effects on first grade student understanding and use of describing words in science

    Science.gov (United States)

    Pearson, Meghan Jeanne

    The first grade curriculum for science in Colorado requires students be able to use describing words to depict and compare objects and people; however, first graders struggle with using specific enough language to create strong descriptions. With science education research encouraging teachers to use alternative teaching methods to approach these challenging topics, it is important to provide teachers with resources appropriate to their students. One such alternative learning method is a reading partner. Reading partners have been shown to increase vocabulary, boost school performance, and improve self-esteem in children. This study analyzed the effectiveness of using a science-based peer reading assignment about describing words on increasing a first grader's understanding of the topic. The book required the class to work together to help the characters describe different images and characters in the book with the intent that students were engaged during the reading. In pre-interview and post-interview, students described pictures, and their responses were analyzed for quality of the describing words provided and the number of strong (specific and not opinion) describing words provided. In the post-interview, students had an overall increase in the number of strong describing words provided. The quantitative data was analyzed by comparing strong describing words used pre-reading and post-reading, and the effect size was very large. The results indicate reading the book explaining describing words that asked for student participation did increase students understanding and use of describing words.

  14. Extended education and the re-definition of the role of educational psychology for science and mathematics teachers

    OpenAIRE

    Maria Marques Zanforlin Pires de Almeida, Inês; Francesca Conte de Almeida, Sandra

    2012-01-01

    This article aims to address the topic of continued teacher education, one of the main themes of the PhD thesis in psychology Re-definition of the Role cif Educational Psychology in Continued Education of Science and Mathetnatics Teachers. By tracing the historical path of the different trends, concepts and movements regarding continued education and the relationship between psychology and education, it has been possible to develop severa! guidelines and reflections related to pedagogical...

  15. Integrating research into clinical internship training bridging the science/practice gap in pediatric psychology.

    Science.gov (United States)

    McQuaid, Elizabeth L; Spirito, Anthony

    2012-03-01

    Existing literature highlights a critical gap between science and practice in clinical psychology. The internship year is a "capstone experience"; training in methods of scientific evaluation should be integrated with the development of advanced clinical competencies. We provide a rationale for continued exposure to research during the clinical internship year, including, (a) critical examination and integration of the literature regarding evidence-based treatment and assessment, (b) participation in faculty-based and independent research, and (c) orientation to the science and strategy of grantsmanship. Participation in research provides exposure to new empirical models and can foster the development of applied research questions. Orientation to grantsmanship can yield an initial sense of the "business of science." Internship provides an important opportunity to examine the challenges to integrating the clinical evidence base into professional practice; for that reason, providing research exposure on internship is an important strategy in training the next generation of pediatric psychologists.

  16. Integrating Research Into Clinical Internship Training Bridging the Science/Practice Gap in Pediatric Psychology

    Science.gov (United States)

    Spirito, Anthony

    2012-01-01

    Existing literature highlights a critical gap between science and practice in clinical psychology. The internship year is a “capstone experience”; training in methods of scientific evaluation should be integrated with the development of advanced clinical competencies. We provide a rationale for continued exposure to research during the clinical internship year, including, (a) critical examination and integration of the literature regarding evidence-based treatment and assessment, (b) participation in faculty-based and independent research, and (c) orientation to the science and strategy of grantsmanship. Participation in research provides exposure to new empirical models and can foster the development of applied research questions. Orientation to grantsmanship can yield an initial sense of the “business of science.” Internship provides an important opportunity to examine the challenges to integrating the clinical evidence base into professional practice; for that reason, providing research exposure on internship is an important strategy in training the next generation of pediatric psychologists. PMID:22286345

  17. Best Practices: How to Evaluate Psychological Science for Use by Organizations.

    Science.gov (United States)

    Fiske, Susan T; Borgida, Eugene

    2011-01-01

    We discuss how organizations can evaluate psychological science for its potential usefulness to their own purposes. Common sense is often the default but inadequate alternative, and bench-marking supplies only collective hunches instead of validated principles. External validity is an empirical process of identifying moderator variables, not a simple yes-no judgment about whether lab results replicate in the field. Hence, convincing criteria must specify what constitutes high-quality empirical evidence for organizational use. First, we illustrate some theories and science that have potential use. Then we describe generally accepted criteria for scientific quality and consensus, starting with peer review for quality, and scientific agreement in forms ranging from surveys of experts to meta-analyses to National Research Council consensus reports. Linkages of basic science to organizations entail communicating expert scientific consensus, motivating managerial interest, and translating broad principles to specific contexts. We close with parting advice to both sides of the researcher-practitioner divide.

  18. Relevance of Piagetian cross-cultural psychology to the humanities and social sciences.

    Science.gov (United States)

    Oesterdiekhoff, Georg W

    2013-01-01

    Jean Piaget held views according to which there are parallels between ontogeny and the historical development of culture, sciences, and reason. His books are full of remarks and considerations about these parallels, with reference to many logical, physical, social, and moral phenomena.This article explains that Piagetian cross-cultural psychology has delivered the decisive data needed to extend the research interests of Piaget. These data provide a basis for reconstructing not only the history of sciences but also the history of religion, politics, morals, culture, philosophy, and social change and the emergence of industrial society. Thus, it is possible to develop Piagetian theory as a historical anthropology in order to provide a basis for the humanities and social sciences.

  19. Single-Case Research Methods: History and Suitability for a Psychological Science in Need of Alternatives.

    Science.gov (United States)

    Hurtado-Parrado, Camilo; López-López, Wilson

    2015-09-01

    This paper presents a historical and conceptual analysis of a group of research strategies known as the Single-Case Methods (SCMs). First, we present an overview of the SCMs, their history, and their major proponents. We will argue that the philosophical roots of SCMs can be found in the ideas of authors who recognized the importance of understanding both the generality and individuality of psychological functioning. Second, we will discuss the influence that the natural sciences' attitude toward measurement and experimentation has had on SCMs. Although this influence can be traced back to the early days of experimental psychology, during which incipient forms of SCMs appeared, SCMs reached full development during the subsequent advent of Behavior Analysis (BA). Third, we will show that despite the success of SCMs in BA and other (mainly applied) disciplines, these designs are currently not prominent in psychology. More importantly, they have been neglected as a possible alternative to one of the mainstream approaches in psychology, the Null Hypothesis Significance Testing (NHST), despite serious controversies about the limitations of this prevailing method. Our thesis throughout this section will be that SCMs should be considered as an alternative to NHST because many of the recommendations for improving the use of significance testing (Wilkinson & the TFSI, 1999) are main characteristics of SCMs. The paper finishes with a discussion of a number of the possible reasons why SCMs have been neglected.

  20. Improving Public Engagement With Climate Change: Five "Best Practice" Insights From Psychological Science.

    Science.gov (United States)

    van der Linden, Sander; Maibach, Edward; Leiserowitz, Anthony

    2015-11-01

    Despite being one of the most important societal challenges of the 21st century, public engagement with climate change currently remains low in the United States. Mounting evidence from across the behavioral sciences has found that most people regard climate change as a nonurgent and psychologically distant risk-spatially, temporally, and socially-which has led to deferred public decision making about mitigation and adaptation responses. In this article, we advance five simple but important "best practice" insights from psychological science that can help governments improve public policymaking about climate change. Particularly, instead of a future, distant, global, nonpersonal, and analytical risk that is often framed as an overt loss for society, we argue that policymakers should (a) emphasize climate change as a present, local, and personal risk; (b) facilitate more affective and experiential engagement; (c) leverage relevant social group norms; (d) frame policy solutions in terms of what can be gained from immediate action; and (e) appeal to intrinsically valued long-term environmental goals and outcomes. With practical examples we illustrate how these key psychological principles can be applied to support societal engagement and climate change policymaking. © The Author(s) 2015.

  1. Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

    Science.gov (United States)

    Egger, A. E.

    2014-12-01

    Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

  2. The cognitive viewpoint on information science and processing information in cognitive psychology - a vision for interdisciplinary

    Directory of Open Access Journals (Sweden)

    Shirley Guimarães Pimenta

    2012-08-01

    Full Text Available The interaction amongst the ‘user’, ‘information’, and ‘text’ is of interest to Information Science although it has deserved insufficient attention in the literature. This issue is addressed by this paper whose main purpose is to contribute to the discussion of theoretical affinity between the cognitive viewpoint in Information Science and the information processing approach in Cognitive Psychology. Firstly, the interdisciplinary nature of Information Science is discussed and justified as a means to deepen and strengthen its theoretical framework. Such interdisciplinarity helps to avoid stagnation and keep pace with other disciplines. Secondly, the discussion takes into consideration the cognitive paradigm, which originates the cognitive viewpoint approach in Information Science. It is highlighted that the cognitive paradigm represented a change in the Social Sciences due to the shift of focus from the object and the signal to the individual. Besides that, it sheds light to the notion of models of worlds, i.e., the systems of categories and concepts that guide the interaction between the individual and his/her environment. Thirdly, the theoretical assumptions of the cognitive viewpoint approach are discussed, with emphasis on the concept of ‘information’, as resulting of cognitive processes and as related to the notion of ‘text’. This approach points out the relevance of understanding the interaction amongst users, information, and text. However, it lacks further development. Using notions which are common to both approaches, some of the gaps can be fulfilled. Finally, the concept of ‘text’, its constituents and structures are presented from the perspective of text comprehension models and according to the information processing approach. As a concluding remark, it is suggested that bringing together the cognitive viewpoint and the information processing approach can be enriching and fruitful to the both Information

  3. Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology: Connections

    Directory of Open Access Journals (Sweden)

    Chia-Lin Chang

    2018-03-01

    Full Text Available The paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses research issues that are related to the various disciplines. Academics could develop theoretical models and subsequent econometric and statistical models to estimate the parameters in the associated models, as well as conduct simulation to examine whether the estimators in their theories on estimation and hypothesis testing have good size and high power. Thereafter, academics and practitioners could apply theory to analyse some interesting issues in the seven disciplines and cognate areas.

  4. Editorial: Child psychology and psychiatry - using science to make a difference.

    Science.gov (United States)

    Fearon, R M Pasco

    2017-04-01

    The Journal of Child Psychology and Psychiatry has, I think it is fair to say, a special place in the hearts of scientists and scientist-practitioners working broadly in the field of developmental psychopathology. How would you put into words what it is we all love about the journal? Answers on a postcard please! For me, in addition to the high quality of the science, there is something unique about JCPP's open-minded, eclectic yet rigorous and methodologically pluralistic style that makes it stand out from the rest. © 2017 Association for Child and Adolescent Mental Health.

  5. [The politics of the self: psychological science and bourgeois subjectivity in 19th century Spain.].

    Science.gov (United States)

    Novella, Enric J

    2010-01-01

    This paper offers an analysis of the process of institutionalization of psychological knowledge in Spain following the educative reforms implemented during the second third of the 19th century, which prescribed its inclusion in the curricular program of the new secondary education. After a detailed examination of the theoretical orientation, the ideological assumptions and the socio-political connections of the contents transmitted to the students throughout the century, its militant spiritualism is interpreted as a highly significant attempt on the part of the liberal elites to articulate a pedagogy of subjectivity intended to counteract the trends toward reduction, naturalization and fragmentation of psychic life inherent to the development of modern science.

  6. Are you afraid of the dark? Notes on the psychology of belief in histories of science and the occult

    OpenAIRE

    Sommer, Andreas

    2016-01-01

    This is the final version of the article. It first appeared from Taylor & Francis via https://doi.org/ 10.1080/13642537.2016.1170062 The popular view of the inherent conflict between science and the occult has been rendered obsolete by recent advances in the history of science. Yet, these historiographical revisions have gone unnoticed in the public understanding of science and public education at large. Particularly reconstructions of the formation of modern psychology and its links to...

  7. V. M. BEKHTEREV IN RUSSIAN CHILD SCIENCE, 1900S-1920S: "OBJECTIVE PSYCHOLOGY"/"REFLEXOLOGY" AS A SCIENTIFIC MOVEMENT.

    Science.gov (United States)

    Byford, Andy

    2016-01-01

    In the early 20(th) century the child population became a major focus of scientific, professional and public interest. This led to the crystallization of a dynamic field of child science, encompassing developmental and educational psychology, child psychiatry and special education, school hygiene and mental testing, juvenile criminology and the anthropology of childhood. This article discusses the role played in child science by the eminent Russian neurologist and psychiatrist Vladimir Mikhailovich Bekhterev. The latter's name is associated with a distinctive program for transforming the human sciences in general and psychology in particular that he in the 1900s labelled "objective psychology" and from the 1910s renamed "reflexology." The article examines the equivocal place that Bekhterev's "objective psychology" and "reflexology" occupied in Russian/Soviet child science in the first three decades of the 20(th) century. While Bekhterev's prominence in this field is beyond doubt, analysis shows that "objective psychology" and "reflexology" had much less success in mobilizing support within it than certain other movements in this arena (for example, "experimental pedagogy" in the pre-revolutionary era); it also found it difficult to compete with the variety of rival programs that arose within Soviet "pedology" during the 1920s. However, this article also demonstrates that the study of child development played a pivotal role in Bekhterev's program for the transformation of the human sciences: it was especially important to his efforts to ground in empirical phenomena and in concrete research practices a new ontology of the psychological, which, the article argues, underpinned "objective psychology"/"reflexology" as a transformative scientific movement. © 2016 The Authors. Journal of the History of the Behavioral Sciences Published by Wiley Periodicals, Inc.

  8. Alcohol and Violence in the Emergency Room: A Review and Perspectives from Psychological and Social Sciences

    Directory of Open Access Journals (Sweden)

    Cheryl Cherpitel

    2013-09-01

    Full Text Available Our objective is to present a focused review of the scientific literature on the effect of alcohol consumption on violence related-injuries assessed in the emergency room (ER and to show how psychological and behavioral sciences could lead to a better understanding of the factors contributing to alcohol-related injuries in the ER. We retrieved published literature through a detailed search in Academic Search Premier, MEDLINE with Full Text PsycARTICLES, Psychology and Behavioral Sciences Collection, PsycINFO, PUBMed and SocINDEX with Full Text for articles related to emergency rooms, medical problems and sociocognitive models addressing alcohol intoxication articles. The first search was conducted in June 2011 and updated until August 2013. Literature shows that compared to uninjured patients; injured ones have a higher probability of: (i having an elevated blood-alcohol concentration upon arrival at the ER; (ii reporting having drunk alcohol during the six hours preceding the event; and (iii suffering from drinking-related consequences that adversely affect their social life. The main neurocognitive and sociocognitive models on alcohol and aggression are also discussed in order to understand the aetiology of violence-related injuries in emergency rooms. Suggestions are made for future research and prevention.

  9. The rise of the boy-genius: psychological neoteny, science and modern life.

    Science.gov (United States)

    Charlton, Bruce G

    2006-01-01

    The mid-20th century saw the rise of the boy-genius, probably because a personality type characterized by prolonged youthfulness is advantageous both in science and modern life generally. This is the evolution of 'psychological neoteny', in which ever-more people retain for ever-longer the characteristic behaviours and attitudes of earlier developmental stages. Whereas traditional societies are characterized by initiation ceremonies marking the advent of adulthood, these have now dwindled and disappeared. In a psychological sense, some contemporary individuals never actually become adults. A child-like flexibility of attitudes, behaviours and knowledge is probably adaptive in modern society because people need repeatedly to change jobs, learn new skills, move to new places and make new friends. It seems that this adaptation is achieved by the expedient of postponing cognitive maturation - a process that could be termed psychological neoteny. ('Neoteny' refers to the biological phenomenon whereby development is delayed such that juvenile characteristics are retained into maturity.) Psychological neoteny is probably caused by the prolonged average duration of formal education, since students' minds are in a significant sense 'unfinished'. Since modern cultures favour cognitive flexibility, 'immature' people tend to thrive and succeed, and have set the tone of contemporary life: the greatest praise of an elderly person is to state that they retain the characteristics of youth. But the faults of youth are retained with well as its virtues: short attention span, sensation- and novelty-seeking, short cycles of arbitrary fashion and a sense of cultural shallowness. Nonetheless, as health gets better and cosmetic technologies improve, future humans may become somewhat like an axolotl - the cave-dwelling salamander which retains its larval form until death.

  10. Unforgivable Sinners? Epistemological and Psychological Naturalism in Husserl’s Philosophy as a Rigorous Science

    Directory of Open Access Journals (Sweden)

    Andrea Sebastiano Staiti

    2012-01-01

    Full Text Available In this paper I present and assess Husserl's arguments against epistomological and psychological naturalism in his essay Philosophy as a Rigorous Science. I show that his critique is directed against positions that are generally more extreme than most currently debated variants of naturalism. However, Husserl has interesting thoughts to contribute to philosophy today. First, he shows that there is an important connection between naturalism in epistemology (which in his view amounts to the position that the validity of logic can be reduced to the validity natural laws of thinking and naturalism in psychology (which in his view amounts to the position that all psychic occurrences are merely parallel accompaniments of physiological occurrences. Second, he shows that a strong version of epistemological naturalism is self-undermining and fails to translate the cogency of logic in psychological terms. Third, and most importantly for current debates, he attacks Cartesianism as a form of psychological naturalism because of its construal of the psyche as a substance. Against this position, Husserl defends the necessity to formulate new epistemic aims for the investigation of consciousness. He contends that what is most interesting about consciousness is not its empirical fact but its transcendental function of granting cognitive access to all kinds of objects (both empirical and ideal. The study of this function requires a specific method (eidetics that cannot be conflated with empirical methods. I conclude that Husserl's analyses offer much-needed insight into the fabric of consciousness and compelling arguments against unwarranted metaphysical speculations about the relationship between mind and body.

  11. Into the Curriculum. Art: Whistler's Mother; Reading/Language Arts: Finding My Voice; Science: Where on My Tongue? Taste; Social Studies/Science: Volcanoes; Social Studies: Pompeii.

    Science.gov (United States)

    Reed-Mundell, Charlie

    2001-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)

  12. Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

    Science.gov (United States)

    Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

    2008-01-01

    The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

  13. Using science and psychology to improve the dissemination and evaluation of scientific work.

    Science.gov (United States)

    Buttliere, Brett T

    2014-01-01

    Here I outline some of what science can tell us about the problems in psychological publishing and how to best address those problems. First, the motivation behind questionable research practices is examined (the desire to get ahead or, at least, not fall behind). Next, behavior modification strategies are discussed, pointing out that reward works better than punishment. Humans are utility seekers and the implementation of current change initiatives is hindered by high initial buy-in costs and insufficient expected utility. Open science tools interested in improving science should team up, to increase utility while lowering the cost and risk associated with engagement. The best way to realign individual and group motives will probably be to create one, centralized, easy to use, platform, with a profile, a feed of targeted science stories based upon previous system interaction, a sophisticated (public) discussion section, and impact metrics which use the associated data. These measures encourage high quality review and other prosocial activities while inhibiting self-serving behavior. Some advantages of centrally digitizing communications are outlined, including ways the data could be used to improve the peer review process. Most generally, it seems that decisions about change design and implementation should be theory and data driven.

  14. Introduction to special section of the Journal of Family Psychology, advances in mixed methods in family psychology: integrative and applied solutions for family science.

    Science.gov (United States)

    Weisner, Thomas S; Fiese, Barbara H

    2011-12-01

    Mixed methods in family psychology refer to the systematic integration of qualitative and quantitative techniques to represent family processes and settings. Over the past decade, significant advances have been made in study design, analytic strategies, and technological support (such as software) that allow for the integration of quantitative and qualitative methods and for making appropriate inferences from mixed methods. This special section of the Journal of Family Psychology illustrates how mixed methods may be used to advance knowledge in family science through identifying important cultural differences in family structure, beliefs, and practices, and revealing patterns of family relationships to generate new measurement paradigms and inform clinical practice. Guidance is offered to advance mixed methods research in family psychology through sound principles of peer review.

  15. [Political psychology].

    Science.gov (United States)

    Resch, Mária; Bella, Tamás

    2013-04-21

    In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters' attitudes, leaders' personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects.

  16. Metrological Traceability in the Social Sciences: A Model from Reading Measurement

    International Nuclear Information System (INIS)

    Stenner, A Jackson; Fisher, William P Jr

    2013-01-01

    The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia

  17. Effects of Reading Skills on Students’ Performance in Science and Mathematics in Public and Private Secondary Schools

    Directory of Open Access Journals (Sweden)

    Ombra A. Imam

    2016-05-01

    Full Text Available In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. For the last decade, the quality of Philippine education was put into a big question due to poor performance of students in mathematics and science tests both local and abroad. The initial result of current efforts of the government by adopting K-12 curriculum didn’t do much to change the status quo. The purpose of this study is to determine the reading predictors of students’ performance in Mathematics and Science and identify its effects to such performance. A total of 660 freshmen students from public and private high schools in Cotabato City, Philippines were taken as sample. A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making inference and getting main idea were predictors of mathematics performance of students in public school and private schools, respectively.  Data analysis also revealed that two reading skills such as noting details and making inference had an influence on science performance of students in public school while skills in getting main idea and drawing conclusion influenced science performance of students in private schools.  However, there was only one skill such as vocabulary in context which was predictor of overall science performance of all students. Moreover, separate effects of making inference, identifying main idea explained only 1.8 percent and 1.3 percent of students’ math performance while their combined effects provided only .1 percent or nearly zero percent. Furthermore, the study found out that separate effects of noting details contributed 3.3 percent and its combined effects with making inference explained 4.2 percent of science performance of students in public schools. In terms of effects of reading to science

  18. Interdisciplinary technology assessment of service robots: the psychological/work science perspective.

    Science.gov (United States)

    Fischer, Martin

    2012-12-01

    The article sheds light on psychological and work science aspects of the design and utilization of service robots. An initial presentation of the characteristics of man-robot interaction is followed by a discussion of the principles of the division of functions between human beings and robots in service area work systems. The following aspects are to be considered: (1) the organisation of societal work (such as the different employment and professional profiles of service employees), (2) the work tasks to be performed by humans and robots (such as handling, monitoring or decision-making tasks), (3) the possibilities and the limitations of realizing such tasks by means of information technology (depending, for example, on the motoric capabilities, perception and cognition of the robot). Consideration of these three design perspectives gives rise to criteria of usability. Current debate focuses on the (work science) principles of man-machine communication, though in future these should be supplemented with robot-specific criteria such as "motoric capabilities" or "relationship quality." The article concludes by advocating the convergence and combination of work science criteria with ideas drawn from participative design approaches in the development and utilization of service robots.

  19. A flexible e-learning resource promoting the critical reading of scientific papers for science undergraduates.

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-11-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this article, we describe the resource, then use student data collected from questionnaire surveys to evaluate the resource within 2 years of its launch. Our results add to those reported previously and indicate that ESRL can enable students to start evaluating research articles when used during their undergraduate program. We conclude maximal learning is likely to occur when the resource can be embedded in the curriculum such that students have a clearly articulated context for the resource's activities, can see their relevance in relation to assessed assignments and can be encouraged to think deeply about the activities in conversation with one another and/or with staff. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):483-490, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  20. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

    The Canadian Institute for Research in Behavioral and Social Sciences of Calgary was awarded a contract by the Provincial Government of Alberta to assess student skills and knowledge in reading and written composition. Here evaluation is defined and the use of standardized and criterion referenced tests for evaluating reading performance are…

  1. Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

    Science.gov (United States)

    Romance, Nancy; Vitale, Michael

    2017-01-01

    Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

  2. Using Smartphones to Collect Behavioral Data in Psychological Science: Opportunities, Practical Considerations, and Challenges.

    Science.gov (United States)

    Harari, Gabriella M; Lane, Nicholas D; Wang, Rui; Crosier, Benjamin S; Campbell, Andrew T; Gosling, Samuel D

    2016-11-01

    Smartphones now offer the promise of collecting behavioral data unobtrusively, in situ, as it unfolds in the course of daily life. Data can be collected from the onboard sensors and other phone logs embedded in today's off-the-shelf smartphone devices. These data permit fine-grained, continuous collection of people's social interactions (e.g., speaking rates in conversation, size of social groups, calls, and text messages), daily activities (e.g., physical activity and sleep), and mobility patterns (e.g., frequency and duration of time spent at various locations). In this article, we have drawn on the lessons from the first wave of smartphone-sensing research to highlight areas of opportunity for psychological research, present practical considerations for designing smartphone studies, and discuss the ongoing methodological and ethical challenges associated with research in this domain. It is our hope that these practical guidelines will facilitate the use of smartphones as a behavioral observation tool in psychological science. © The Author(s) 2016.

  3. Problem of Understanding in the Psychology Science Studies of Ukrainian and Russian Researchers

    Directory of Open Access Journals (Sweden)

    Kharchenko Natalia

    2015-06-01

    Full Text Available The article discusses the phenomenon ‘understanding’ from the position of psychological science. The paper also examines the relationship between the categories of ‘understanding’, ‘knowledge’, ‘perception’, ‘sense’, in particular the relationship (interdependence in dyads ‘understanding–knowledge’, ‘understanding–perception’, ‘understanding–sense’. The article also covers the functions of understanding (cognitive, regulatory, ideological, levels of understanding (depth, clarity and completeness, forms of understanding (understanding–recognition, understanding–hypothesis (prediction, understanding–unification, stages of understanding (pre-understanding, a vague understanding, insufficiently clear understanding, a clear understanding, a complete understanding, types of understanding (natural, cultural, creative. The analysis of scientific literature made it possible to draw conclusions that understanding is a complex and multidimensional phenomenon, which can act as a natural and social, conscious and unconscious, objective and subjective, as the process and as the result. Understanding as a psychological phenomenon covers all mental processes: thinking, memory, representation, creative imagination, emotional and volitional processes, properties and abilities of the individual and pervades and mediates cognitive procedures (observation, description, prediction, explanation, etc.. Understanding is the target process, motivated, active, emotional and volitional, productive and individually personal.

  4. It may be harder than we thought, but political diversity will (still) improve social psychological science.

    Science.gov (United States)

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

    2015-01-01

    In our target article, we made four claims: (1) Social psychology is now politically homogeneous; (2) this homogeneity sometimes harms the science; (3) increasing political diversity would reduce this damage; and (4) some portion of the homogeneity is due to a hostile climate and outright discrimination against non-liberals. In this response, we review these claims in light of the arguments made by a diverse group of commentators. We were surprised to find near-universal agreement with our first two claims, and we note that few challenged our fourth claim. Most of the disagreements came in response to our claim that increasing political diversity would be beneficial. We agree with our critics that increasing political diversity may be harder than we had thought, but we explain why we still believe that it is possible and desirable to do so. We conclude with a revised list of 12 recommendations for improving political diversity in social psychology, as well as in other areas of the academy.

  5. Hale and Hearty Policies: How Psychological Science Can Create and Maintain Healthy Habits.

    Science.gov (United States)

    Rothman, Alexander J; Gollwitzer, Peter M; Grant, Adam M; Neal, David T; Sheeran, Paschal; Wood, Wendy

    2015-11-01

    Strategies are needed to ensure that the U.S. Government meets its goals for improving the health of the nation (e.g., Healthy People 2020). To date, progress toward these goals has been undermined by a set of discernible challenges: People lack sufficient motivation, they frequently fail to translate healthy intentions into action, their efforts are undermined by the persistence of prior unhealthy habits, and they have considerable difficulty maintaining new healthy patterns of behavior. Guided by advances in psychological science, we provide innovative, evidence-based policies that address each of these challenges and, if implemented, will enhance people's ability to create and maintain healthy behavioral practices. © The Author(s) 2015.

  6. Cognitive and psychological science insights to improve climate change data visualization

    Science.gov (United States)

    Harold, Jordan; Lorenzoni, Irene; Shipley, Thomas F.; Coventry, Kenny R.

    2016-12-01

    Visualization of climate data plays an integral role in the communication of climate change findings to both expert and non-expert audiences. The cognitive and psychological sciences can provide valuable insights into how to improve visualization of climate data based on knowledge of how the human brain processes visual and linguistic information. We review four key research areas to demonstrate their potential to make data more accessible to diverse audiences: directing visual attention, visual complexity, making inferences from visuals, and the mapping between visuals and language. We present evidence-informed guidelines to help climate scientists increase the accessibility of graphics to non-experts, and illustrate how the guidelines can work in practice in the context of Intergovernmental Panel on Climate Change graphics.

  7. Best research practices in psychology: Illustrating epistemological and pragmatic considerations with the case of relationship science.

    Science.gov (United States)

    Finkel, Eli J; Eastwick, Paul W; Reis, Harry T

    2015-02-01

    In recent years, a robust movement has emerged within psychology to increase the evidentiary value of our science. This movement, which has analogs throughout the empirical sciences, is broad and diverse, but its primary emphasis has been on the reduction of statistical false positives. The present article addresses epistemological and pragmatic issues that we, as a field, must consider as we seek to maximize the scientific value of this movement. Regarding epistemology, this article contrasts the false-positives-reduction (FPR) approach with an alternative, the error balance (EB) approach, which argues that any serious consideration of optimal scientific practice must contend simultaneously with both false-positive and false-negative errors. Regarding pragmatics, the movement has devoted a great deal of attention to issues that frequently arise in laboratory experiments and one-shot survey studies, but it has devoted less attention to issues that frequently arise in intensive and/or longitudinal studies. We illustrate these epistemological and pragmatic considerations with the case of relationship science, one of the many research domains that frequently employ intensive and/or longitudinal methods. Specifically, we examine 6 research prescriptions that can help to reduce false-positive rates: preregistration, prepublication sharing of materials, postpublication sharing of data, close replication, avoiding piecemeal publication, and increasing sample size. For each, we offer concrete guidance not only regarding how researchers can improve their research practices and balance the risk of false-positive and false-negative errors, but also how the movement can capitalize upon insights from research practices within relationship science to make the movement stronger and more inclusive. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  8. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    Science.gov (United States)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  9. International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination.

    Science.gov (United States)

    Areepattamannil, Shaljan

    2014-06-01

    A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  10. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  11. The Application of the Theory of Reasoned Action and Planned Behavior to Prevention Science in Counseling Psychology

    Science.gov (United States)

    Romano, John L.; Netland, Jason D.

    2008-01-01

    The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to…

  12. Investigation of the Relationship between Psychological Variables and Sleep Quality in Students of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Majid Najafi Kalyani

    2017-01-01

    Full Text Available Objectives. Students of medical sciences are exposed to many emotional and mental problems. In light of the importance of sleep quality in learning and liveliness, this study was conducted to examine the relationship between psychological variables (stress, anxiety, and depression and sleep quality of students. Design. This research is a cross-sectional analytical study, where all students studying at Fasa University of Medical Sciences in 2012-2013 year were selected. To examine the students’ stress, anxiety, and depression values, the standardized 21-item DASS-21 was used, and to examine their sleep quality, Pittsburgh Sleep Quality Index (PSQI was used. Results. The results of the study demonstrated that 73% of the students have moderate and severe stress, and 46.4% of them have PSQ scores ≥ 5. The students’ mean sleep quality score was 4.65±2.37, and their stress score was 8.09±5.14. A statistically significant relationship was found between the students’ stress levels and sleep quality (P<0.001. Conclusion. The high stress levels decrease students’ sleep quality. High stress levels and also the significant relationship between stress value and decrease in students’ sleep quality call for more attention to and care for students’ emotional and mental issues and timely proper interference on the part of authorities.

  13. Applying a Reading Program Based on Cognitive Science in Rural Areas of Malawi: Preliminary Results

    Science.gov (United States)

    Iyengar, Radhika; Karim, Alia; Chagwira, Florie

    2016-01-01

    Reading fluency is a skill foundational to academic performance, and acquiring this skill in early grades is crucial. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. Research suggests that students, particularly in consistently spelled languages, acquire automaticity most easily by…

  14. Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

    Science.gov (United States)

    Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A.

    2009-01-01

    This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or…

  15. Are you afraid of the dark? Notes on the psychology of belief in histories of science and the occult.

    Science.gov (United States)

    Sommer, Andreas

    2016-04-02

    The popular view of the inherent conflict between science and the occult has been rendered obsolete by recent advances in the history of science. Yet, these historiographical revisions have gone unnoticed in the public understanding of science and public education at large. Particularly, reconstructions of the formation of modern psychology and its links to psychical research can show that the standard view of the latter as motivated by metaphysical bias fails to stand up to scrutiny. After highlighting certain basic methodological maxims shared by psychotherapists and historians, I will try to counterbalance simplistic claims of a 'need to believe' as a precondition of scientific open-mindedness regarding the occurrence of parapsychological phenomena by discussing instances revealing a presumably widespread 'will to disbelieve' in the occult. I shall argue that generalized psychological explanations are only helpful in our understanding of history if we apply them in a symmetrical manner.

  16. Are you afraid of the dark? Notes on the psychology of belief in histories of science and the occult

    Science.gov (United States)

    Sommer, Andreas

    2016-01-01

    Abstract The popular view of the inherent conflict between science and the occult has been rendered obsolete by recent advances in the history of science. Yet, these historiographical revisions have gone unnoticed in the public understanding of science and public education at large. Particularly, reconstructions of the formation of modern psychology and its links to psychical research can show that the standard view of the latter as motivated by metaphysical bias fails to stand up to scrutiny. After highlighting certain basic methodological maxims shared by psychotherapists and historians, I will try to counterbalance simplistic claims of a ‘need to believe’ as a precondition of scientific open-mindedness regarding the occurrence of parapsychological phenomena by discussing instances revealing a presumably widespread ‘will to disbelieve’ in the occult. I shall argue that generalized psychological explanations are only helpful in our understanding of history if we apply them in a symmetrical manner. PMID:27226762

  17. Voices from inside the elementary classroom: Three teachers' perspectives on the Alabama Reading Initiative and elementary science

    Science.gov (United States)

    Webb, Brenda Hainley

    The influences of mandates, particularly the Alabama Reading Initiative (ARI) as the response to No Child Left Behind (2002), on elementary science education in Alabama were investigated. Teachers' voices provided insights to the status of science education in kindergarten, second grade, and third grade, and all three case participants reported negative influences of ARI on science education in their classrooms. The multiple case study, framed by critical theory and critical pedagogy, indicated that these teachers sometimes accepted marginalized roles in determining curriculum and pedagogy yet at other times made the decisions to empower themselves and negotiate or discard mandates in favor of meeting their children's learning needs or their own professional needs as they perceived them to be. Whether the case participants reached a threshold of resisting mandates or not, they struggled with the view of the political hierarchy that continues to force them into the status of being a technician rather than being a teaching professional. NCLB currently mandates standardized science testing, beginning in the spring of 2008. Historically, standardized testing reduces learning to low-level recall and teaching to rigid, uncreative, uncritical strategies. All of this intersects with science education reform and a national call for more attention to be given to science, technology, and mathematics learning. Research should track the continued influences of intersecting mandates on science education at every level.

  18. A Pilot Randomized Controlled Trial of an Intervention to Promote Psychological Well-Being in Critically Ill Children: Soothing Through Touch, Reading, and Music.

    Science.gov (United States)

    Rennick, Janet E; Stremler, Robyn; Horwood, Linda; Aita, Marilyn; Lavoie, Tanya; Majnemer, Annette; Antonacci, Marie; Knox, Alyssa; Constantin, Evelyn

    2018-04-13

    To examine the feasibility and acceptability of a PICU Soothing intervention using touch, reading, and music. Nonblinded, pilot randomized controlled trial. The PICU and medical-surgical wards of one Canadian pediatric hospital. Twenty PICU patients age 2-14 years old and their parents, randomized to an intervention group (n = 10) or control group (n = 10). PICU Soothing consisted of: 1) parental comforting (touch and reading), followed by 2) a quiet period with music via soft headbands, administered once daily throughout hospitalization. Acceptability and feasibility of the intervention and methods were assessed via participation rates, observation, measurement completion rates, semistructured interviews, and telephone calls. Psychological well-being was assessed using measures of distress, sleep, and child and parent anxiety in the PICU, on the wards and 3 months post discharge. Forty-four percent of parents agreed to participate. Seventy percent and 100% of intervention group parents responded positively to comforting and music, respectively. Most intervention group parents (70%) and all nurses felt children responded positively. All nurses found the intervention acceptable and feasible. Measurement completion rates ranged from 70% to 100%. Pilot data suggested lower intervention group child and parent anxiety after transfer to hospital wards. PICU Soothing is acceptable and feasible to conduct. Results support the implementation of a full-scale randomized controlled trial to evaluate intervention effectiveness.

  19. Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science.

    Science.gov (United States)

    Subotnik, Rena F; Olszewski-Kubilius, Paula; Worrell, Frank C

    2011-01-01

    the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be

  20. The Effects of a Web-Based Vocabulary Development Tool on Student Reading Comprehension of Science Texts

    Directory of Open Access Journals (Sweden)

    Karen Thompson

    2012-10-01

    Full Text Available The complexities of reading comprehension have received increasing recognition in recent years. In this realm, the power of vocabulary in predicting cognitive challenges in phonological, orthographic, and semantic processes is well documented. In this study, we present a web-based vocabulary development tool that has a series of interactive displays, including a list of the 50 most frequent words in a particular text, Google image and video results for any combination of those words, definitions, and synonyms for particular words from the text, and a list of sentences from the text in which particular words appear. Additionally, we report the results of an experiment that was performed working collaboratively with middle school science teachers from a large urban district in the United States. While this experiment did not show a significant positive effect of this tool on reading comprehension in science, we did find that girls seem to score worse on a reading comprehension assessment after using our web-based tool. This result could reflect prior research that suggests that some girls tend to have a negative attitude towards technology due to gender stereotypes that give girls the impression that they are not as good as boys in working with computers.

  1. Doing science in order to communicate about science from 1st course of ESO: learning to think, to read, to make, to communicate and to write science

    Directory of Open Access Journals (Sweden)

    María del Pilar Menoyo Díaz

    2017-01-01

    Full Text Available This  article  presents  the  project  \\Doing  science  in  order  to  communicate  about  science  from  1st  course of ESO : learning to think, to read, to make to communicate and to write science", awarded with “Ethics and Science for schools" second price in 2015 by the Foundation Victor Grífols i Lucas. The project's aim is twofold: the first one is that students gradually achieve during the whole ESO's itinerary a high-quality scientific alphabetization from all the areas and thus acquiring scientific and linguistic competencies that qualify  them  to  ask  themselves  questions  that  can  be  answered  through  by  research.  Its  second  goal  is  to encourage  students  to  ethically  process  sources  of  information  and  data  gathering  as  well  as  to  make  a sustainable use of the available resources. Communication and external dissemination of the process and results of the research is encouraged in two main ways. The first one, is achieved by using Juan Manuel Zafra  high-school's  website  as  teaching-learning  tool:  both  in  the  private  area  (Moodle  and  the  public area (with an on-line magazine, news, tweets and blogs. Moreover, students are encouraged to participate in  young  researchers  meetings,  as  Exporecerca  Jove,  Jóvenes  Investigadores,  Galiciencia  among  others research seminars. This article propounds a progression of the scientific and linguistic competences along the  four  courses  of  ESO  as  well  as  proposing  frames  in  which  the  student  body  can  be  initiated  in  the research process.

  2. Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy

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    Gregory Camilli

    2003-05-01

    Full Text Available Teaching Children to Read (TCR has stirred much controversy among reading experts regarding the efficacy of phonics instruction. This report, which was conducted by the National Reading Panel (NRP, has also played an important role in subsequent federal policy regarding reading instruction. Using meta-analysis, the NRP found that systematic phonics instruction was more effective than alternatives in teaching children to read. In the present study, the findings and procedures leading to TCR were examined. We concluded that the methodology and procedures in TCR were not adequate for synthesizing the research literature on phonics instruction. Moreover, we estimated a smaller though still substantial effect (d = .24 for systematic phonics, but we also found an effect for systematic language activities (d = .29 and tutoring (d = .40. Systematic phonics instruction when combined with language activities and individual tutoring may triple the effect of phonics alone. As federal policies are formulated around early literacy curricula and instruction, these findings indicate that phonics, as one aspect of the complex reading process, should not be over-emphasized.

  3. Psychological distress in health sciences college students and its relationship with academic engagement

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    Cristina Liébana-Presa

    2014-08-01

    Full Text Available Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor, sex and degree among students from four public universities. Method: A non-experimental,comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.

  4. [Intervention of psychological and ethical professionals of human science in obstetrical morbidity and mortality conferences].

    Science.gov (United States)

    Clavel, B; Dupont, C; Perrotin, C; Barbier, A; Blaise Kopp, F; Gaucher, J; Branger, B; Winer, N; Lansac, J; Morin, X; Dubois, C; Deiber, M; Saliba, E; Rudigoz, R-C; Colin, C

    2013-06-01

    To identify the defence mechanisms manifested by medical staff which could disturb the decision making, revealed by professionals of human science (PHS) in morbidity and mortality conferences (MMC). Application of two methods of psychological intervention in MMC, conducted between March 1st, 2009 and November 30, 2010, in 20 randomized maternity among five perinatal networks: the method of inter-active problem solving targeted at the functioning of the teams and the method for developing professional practice centred on individual. The data collection was realized during analyse of case in MMC, with note-taking by two pair PHS. The oral expressions of RMM' participant were secondarily re-written, analyzed and classed by theme. Fifty-four MMC were performed. The mechanisms of defence have been identified by PHS intervention in MMC: denial of situation, pact of denegation, rift and overprotection. They were be identified by two PHS intervention methods, this consolidates these results. This intervention began staff medical to transformation at different level, in particular to improve the capacity of cooperation. The identification of the mechanisms of defence in MMC enables staff medical to improve communication and quality relationship between healthcare professionals. This could constitute an actual factor of practices improvement. However, complementary studies must be performed to confirm this hypothesis. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

  5. A Reconciliation for the Future of Psychiatry: Both Folk Psychology and Cognitive Science

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    Daniel Douglas Hutto

    2016-02-01

    Full Text Available Philosophy of psychiatry faces a tough choice between two competing ways of understanding mental disorders. The folk psychology or FP view puts our everyday normative conceptual scheme in the driver’s seat – on the assumption that it, and it only, tells us what mental disorders are (Graham 2009. Opposing this, the scientific image or SI view (Murphy 2006, Gerrans 2014 holds that our understanding of mental disorders must come, wholly and solely, from the sciences of the mind, unfettered by FP. This paper argues that the FP view is problematic because it is too limited: there is more to the mind than FP allows, hence we must look beyond FP for properly deep and illuminating explanations of mental disorders. SI promises just this. But when cast in its standard cognitivist formulations SI is unnecessarily and unjustifiably neurocentric. After rejecting both the FP view, in its pure form, and SI, in its popular cognitivist renderings, this paper concludes that a more liberal version of SI can accommodate what is best in both views – once SI is so formulated and the FP view properly edited and significantly revised, the two views can be reconciled and combined to provide a sound philosophical basis for a future psychiatry.

  6. State of the Science: Apathy As a Model for Investigating Behavioral and Psychological Symptoms in Dementia.

    Science.gov (United States)

    Massimo, Lauren; Kales, Helen C; Kolanowski, Ann

    2018-04-01

    Apathy is one of the most common and pervasive of the behavioral and psychological symptoms of dementia (BPSDs). Apathy has profound consequences for morbidity, mortality, and caregiver burden. Treatment of apathy has been hindered because of poor understanding of the mechanisms underlying this heterogeneous syndrome. Research has demonstrated that apathy is associated with disruption of the frontal-striatal system in individuals with neurodegenerative disease. As with other BPSDs, these neural mechanisms alone do not completely account for the syndrome; individual, caregiver, and environmental factors also contribute to apathy. In this article, we modify a current conceptual model of the factors contributing to BPSDs to examine determinants of apathy. This integrative model provides a more complete and theoretically informed understanding of apathy, allowing for greater insight into potential targets for research, intervention, and care. We end by proposing an agenda for moving the science of BPSDs in general, and apathy in particular, forward. © 2018, Copyright the Authors Journal compilation © 2018, The American Geriatrics Society.

  7. Feminism and/in/as psychology: The public sciences of sex and gender.

    Science.gov (United States)

    Rutherford, Alexandra; Pettit, Michael

    2015-08-01

    In our introduction to this special issue on the histories of feminism, gender, sexuality, and the psy-disciplines, we propose the tripartite framework of "feminism and/in/as psychology" to conceptualize the dynamics of their conjoined trajectories and relationship to gender and sexuality from the late 19th through the late 20th centuries. "Feminism and psychology" highlights the tensions between a political movement and a scientific discipline and the efforts of participants in each to problematize the other. "Feminism in psychology" refers to those historical moments when self-identified feminists intervened in psychology to alter its content, methodologies, and populations. We propose, as have others, that these interventions predate the 1970s, the period most commonly associated with the "founding" of feminist psychology. Finally, "feminism as psychology/psychology as feminism" explores the shared ground between psychology and feminism-the conceptual, methodological, and (more rarely) epistemological moments when psychology and feminism made common cause. We suggest that the traffic between feminism and psychology has been persistent, continuous, and productive, despite taking different historically and geographically contingent forms. (c) 2015 APA, all rights reserved).

  8. William James on a phenomenological psychology of immediate experience: the true foundation for a science of consciousness?

    Science.gov (United States)

    Taylor, Eugene

    2010-01-01

    Throughout his career, William James defended personal consciousness. In his "Principles of Psychology" (1890), he declared that psychology is the scientific study of states of consciousness as such and that he intended to presume from the outset that the thinker was the thought. But while writing it, he had been investigating a dynamic psychology of the subconscious, which found a major place in his Gifford Lectures, published as "The Varieties of Religious Experience" in 1902. This was the clearest statement James was able to make before he died with regard to his developing tripartite metaphysics of pragmatism, pluralism and radical empiricism, which essentially asked "Is a science of consciousness actually possible?" James's lineage in this regard, was inherited from an intuitive psychology of character formation that had been cast within a context of spiritual self-realization by the Swedenborgians and Transcendentalists of New England. Chief among these was his father, Henry James, Sr., and his godfather, Ralph Waldo Emerson. However, james was forced to square these ideas with the more rigorous scientific dictates of his day, which have endured to the present. As such, his ideas remain alive and vibrant, particularly among those arguing for the fusion of phenomenology, embodiment and cognitive neuroscience in the renewed search for a science of consciousness.

  9. Stevens’ forgotten crossroads: The divergent measurement traditions in the physical and psychological sciences from the mid-20th century

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    Joshua A McGrane

    2015-04-01

    Full Text Available The late 19th and early 20th Centuries saw the consolidation in physics of the three main traditions that predominate in discussions of measurement theory. These are: (i the systematic tradition pioneered by Maxwell; (ii the representational tradition pioneered by Campbell; and (iii the operational tradition pioneered by Bridgman (1927. These divergent approaches created uncertainty about the nature of measurement in the physical sciences and provided Stevens (1946 with an opportunity and rationale to, in effect, reinvent the definition of scientific measurement. Stevens appropriated the representational and operational traditions as the sole basis for his definition of measurement, excluding any place for the systematic approach. In committing to Stevens’ path, the psychological sciences were blinded to the advances made in metrology, the establishment of the International System (SI and the standard units contained within this system. These advances were only possible due to the deep conceptual and instrumental connections between the system of physical units and the body of physical theory and laws developed over the preceding centuries. It is argued that if the psychological sciences are to ever achieve equivalent methodological advances, they must bridge this ‘metrological gap’ created by Stevens’ measurement crossroads and understand the ways in which the systematic approach advanced measurement. This means that psychological measurement needs to be de-abstracted, rid of operational rules for numerical assignment and set upon a foundation of quantitative theory, definition and law. In the absence of such theoretical foundations, claims of measurement in the psychological sciences remain a methodological chimera.

  10. Bringing science to bear--on peace, not war: elaborating on psychology's potential to promote peace.

    Science.gov (United States)

    Leidner, Bernhard; Tropp, Linda R; Lickel, Brian

    2013-10-01

    We argue that psychological and contextual factors play important roles in bringing about, facilitating, and escalating violent conflict. Yet rather than conclude that violent conflict is inevitable, we believe psychology's contributions can extend beyond understanding the origins and nature of violent conflict, to promote nonviolence and peace. In this article, we summarize psychological perspectives on the conditions and motivations underlying violent conflict. Drawing on this work, we then discuss psychological and contextual factors that can mitigate violence and war and promote nonviolence and peace. PsycINFO Database Record (c) 2013 APA, all rights reserved

  11. An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

    Science.gov (United States)

    Romance, Nancy R.; Vitale, Michael R.

    2011-01-01

    The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

  12. The politics of the self: psychological science and bourgeois subjectivity in 19th century Spain

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    Novella, Enric J.

    2010-12-01

    Full Text Available This paper offers an analysis of the process of institutionalization of psychological knowledge in Spain following the educative reforms implemented during the second third of the 19th century, which prescribed its inclusion in the curricular program of the new secondary education. After a detailed examination of the theoretical orientation, the ideological assumptions and the sociopolitical connections of the contents transmitted to the students throughout the century, its militant spiritualism is interpreted as a highly significant attempt on the part of the liberal elites to articulate a pedagogy of subjectivity intended to counteract the trends toward reduction, naturalization and fragmentation of psychic life inherent to the development of modern science.

    En este artículo se ofrece un análisis del proceso de institucionalización del conocimiento psicológico en España por obra de las reformas educativas implementadas durante el segundo tercio del siglo XIX, que prescribieron su inclusión en el programa curricular de la nueva educación secundaria. Tras un examen detenido de la orientación doctrinal, los supuestos ideológicos y la filiación sociopolítica de los contenidos transmitidos a los alumnos durante la mayor parte de la centuria, se interpreta su espiritualismo militante como un intento muy significativo por parte de las élites liberales de articular una pedagogía de la subjetividad destinada a contrarrestar las tendencias de reducción, naturalización y fragmentación del psiquismo alentadas por el desarrollo de la ciencia moderna.

  13. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  14. Using social science to understand and improve wildland fire organizations: an annotated reading list

    Science.gov (United States)

    Gregory Larson; Vita Wright; Cade Spaulding; Kelly Rossetto; Georgi Rausch; Andrea Richards; Stephanie Durnford

    2007-01-01

    The wildland fire community has spent the past decade trying to understand and account for the role of human factors in wildland fire organizations. Social research that is relevant to managing fire organizations can be found in disciplines such as social psychology, management, and communication. However, such research has been published primarily for scientific and...

  15. Discursive Psychology

    NARCIS (Netherlands)

    Molder, te H.

    2015-01-01

    Discursive psychology was established in the United Kingdom by the end of the 1980s, mainly in response to the dominant cognitivist approach in social psychology. While it borrowed notions from poststructuralism and sociology of science, it is most akin to conversation analysis. Discursive

  16. Socioecological psychology.

    Science.gov (United States)

    Oishi, Shigehiro

    2014-01-01

    Socioecological psychology investigates humans' cognitive, emotional, and behavioral adaption to physical, interpersonal, economic, and political environments. This article summarizes three types of socioecological psychology research: (a) association studies that link an aspect of social ecology (e.g., population density) with psychology (e.g., prosocial behavior), (b) process studies that clarify why there is an association between social ecology and psychology (e.g., residential mobility → anxiety → familiarity seeking), and (c) niche construction studies that illuminate how psychological states give rise to the creation and maintenance of a social ecology (e.g., familiarity seeking → dominance of national chain stores). Socioecological psychology attempts to bring the objectivist perspective to psychological science, investigating how objective social and physical environments, not just perception and construal of the environments, affect one's thinking, feeling, and behaviors, as well as how people's thinking, feeling, and behaviors give rise to social and built environments.

  17. 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…

  18. Emotions or Science? Pre-Tertiary Males' Accounts of Psychology as a Subject Choice

    Science.gov (United States)

    Mercer, Jenny; Sander, Paul; Williams, Stella; Jones, Tim

    2013-01-01

    It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were…

  19. Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

    Science.gov (United States)

    Davis, Consuella Artiemese

    This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

  20. Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

    Science.gov (United States)

    Crane, Jean; Rains, Annette

    1996-01-01

    Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)

  1. A stale challenge to the philosophy of science: commentary on "Is psychology based on a methodological error?" by Michael Schwarz.

    Science.gov (United States)

    Ruck, Nora; Slunecko, Thomas

    2010-06-01

    In his article "Is psychology based on a methodological error?" and based on a quite convincing empirical basis, Michael Schwarz offers a methodological critique of one of mainstream psychology's key test theoretical axioms, i.e., that of the in principle normal distribution of personality variables. It is characteristic of this paper--and at first seems to be a strength of it--that the author positions his critique within a frame of philosophy of science, particularly positioning himself in the tradition of Karl Popper's critical rationalism. When scrutinizing Schwarz's arguments, however, we find Schwarz's critique profound only as an immanent critique of test theoretical axioms. We raise doubts, however, as to Schwarz's alleged 'challenge' to the philosophy of science because the author not at all seems to be in touch with the state of the art of contemporary philosophy of science. Above all, we question the universalist undercurrent that Schwarz's 'bio-psycho-social model' of human judgment boils down to. In contrast to such position, we close our commentary with a plea for a context- and culture sensitive philosophy of science.

  2. Nurturing Quality Science Learning and Teaching: The Impact of a Reading Group

    Science.gov (United States)

    Fitzgerald, Ange; Cooper, Rebecca; Sarkar, Mahbub

    2016-01-01

    Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for Science, Mathematics and Technology Education (CSMTE) at Monash University took action to address this…

  3. The role of simultaneous and successive processing in EFL reading.

    Science.gov (United States)

    Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

    2016-10-01

    This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension. © 2015 International Union of Psychological Science.

  4. Secular and religious: the intrinsic doubleness of analytical psychology and the hegemony of naturalism in the social sciences.

    Science.gov (United States)

    Main, Roderick

    2013-06-01

    In recent years a number of prominent social theorists, including Jürgen Habermas and Charles Taylor, have voiced concern about the hegemony of naturalistic, secular assumptions in the social sciences, and in their different ways have sought to address this by establishing greater parity between secular and religious perspectives. This paper suggests that C.G. Jung's analytical psychology, which hitherto has been largely ignored by social theory, may have something to contribute on this issue as it can be understood coherently both empirically, without reference to transcendent reality, and metaphysically, with reference to transcendent reality. It is argued that, despite his denials of any metaphysical intent, Jung does in fact engage in metaphysics and that together the empirical and metaphysical vectors of his thought result in a rich and distinctive double perspective. This dual secular and religious perspective can be seen as part of Jung's own critique of the hegemony of naturalism and secularism, which for Jung has profound social as well as clinical relevance. The concern and approach that Habermas and Taylor share with Jung on this issue may provide some grounds for increased dialogue between analytical psychology and the social sciences. © 2013, The Society of Analytical Psychology.

  5. Sexual Orientation Differences as Deficits: Science and Stigma in the History of American Psychology.

    Science.gov (United States)

    Herek, Gregory M

    2010-11-01

    This article briefly describes how psychology, psychiatry, and the mental health professions (here collectively referred to as Psychology) treated sexual orientation differences as deficits for much of the 20th century, as well as some of the negative consequences that practice had for sexual minorities. The 1970s witnessed a remarkable turnaround when the American Psychiatric Association removed homosexuality from the Diagnostic and Statistical Manual of Mental Disorders and the American Psychological Association called for psychologists to work to remove the stigma historically associated with homosexuality. This history illustrates not only how cultural institutions play a central role in legitimating stigma, but also how they can recognize their own complicity in this process and work effectively to undo its harmful effects. It is argued that Psychology still has an important role to play in challenging the differences-as-deficits model in contemporary policy debates. © The Author(s) 2010.

  6. Emotional health: on the applicability of affective science to the integration of clinical psychology

    Directory of Open Access Journals (Sweden)

    Ewa Trzebińska

    2017-09-01

    Full Text Available The aim of the article is to outline the concept of emotional health and its integrative potential in the field of clinical psychology. It is a well-known fact that the transdiagnostic approach and psychotherapy integration – the two most influential integrative movements in clinical psychology – search for a sound conceptual foundation of the efforts to organize a plethora of theories and data relating to the psychological aspects of physical and mental health. Following a short presentation of general discrepancies afflicting clinical psychology and the main ideas of both the transdiagnostic approach and psychotherapy integration, the notion of emotional health is introduced and its unifying convenience, as well as limitations, is discussed.

  7. Positive Psychology in Cancer Care: Bad Science, Exaggerated Claims, and Unproven Medicine

    OpenAIRE

    Coyne, James C.; Tennen, Howard

    2010-01-01

    Background Claims of positive psychology about people with cancer enjoy great popularity because they seem to offer scientific confirmation of strongly held cultural beliefs and values. Purpose Our goal is to examine critically four widely accepted claims in the positive psychology literature regarding adaptational outcomes among individuals living with cancer. Methods We examine: (1) the role of positive factors, such as a ?fighting spirit? in extending the life of persons with cancer; (2) e...

  8. From Milgram to Zimbardo: the double birth of postwar psychology/psychologization.

    Science.gov (United States)

    De Vos, Jan

    2010-01-01

    Milgram's series of obedience experiments and Zimbardo's Stanford Prison Experiment are probably the two best-known psychological studies. As such, they can be understood as central to the broad process of psychologization in the postwar era. This article will consider the extent to which this process of psychologization can be understood as a simple overflow from the discipline of psychology to wider society or whether, in fact, this process is actually inextricably connected to the science of psychology as such. In so doing, the article will argue that Milgram's and Zimbardo's studies are best usefully understood as twin experiments. Milgram's paradigm of a psychology which explicitly draws its subject into the frame of its own discourse can be said to be the precondition of Zimbardo's claim that his experiment offers a window onto the crucible of human behaviour. This will be analysed by drawing on the Lacanian concepts of acting out and passage à l'acte. The question then posed is: if both Milgram and Zimbardo claim that their work has emancipatory dimensions - a claim maintained within mainstream psychology - does a close reading of the studies not then reveal that psychology is, rather, the royal road to occurrences such as Guantanamo and Abu Ghraib? The drama of a psychology which is fundamentally based on a process of psychologization is that it turns its subjects into homo sacer of psychological discourse.

  9. The Explorer's Guide to the Universe: A Reading List for Planetary and Space Science. Revised

    Science.gov (United States)

    French, Bevan M. (Compiler); McDonagh, Mark S. (Compiler)

    1984-01-01

    During the last decade, both scientists and the public have been engulfed by a flood of discoveries and information from outer space. Distant worlds have become familiar landscapes. Instruments in space have shown us a different Sun by the "light" of ultraviolet radiation and X-rays. Beyond the solar system, we have detected a strange universe of unsuspected violence, unexplained objects, and unimaginable energies. We are completely remarking our picture of the universe around us, and scientists and the general public alike are curious and excited about what we see. The public has participated in this period of exploration and discovery to an extent never possible before. In real time, TV screens show moonwalks, the sands of Mars, the volcanoes of Io, and the rings of Saturn. But after the initial excitement, it is hard for the curious non-scientist to learn more details or even to stay in touch with what is going on. Each space mission or new discovery is quickly skimmed over by newspapers and TV and then preserved in technical journals that are neither accessible nor easily read by the average reader. This reading list is an attempt to bridge the gap between the people who make discoveries in space and the people who would like to read about them. The aim has been to provide to many different people--teachers, students, scientists, other professionals, and curious citizens of all kinds--a list of readings where they can find out what the universe is like and what we have learned about it. We have included sections on the objects that seem to be of general interest--the Moon, the planets, the Sun, comets, and the universe beyond. We have also included material on related subjects that people are interested in--the history of space exploration, space habitats, extraterrestrial life, and U F O ' s . The list is intended to be self-contained; it includes both general references to supply background and more specific sources for new discoveries. Although the list can

  10. The rise of a science in the early twentieth century: the forgotten voice of Gualtiero Sarfatti and the first "social psychology" volumes in Italy.

    Science.gov (United States)

    Sensales, Gilda; Dal Secco, Alessandra

    2014-02-01

    Establishing social psychology as a distinct field of study has been the object of heated debate over the first decades of the 20th century. Entrenched in different theoretical traditions, such as philosophy, sociology, psychology, and criminology, the development of the conceptual boundaries of social psychology as an autonomous science was the result of a historic effort. Resulting from a negotiation process between competing stances, some voices relevant to the identity construction of social psychology have been lost over time. Within the framework of a "polycentric" historical perspective valorizing local histories, the present study aims to scrutinize those early voices, which were later marginalized. To this scope, we conducted a narrative analysis on the first volumes explicitly naming social psychology in their titles and identified the main themes, conceptual frameworks, and scientific advancements. The analysis illustrates the work of Gualtiero Sarfatti and articulates his forgotten contribution to drawing social psychology as a distinct discipline, built on the scientific method and positioned within the psychological sociocentric tradition. Our analysis reveals the leading role of Sarfatti in the disciplinary foundation of social psychology as a psychological science based on the concept of social psyche. Yet despite the fact his contribution was influential in the scholarly community of his time, our work highlights how his voice vanished from the subsequent disciplinary developments to date, and suggests some explanations behind this neglect.

  11. Learning from Longitudinal Research in Criminology and the Health Sciences

    Science.gov (United States)

    Vanderstaay, Steven L.

    2006-01-01

    This article reviews longitudinal research within criminology and the health sciences on the relationship between reading and criminal, delinquent, or antisocial behavior. Longitudinal research in criminology, medicine, and psychology examines the role of reading within a broad set of interactive processes, connecting literacy to public health via…

  12. Principles of Gestalt Psychology and Their Application to Teaching Junior High School Science

    Science.gov (United States)

    Blosser, Patricia E.

    1973-01-01

    Discusses insightful learning, trace system,'' and laws of perception and Pragnanz in connection with problem solving and critical thinking in science teaching. Suggests 19 guidelines for sequencing curriculum and identifying activities for use in science classes. (CC)

  13. Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

    Science.gov (United States)

    Nuryakin; Riandi

    2017-02-01

    A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

  14. Structural Stigma and Health Inequalities: Research Evidence and Implications for Psychological Science

    Science.gov (United States)

    Hatzenbuehler, Mark L.

    2016-01-01

    Psychological research has provided essential insights into how stigma operates to disadvantage those who are targeted by it. At the same time, stigma research has been criticized for being too focused on the perceptions of stigmatized individuals and on micro-level interactions, rather than attending to structural forms of stigma. This article describes the relatively new field of research on structural stigma, which is defined as societal-level conditions, cultural norms, and institutional policies that constrain the opportunities, resources, and wellbeing of the stigmatized. I review emerging evidence that structural stigma related to mental illness and sexual orientation (1) exerts direct and synergistic effects on stigma processes that have long been the focus of psychological inquiry (e.g., concealment, rejection sensitivity); (2) serves as a contextual moderator of the efficacy of psychological interventions; and (3) contributes to numerous adverse health outcomes for members of stigmatized groups—ranging from dysregulated physiological stress responses to premature mortality—indicating that structural stigma represents an under-recognized mechanism producing health inequalities. Each of these pieces of evidence suggests that structural stigma is relevant to psychology and therefore deserves the attention of psychological scientists interested in understanding and ultimately reducing the negative effects of stigma. PMID:27977256

  15. Positive psychology in cancer care: bad science, exaggerated claims, and unproven medicine.

    Science.gov (United States)

    Coyne, James C; Tennen, Howard

    2010-02-01

    Claims of positive psychology about people with cancer enjoy great popularity because they seem to offer scientific confirmation of strongly held cultural beliefs and values. Our goal is to examine critically four widely accepted claims in the positive psychology literature regarding adaptational outcomes among individuals living with cancer. We examine: (1) the role of positive factors, such as a "fighting spirit" in extending the life of persons with cancer; (2) effects of interventions cultivating positive psychological states on immune functioning and cancer progression and mortality; and evidence concerning (3) benefit finding and (4) post-traumatic growth following serious illness such as cancer and other highly threatening experiences. Claims about these areas of research routinely made in the positive psychology literature do not fit with available evidence. We note in particular the incoherence of claims about the adaptational value of benefit finding and post-traumatic growth among cancer patients, and the implausibility of claims that interventions that enhance benefit finding improve the prognosis of cancer patients by strengthening the immune system. We urge positive psychologists to rededicate themselves to a positive psychology based on scientific evidence rather than wishful thinking.

  16. 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…

  17. Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

    Science.gov (United States)

    Sevensma, Kara

    In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

  18. The relationship between constructivist supervisory practices, school climate, and student proficiency in reading, mathematics, and science: Evidence from NELS:88

    Science.gov (United States)

    Molnar, John Alexander

    In an effort to improve instruction and student learning, school reform efforts have become prevalent. School reformers have examined many aspects of the school experience, including learning theories such as behaviorism and constructivism, the changing roles of teachers and supervisors, and even the concept of the school itself. The theoretical framework for this study centered around constructivist learning theory. The study itself focused on the application of constructivist learning theory to the supervisory process. The study examined five areas of interest: (a) teachers' perceptions of constructivist supervisory behavior; (b) teachers' perceptions of efficacy and control in the classroom; (c) teachers' perceptions of school climate; (d) teachers' perceptions of job satisfaction, and (e) the influences of each of the aforementioned on student proficiency in mathematics, reading, and science. Data for the study was drawn from the first follow-up survey of the National Educational Longitudinal Study of 1988 (NELS: 88). NELS: 88 investigated a wide variety of factors that influence the educational process. The first follow-up focuses on environmental factors that affect teachers and students. Variables were selected from the NELS:88 data set that represented the areas to be examined. Factor analysis and correlational analysis were applied to ensure that the variables were measuring distinct constructs and to determine ways they could be grouped for analysis. Multiple linear regression analysis was applied to determine relationships among the individual and composite variables, controlling for student and teacher demographic factors. The results of the study suggest that varying relationships do exist between constructivist supervisory practices and the constructs measuring school climate and job satisfaction. The results also suggest that varying relationships exist between each of these factors and student proficiency in mathematics, reading, and science

  19. Effects of nonfiction guided interactive read-alouds and think-alouds on fourth grader's depth of content area science vocabulary knowledge and comprehension

    Science.gov (United States)

    Hanna, Tania Tamara

    Effects of nonfiction guided interactive read-alouds and think-alouds as a supplement to basal science textbooks on three vocabulary measures, definitions, examples, and characteristics, and one multiple-choice comprehension measure were assessed for 127 fourth graders over three time periods: pretest, posttest, and a 2-week delayed posttest. Two of three fourth-grade elementary science teachers implemented a series of 12 content-enhanced guided interactive scripted lessons. Two of these teachers implemented two treatments each. The first condition employed basal science textbooks as the text for guided interactive read-alouds and think-alouds while the second treatment employed basal science textbooks in conjunction with nonfiction text sets as the texts for guided interactive read-alouds and think-alouds. The third teacher, guided by traditional lesson plans, provided students with silent independent reading instruction using basal science textbooks. Multivariate analyses of variance and analyses of variance tests showed that mean scores for both treatment groups significantly improved on definitions and characteristics measures at posttest and either stabilized or slightly declined at delayed posttest. The treatment-plus group lost considerably on the examples posttest measure. The treatment group improved mean scores on the examples posttest measure, outperforming the treatment-plus group and the control group. Alternately, the control group significantly improved on the delayed posttest examples measure. Additionally, the two groups implementing guided interactive read-alouds and think-alouds performed better than the independent reading group on multiple-choice comprehension measures at posttest and sustained those gains 2 weeks later on delayed posttests. Findings maintain the incremental nature of vocabulary acquisition and development research and emphasize the roles of listening and speaking as critical features for integrating vocabulary into long

  20. "The casual cruelty of our prejudices": on Walter Lippmann's theory of stereotype and its "obliteration" in psychology and social science.

    Science.gov (United States)

    Bottom, William P; Kong, Dejun Tony

    2012-01-01

    Reflecting on his wartime government service, Walter Lippmann (1922) developed a theory of policy formulation and error. Introducing the constructs of stereotype, mental model, blind spots, and the process of manufacturing consent, his theory prescribed interdisciplinary social science as a tool for enhancing policy making in business and government. Lippmann used his influence with the Rockefeller foundations, business leaders, Harvard and the University of Chicago to gain support for this program. Citation analysis of references to "stereotype" and Lippmann reveals the rapid spread of the concept across the social sciences and in public discourse paralleled by obliteration by incorporation of the wider theory in behavioral science. "Stereotype" is increasingly invoked in anthropology, economics, and sociology though Lippmann and his wider theory ceased being cited decades ago. In psychology, citations are increasing but content analysis revealed blind spots and misconceptions about the theory and prescription. Studies of heuristics, biases, and organizational decision substantiate Lippmann's theory of judgment and choice. But his model for social science failed to consider the bounded rationality and blind spots of its practitioners. Policy formulation today is supported by research from narrow disciplinary silos not interdisciplinary science that reflects an awareness of history. © 2012 Wiley Periodicals, Inc.

  1. Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

    Science.gov (United States)

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

    The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

  2. Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education

    Science.gov (United States)

    Ma, Yan

    2015-01-01

    This article examines visual literacy education and research for library and information science profession to educate the information professionals who will be able to execute and implement the ACRL (Association of College and Research Libraries) Visual Literacy Competency Standards successfully. It is a continuing call for inclusion of visual…

  3. Ontological Issues and the Possible Development of Cultural Psychology.

    Science.gov (United States)

    Pérez-Campos, Gilberto

    2017-12-01

    Ontological issues have a bad reputation within mainstream psychology. This paper, however, is an attempt to argue that ontological reflection may play an important role in the development of cultural psychology. A cross-reading of two recent papers on the subject (Mammen & Mironenko, Integrative Psychological and Behavioral Science, 49(4), 681-713, 2015; Simão Integrative Psychological and Behavioral Science, 50, 568-585, 2016), aimed at characterizing their respective approaches to ontological issues, sets the stage for a presentation of Cornelius Castoriadis' ontological reflections. On this basis, a dialogue is initiated with E.E. Boesch's Symbolic Activity Theory that could contribute to a more refined understanding of human psychological functioning in its full complexity.

  4. A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

    International Nuclear Information System (INIS)

    Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

    2015-01-01

    Researches on electrostatics’ conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students’ learning difficulties. To favour the change of student’s ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the 'supporters of a single fluid' and 'supporters of two fluids' have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the 'accepted' science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

  5. A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

    Science.gov (United States)

    Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

    2016-05-01

    Researches on electrostatics' conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students' learning difficulties. To favour the change of student's ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the "supporters of a single fluid" and "supporters of two fluids" have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the "accepted" science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

  6. Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

    Directory of Open Access Journals (Sweden)

    Gerard Francis Hoyne

    2013-04-01

    Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

  7. [Analysis of the production of psychology professors in Spain in journal articles of the Web of Science].

    Science.gov (United States)

    Olivas-Ávila, José A; Musi-Lechuga, Bertha

    2010-11-01

    The present work is a descriptive study by means of document analysis that aims to make the analysis of the more productive professors of psychology in Spain trough indexed Web of Science journal articles. The sample was conformed of the first one hundred more productive professors of each one of the six academic areas of Spanish Psychology. A total of 85492 records were analyzed of which 8770 correspond to the 610 analyzed professors. The main results are that from the more productive professors ranking, six belong to the Psychobiology area and only 4 belong to different areas. With respect to the average proportion of articles by Professor of the six areas of psychology, it was found that that range of the proportion oscillates between 25 and 6. The journal Psicothema maintains the most frequency of records among the professors of the sample since they are 1461 which represents a 17% of the total. Finally, we discuss the results and mentioned the implications in the professor's evaluation.

  8. How (and Whether) to Teach Undergraduates about the Replication Crisis in Psychological Science

    Science.gov (United States)

    Chopik, William J.; Bremner, Ryan H.; Defever, Andrew M.; Keller, Victor N.

    2018-01-01

    Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture…

  9. Psychology 2.0 : towards a new science of mind and technology

    NARCIS (Netherlands)

    IJsselsteijn, W.A.

    2013-01-01

    The relationship between psychology and technology is a two-way street. On the one hand, we utilize knowledge about human cognition, affect, and behavior to design our technological artifacts, services, and environments such that, ideally, they seamlessly connect to our abilities, needs, and

  10. Statistical reporting errors and collaboration on statistical analyses in psychological science

    NARCIS (Netherlands)

    Veldkamp, C.L.S.; Nuijten, M.B.; Dominguez Alvarez, L.; van Assen, M.A.L.M.; Wicherts, J.M.

    2014-01-01

    Statistical analysis is error prone. A best practice for researchers using statistics would therefore be to share data among co-authors, allowing double-checking of executed tasks just as co-pilots do in aviation. To document the extent to which this ‘co-piloting’ currently occurs in psychology, we

  11. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    OpenAIRE

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and readi...

  12. Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader

    Science.gov (United States)

    Rupley, William H.; Paige, David D.; Rasinski, Timothy V.; Slough, Scott W.

    2015-01-01

    Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's "Life on Earth: An Introduction"…

  13. Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

    Science.gov (United States)

    Varelas, Maria; Pappas, Christine C.

    2006-01-01

    The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

  14. A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

    Directory of Open Access Journals (Sweden)

    Elham Baghban Baghestan

    2015-07-01

    Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

  15. Mainstreaming Culture in Psychology

    Science.gov (United States)

    Cheung, Fanny M.

    2012-01-01

    Despite the "awakening" to the importance of culture in psychology in America, international psychology has remained on the sidelines of psychological science. The author recounts her personal and professional experience in tandem with the stages of development in international/cross-cultural psychology. Based on her research in cross-cultural…

  16. Liberation and dependency: a theological reading of social sciences in Latin America

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    Teixeira, Helio Aparecido Campos

    2015-08-01

    Full Text Available Introduction: In the early 1970s, social movements directed Latin American theologyto a creative process of deprivatization of the Christian faith, reconfiguring fromthe community practices of liberation and their holistic implications the theoreticalexercise concerning its political and social commitment. Consequently, the notion ofliberation began to be addressed by the opposite equivalent of dependency withinthe methodological framework of the biblical-theological approach. Objective: Tounderstand the meaning of the opposite correlation between liberation and dependencyfrom their specificities in accordance with the vision of liberation intellectuals,and identify the way in which dependency was appropriate to respond to theresponsive and socio-analytical theoretical framework of these intellectuals, linkingthe reading of reality to the Latin American community practice. Methods: Historicaland systematic research, exploratory, under an analytical-descriptive orientation, organized from conceptual schemes. Results: Based on the finding regarding the theoretical refraction of dependency through liberation, the concept emerges as thetheological interpretation of an entire theoretical field taken indistinctly, namely theDependency Theory. Conclusion: The opposite correlation between dependency andliberation as a finding that reveals the similarity between the real that is theorized(dependency and the hypothetical conceptualization of maxims of action (liberation,comprehended within the general theory of anti-imperialism, resulted in aninterdisciplinary theological reflection.

  17. Qualitative Research in Counseling Psychology: A Primer on Research Paradigms and Philosophy of Science

    Science.gov (United States)

    Ponterotto, Joseph G.

    2005-01-01

    This article presents an overview of philosophy of science and research paradigms. The philosophy of science parameters of ontology, epistemology, axiology, rhetorical structure, and methodology are discussed across the research paradigms of positivism, postpositivism, constructivism-interpretivism, and the critical-ideological perspective.…

  18. The dating mind: evolutionary psychology and the emerging science of human courtship.

    Science.gov (United States)

    Oesch, Nathan; Miklousic, Igor

    2012-12-20

    In the New York Times bestselling book The Game: Penetrating the Secret Society of Pickup Artists (2006), the world was granted its first exclusive introduction to the steadily growing dating coach and pick-up artist community. Many of its most prominent authorities claim to use insights and information gleaned both through first-hand experience as well as empirical research in evolutionary psychology. One of the industry's most well-respected authorities, the illusionist Erik von Markovik, promotes a three-phase model of human courtship: Attraction, building mutual Comfort and Trust, and Seduction. The following review argues that many of these claims are in fact grounded in solid empirical findings from social, physiological and evolutionary psychology. Two texts which represent much of this literature are critiqued and their implications discussed.

  19. Classroom communication in lessons of educational science and psychology at secondary school

    OpenAIRE

    Šimáková, Monika

    2017-01-01

    This bachelor thesis deals with classroom communication during pedagogy and psychology lessons at high schools. The aim of the thesis is to describe classroom communication in the observed subjects in a complex way and to give the reader a realistic idea about the communication between the teachers and their students during instruction. The thesis is divided into a theoretical and an empirical part. The theoretical part focuses on pedagogical communication itself, which is a key term in class...

  20. Names in Psychological Science: Investigating the Processes of Thought Development and the Construction of Personal Identities.

    Science.gov (United States)

    Quaglia, Rocco; Longobardi, Claudio; Mendola, Manuela; Prino, Laura Elvira

    2016-06-01

    This paper examines the name as an issue of interest in the psychology field. In thinking about the role played by names for some of the most important approaches on the psychology panorama, it has been found that the analysis of names can be used as an instrument for the investigation of thought formation processes, or as an element in the process of constructing personal identity. In the first case, the focus is on the so-called "common" names, which designate objects; in the second case, instead, it is on people's given names and on the way they are perceived by their bearers and those who surround them. We have examined both domains, since it is essential to understand how the psychological concepts related to names develop in children's minds, if we aim to grasp their importance as designators of people's internal and external realities. Lastly, we have proposed our own view of the person's name, linked to the relational systems perspective which essentially sees the name as a signifier or "representative" of the child-parent relationship, while the "relationship" is the signified.

  1. What Should Researchers Expect When They Replicate Studies? A Statistical View of Replicability in Psychological Science.

    Science.gov (United States)

    Patil, Prasad; Peng, Roger D; Leek, Jeffrey T

    2016-07-01

    A recent study of the replicability of key psychological findings is a major contribution toward understanding the human side of the scientific process. Despite the careful and nuanced analysis reported, the simple narrative disseminated by the mass, social, and scientific media was that in only 36% of the studies were the original results replicated. In the current study, however, we showed that 77% of the replication effect sizes reported were within a 95% prediction interval calculated using the original effect size. Our analysis suggests two critical issues in understanding replication of psychological studies. First, researchers' intuitive expectations for what a replication should show do not always match with statistical estimates of replication. Second, when the results of original studies are very imprecise, they create wide prediction intervals-and a broad range of replication effects that are consistent with the original estimates. This may lead to effects that replicate successfully, in that replication results are consistent with statistical expectations, but do not provide much information about the size (or existence) of the true effect. In this light, the results of the Reproducibility Project: Psychology can be viewed as statistically consistent with what one might expect when performing a large-scale replication experiment. © The Author(s) 2016.

  2. Neuropsychological and cognitive processes in reading

    CERN Document Server

    Pirozzolo, Francis J

    2013-01-01

    Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of readi...

  3. The Generic Structure Potential of Science Nonfiction Selections in Four Basal Reading Series, Grades One and Two

    Science.gov (United States)

    Anthony, Angela Beckman

    2009-01-01

    Basal reading series are used in a majority of classrooms in the United States. The purpose of this study was to examine the frequency of fiction and nonfiction genres included in four recently published first and second grade basal reading series and to compare the frequencies to studies of older basal reading series. Based on the work of…

  4. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

    "Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

  5. Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

    Science.gov (United States)

    Shelton, Angela

    Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

  6. Prevalence of menstrual problems and their association with psychological stress in young female students studying health sciences

    Directory of Open Access Journals (Sweden)

    Nazish Rafique

    2018-01-01

    Full Text Available Objectives: To identify the prevalence of various menstrual problems in young females studying health sciences and to identify their association with academic stress. Methods: This was a cross-sectional study, conducted in the health colleges of Immam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia between February 2015 and February 2016. Seven hundred and thirty-eight female students aged 18-25 years anonymously completed menstrual problem identification and perceived stress scale questionnaire. The data was analyzed using the Statistical Package for Social Sciences version 16.0. Results: Ninety-one percent of the students were suffering from some kind of menstrual problem. The different menstrual problems reported, and their incidences included irregular menstruation (27%, abnormal vaginal bleeding (9.3%, amenorrhea (9.2%, menorrhagia (3.4%, dysmenorrhea (89.7%, and premenstrual symptoms (46.7%. High perceived stress (HPS was identified in 39% of the students. A significant positive correlation was found between HPS and menstrual problems. Students with HPS had 4 times, 2 times, and 2.8 times increased odds ratio for experiencing amenorrhea, dysmenorrhea, and premenstrual syndrome (p less than 0.05. Conclusion: The most prevalent menstrual problems (dysmenorrhea and premenstrual symptoms in the target population were strongly associated with stress. Therefore, it is recommended that health science students should be provided with early psychological and gynecological counselling to prevent future complications.

  7. Building the boundaries of a science: First representations of Italian social psychology between 1875 and 1954.

    Science.gov (United States)

    Sensales, Gilda; Areni, Alessandra; Del Secco, Alessandra

    2011-11-01

    The present study embraces the critical traditions of "New History" and of social representations theory articulated with the mainstream historiographical tradition of a bibliometric approach. The historical analysis deals with the early representations of Italian social psychology articulated and disseminated by some of the main Italian scientific-cultural and philosophical journals. We examined seven journals published between 1875 and 1954, and gathered 2,030 texts dealing with the various forms of social and collective psychology. We have applied a grid of content analysis whose data have been transcribed to a numerical file. At the same time, we have created a textual file containing the titles of the contributions as well as the names of the authors and scholars reviewed. The two files have been processed by SPAD-T for a correspondence analysis in which both lexical data and category variables have been considered as active variables. Through the scree-test, two factors that explain 18.90% of the variance have been singled out. Their combination has produced a factorial plan able to highlight three distinct areas differently characterized from journals and years. The results are also discussed with regard to the contextual historical frame.

  8. Why human evolution should be a basic science for medicine and psychology students.

    Science.gov (United States)

    Palanza, Paola; Parmigiani, Stefano

    2016-06-20

    Based on our teaching experience in medicine and psychology degree programs, we examine different aspects of human evolution that can help students to understand how the human body and mind work and why they are vulnerable to certain diseases. Three main issues are discussed: 1) the necessity to consider not only the mechanisms, i.e. the "proximate causations", implicated in biological processes but also why these mechanisms have evolved, i.e. the "ultimate causations" or "adaptive significance", to understand the functioning and malfunctioning of human body and mind; 2) examples of how human vulnerabilities to disease are caused by phylogenetic constraints, evolutionary tradeoffs reflecting the combined actions of natural and sexual selection, and/or mismatch between past and present environment (i.e., evolution of the eye, teeth and diets, erect posture and their consequences); 3) human pair-bonding and parent-offspring relationships as the result of socio-sexual selection and evolutionary compromises between cooperation and conflict. These psychobiological mechanisms are interwoven with our brain developmental plasticity and the effects of culture in shaping our behavior and mind, and allow a better understanding of functional (normal) and dysfunctional (pathological) behaviors. Thus, because the study of human evolution offers a powerful framework for clinical practice and research, the curriculum studiorum of medical and psychology students should include evolutionary biology and human phylogeny.

  9. Statistical Reporting Errors and Collaboration on Statistical Analyses in Psychological Science.

    Science.gov (United States)

    Veldkamp, Coosje L S; Nuijten, Michèle B; Dominguez-Alvarez, Linda; van Assen, Marcel A L M; Wicherts, Jelte M

    2014-01-01

    Statistical analysis is error prone. A best practice for researchers using statistics would therefore be to share data among co-authors, allowing double-checking of executed tasks just as co-pilots do in aviation. To document the extent to which this 'co-piloting' currently occurs in psychology, we surveyed the authors of 697 articles published in six top psychology journals and asked them whether they had collaborated on four aspects of analyzing data and reporting results, and whether the described data had been shared between the authors. We acquired responses for 49.6% of the articles and found that co-piloting on statistical analysis and reporting results is quite uncommon among psychologists, while data sharing among co-authors seems reasonably but not completely standard. We then used an automated procedure to study the prevalence of statistical reporting errors in the articles in our sample and examined the relationship between reporting errors and co-piloting. Overall, 63% of the articles contained at least one p-value that was inconsistent with the reported test statistic and the accompanying degrees of freedom, and 20% of the articles contained at least one p-value that was inconsistent to such a degree that it may have affected decisions about statistical significance. Overall, the probability that a given p-value was inconsistent was over 10%. Co-piloting was not found to be associated with reporting errors.

  10. Building Bridges between Psychological Science and Education: Cultural Stereotypes, STEM, and Equity

    Science.gov (United States)

    Master, Allison; Meltzoff, Andrew N.

    2016-01-01

    There is a gender gap in science, technology, engineering, and mathematics (STEM) education. This presents a worldwide problem of inequity. Sociocultural stereotypes associating STEM with males act as barriers that prevent girls from developing interests in STEM. This article aims to show that we can increase equity and enhance outcomes for a…

  11. Translating Neuroscience, Psychology and Education: An Abstracted Conceptual Framework for the Learning Sciences

    Science.gov (United States)

    Donoghue, Gregory M.; Horvath, Jared C.

    2016-01-01

    Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between…

  12. Psychology, education and history: the paths offered by social studies of science to analyze the mobilization of conceptual and practice devices

    Directory of Open Access Journals (Sweden)

    Joan Sebastian Soto Triana

    2015-07-01

    Full Text Available This paper provides a reflection about the way in which the analysis of the history of psychology in Colombia has been constituted. It contributes a conceptual development to the classical tradition of viewing history as a reference to moments and “heroic” characters, neglecting analytical possibilities around various narratives that enable a broad understanding of the movements of psychology as a space for social appropriation of knowledge, sociotechnical network building and practices of translation of interests. Through a brief exposition of the case of psychology and education at the Gimnasio Moderno School of Bogota in the early twentieth century, the way in which Social Studies of Science provide important tools in terms of their epistemology and methodology for monitoring concepts, practices, adaptations and staging of European developmental psychology in an educational institution where childhood is a “mandatory step” in narratives about modernization is presented.

  13. The psychological characteristics of experiences that influence science motivation and content knowledge

    Science.gov (United States)

    Bathgate, Meghan; Schunn, Christian

    2017-11-01

    While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

  14. Research advances in treatment of neurological and psychological diseases by acupuncture at the Acupuncture Meridian Science Research Center

    Directory of Open Access Journals (Sweden)

    Bombi Lee

    2014-06-01

    Full Text Available Acupuncture is an ancient therapeutic intervention that can be traced back at least 2100 years and is emerging worldwide as one of the most widely used therapies in the field of complementary and alternative medicine. Due to limitations associated with Western medicine's focus on the treatment of diseases rather than on their causes, interests are shifting to complementary and alternative medicines. The Acupuncture and Meridian Science Research Center (AMSRC was established in 2005 to elucidate the neurophysiological mechanisms of acupuncture for neurological diseases based on multidisciplinary research supported by the Korean Ministry of Science and Technology. In the AMSRC, resultant research articles have shown that acupuncture can improve neurological and psychological problems, including Parkinson's disease, pain, and depression, in animal models. Basic research studies suggest its effectiveness in treating various problems such as depression, drug addiction, epilepsy, ischemia, dementia, Parkinson's disease, and pain. We strongly believe that these effects, evident from the AMSRC research results, can play leading roles in the use of acupuncture for treating neurological diseases, based on collaboration among various academic fields such as neurophysiology, molecular genetics, and traditional Korean medicine.

  15. INTEREST AND READING MOTIVATION

    Directory of Open Access Journals (Sweden)

    Alhamdu Alhamdu

    2016-05-01

    Full Text Available The purpose of this study is to examine the relationship between interest and reading motivation based on literature review. The concept of the interest portrayed as a psychological state that occurs during interaction between individual and specific topic, object or activity including process of willingness, increased attention, concentration and positive feeling to the topic, object or activity. Meanwhile reading motivation emphasized to mental readiness, willingness and refers to beliefs and perception of individual to engage in reading activity. Some researchers were identified factors that influenced reading motivation such as intrinsic and extrinsic factors, self-concept and value of reading, and interest. In general, the literature review described that have positive relationship between interest and reading motivation.

  16. Phi in physiology, psychology and biomechanics: The golden ratio between myth and science.

    Science.gov (United States)

    Iosa, Marco; Morone, Giovanni; Paolucci, Stefano

    2018-03-01

    In recent years, there has been a renewed interest in the use of the so-called golden ratio (Phi, ϕ), an irrational number with fractal properties, used in artworks since V century BC. and now for modelling complex biological structures and functions. This number, in fact, recursively pops-up in human history, from Ancient Greeks to Renaissance, and to contemporary scientific studies. Nevertheless, recent scientific results often fall between two extremes: those of a priori sceptic researchers accusing the artificial emergence of ϕ in many studies, and those of researchers that find a mystic meaning in the presence of ϕ in human physiology. This review moves between these two extremes to provide a scientifically based discussion about the possible presence of Phi in human physiology, psychology, and biomechanics of heart and locomotion. We provide scientific evidence, analysing reasons for the presence of Phi, reporting the weakness of some studies overstating the potential meaning of this number, and reporting the reasons for which it could be actually found in some biological structures and functions. Copyright © 2018 Elsevier B.V. All rights reserved.

  17. Introducing Science Concepts to Primary Students through Read-Alouds: Interactions and Multiple Texts Make the Difference

    Science.gov (United States)

    Heisey, Natalie; Kucan, Linda

    2010-01-01

    First- and second-grade students in two intact multiage classrooms were engaged in three read-aloud sessions with thematically related trade books, each portraying a scientist involved in authentic investigation. One group engaged in discussion of text ideas during reading, whereas the other group engaged in discussion only at the conclusion of…

  18. Into the Curriculum. Reading/Language Arts: Frog's Fabulous Fallacy [and] Reading/Language Arts: An Integrated Approach to Children's Book Week [and] Science: Demonstrating the Importance of the Rain Forest in Our Daily Lives [and] Science: What Is a Planet? [and] Social Studies: The Twenties, Roaring Again: An Interdisciplinary Project.

    Science.gov (United States)

    Goldstein, Maria D.; Ritz-Salminen, Dianne; Abu-Ghazaleh, Samer; Portocarreo, Elisabeth A.; Barnes, Marilyn E.

    1997-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in elementary school reading and language arts and science, and secondary school social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. (LRW)

  19. Into the Curriculum. Reading/Language Arts: Three Little Kittens and the Lost Mittens; Reading/Language Arts: A Caldecott Archaeological Dig; Science: Discovering the Periodic Table of Elements; Science: The Red-Eyed Tree Frog Jumps into Nonfiction; Social Studies: Our Nation's Beginnings-Jamestown and Plymouth Settlements.

    Science.gov (United States)

    Cherry, Carolyn; Louk, Cathy; Barwick, Martha; Kidd, Gentry E.

    2001-01-01

    Provides five fully developed school library media activities that are designed for use with specific curriculum units in reading/language arts, science, and social studies. Library media skills objectives, curriculum (subject area) objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and…

  20. Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

    Science.gov (United States)

    Acre, Andrea M.

    This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

  1. Political psychology.

    Science.gov (United States)

    Stone, Susanna; Johnson, Kate M; Beall, Erica; Meindl, Peter; Smith, Benjamin; Graham, Jesse

    2014-07-01

    Political psychology is a dynamic field of research that offers a unique blend of approaches and methods in the social and cognitive sciences. Political psychologists explore the interactions between macrolevel political structures and microlevel factors such as decision-making processes, motivations, and perceptions. In this article, we provide a broad overview of the field, beginning with a brief history of political psychology research and a summary of the primary methodological approaches in the field. We then give a more detailed account of research on ideology and social justice, two topics experiencing a resurgence of interest in current political psychology. Finally, we cover research on political persuasion and voting behavior. By summarizing these major areas of political psychology research, we hope to highlight the wide variety of theoretical and methodological approaches of cognitive scientists working at the intersection of psychology and political science. WIREs Cogn Sci 2014, 5:373-385. doi: 10.1002/wcs.1293 For further resources related to this article, please visit the WIREs website. The authors have declared no conflicts of interest for this article. © 2014 John Wiley & Sons, Ltd.

  2. A New Look at Genre and Authenticity: Making Sense of Reading and Writing Science News in High School Classrooms

    Science.gov (United States)

    Kohnen, Angela M.

    2012-01-01

    This qualitative study examined the importance of the genre and authenticity as teachers sought to bring science journalism to the high school science classroom. Undertaken as part of the National Science Foundation-funded grant "Science Literacy through Science Journalism (SciJourn)," this work was conducted as a series of smaller…

  3. Figures and Institutions of the neurological sciences in Paris from 1800 to 1950. Part IV: Psychiatry and psychology.

    Science.gov (United States)

    Poirier, J; Clarac, F; Barbara, J-G; Broussolle, E

    2012-05-01

    We present a short historical review on the major institutions and figures who contributed to make Paris a renowned centre of physiology and neurology during the XIXth and the first half of the XXth century. We purposely chose to focus on the period 1800-1950, as 1800 corresponds to the actual beginning of neurosciences, and as 1950 marks their exponential rise. Our presentation is divided into four chapters, matching the main disciplines that have progressed and contributed most to the knowledge we have of the brain sciences: anatomy, physiology, neurology, and psychiatry-psychology. The present article is the fourth of the four parts of this review, which deals with the chapter on psychiatry and psychology. When the French Revolution occurred, only a few institutions were taking care of the mentally ill. In the Paris area, these included Maison Royale de Charenton, Les Petites Maisons, and one of the departments of larger hospitals such as Hôtel-Dieu, the Salpêtrière Hospital and Bicêtre Hospital. One of the founders of psychiatry in Paris at that time and thereafter was Philippe Pinel (1745-1826) who was the first to distinguish insane/alienated patients from misfits, beggars, and other vagabonds. During the first half of the XIXth century, his student Jean-Étienne Esquirol (1772-1840) also played a major role with his treatise on mental diseases and the 1838 law and the creation of asylums in all parts of France. Alienists were in general caregivers and learned by themselves. In contrast, at the academic level, the emerging disciplines psychiatry and neurology were very close to each other in the second half of the XIXth century, the best example being Jules Baillarger (1809-1890). The actual development of psychiatry and psychology and the foundation of psychoanalysis later in the XIXth century and in the first half of the XXth century owed much to several European doctors and scientists, particularly those from British institutions and from German

  4. Is It the Earth That Turns or the Sun That Goes behind the Mountains? Students' Misconceptions about the Day/Night Cycle after Reading a Science Text

    Science.gov (United States)

    Vosniadou, Stella; Skopeliti, Irini

    2017-01-01

    The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled…

  5. Professionalism in Physician Assistant, Physical Therapist, Occupational Therapist, Clinical Psychology, and Biomedical Sciences Students.

    Science.gov (United States)

    Noronha, Sandhya; Anderson, Deborah; Lee, Michelle M; Krumdick, Nathaniel D; Irwin, Kent E; Burton-Hess, Judith; Ciancio, Mae; Wallingford, Minetta; Workman, Gloria M

    2016-01-01

    Interprofessional collaboration for healthcare requires a better understanding of the commonalities and differences in student perceptions of professionalism. 217 students in five programs (PA 71, PT 46, OT 29, CP 12, and BMS 59) completed a 22-item survey (response rate 79.5%). A Likert scale grading from 1 (hardly ever) to 5 (always) was used to assess professional attitudes and behaviors. A mixed-model MANOVA, supplemented with post-hoc analyses, showed significant group by time interactions for 5 items. Sensitivity to differences and diversity of other people increased for BMS students, but decreased for PT students. Timeliness increased for BMS students, but did not change for PA students. Seeking out new learning experiences increased for BMS students, but did not change for PA or PT students. Taking a group leadership role increased for BMS students, decreased for PT students, while PA and OT students showed no change. Volunteering time to serve others decreased for OT and PA students, while BMS and BM students showed no change. It is plausible that these findings emerge from differences in program curricula and specific training objectives. The findings provide initial insight to educators on ways that attitudes and behaviors pertaining to professionalism sometimes vary among students in different health science programs.

  6. International psychology and scientific psychology: at the crossroads for the future of psychology

    OpenAIRE

    Robert, J.

    2014-01-01

    The discipline of psychology as a science and the newly emerging field of international psychology are at a crossroads in terms of a conflict that has developed in their views. By means of comparative analysis, this article examines how the proponents of international psychology describe their area, how that description conflicts with the concept of psychology as a science, and what that conflict means for the development of psychology as an overall discipline. The analysis reveals weaknesses...

  7. [The current conception of the unconscious - empirical results of neurobiology, cognitive sciences, social psychology and emotion research].

    Science.gov (United States)

    Schüssler, Gerhard

    2002-01-01

    The influence of the unconscious on psychosomatic medicine and psychotherapy: a comprehensive concept of unconscious processes based on empirical evidence. The theory of the Unconscious constitutes the basis of psychoanalysis and of psychodynamic therapy. The traditional description of the Unconscious as given by Freud is of historical significance and not only gained widespread acceptance but also attracted much criticism. The most important findings of neurobiology, the cognitive sciences, social psychology and emotion research in relation to the Unconscious are compared with this traditional definition. Empirical observations on defence mechanisms are of particular interest in this context. A comprehensive concept of unconscious processes is revealed: the fundamental process of brain function is unconscious. Parts of the symbolic-declarative and emotional-procedural processing by the brain are permanently unconscious. Other parts of these processing procedures are conscious or can be brought to the conscious or alternatively, can also be excluded from the conscious. Unconscious processes exert decisive influence on experience and behaviour; for this reason, every form of psychotherapy should take into account such unconscious processes.

  8. Reading faster

    Directory of Open Access Journals (Sweden)

    Paul Nation

    2009-12-01

    Full Text Available This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing reading fluency, and suggests how the development of fluency can become part of a reading programme.

  9. A test of the effect of advance organizers and reading ability on seventh-grade science achievement

    Science.gov (United States)

    Underhill, Patricia Annette

    The use of advance organizers was first introduced by Ausubel in his learning theory of meaningful learning. Subsequent research focused on the efficacy of advance organizers. Although, earlier research produced inconclusive results, more recent research suggests advance organizers do facilitate recall. However, the bulk of the research focused on older subjects (students in high school and college and adults). Prior research did not consider that a subject's reading ability may affect the effectiveness of an advance organizer. The purposes of this study were to investigate whether (1) an advance organizer facilitates both immediate and delayed recall, (2) the reading ability of students and the type of pre-instructional material they receive effect recall, and (3) reading ability has an effect on recall with younger students. Seventy-five seventh-grade students were divided into three groups. One group received a written organizer, one group received a graphic organizer, and one group received an introductory passage before reading a learning passage. After completing the reading passage, all subjects received an immediate posttest. Fourteen days later, subjects received the same posttest incorporated in an end-of-the-chapter test. Results of the study indicate the following: (1) no significant difference in immediate and delayed recall of learning material between students who received a written organizer, a graphic organizer, or an introductory passage, (2) there was a main effect for time of testing and a main effect for reading ability, and (3) there was not an interaction between reading ability and the type of pre-instructional material. These findings did not support previous research.

  10. Science and Science Fiction

    Science.gov (United States)

    Oravetz, David

    2005-01-01

    This article is for teachers looking for new ways to motivate students, increase science comprehension, and understanding without using the old standard expository science textbook. This author suggests reading a science fiction novel in the science classroom as a way to engage students in learning. Using science fiction literature and language…

  11. Alternative Approaches to the Baccalaureate Psychology Thesis.

    Science.gov (United States)

    Terry, Roger L.

    1983-01-01

    Undergraduate theses are an excellent method of providing paraprofessional research experience for psychology students. Describes some of the problems (and their remedies) in conducting and advising baccalaureate psychology theses, many of which were published or read at professional meetings. (CS)

  12. The Role of Psychological Hardiness and Spiritual Health in Predict of Quality of Life in Students of Kermanshah University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Afsaneh Shahbazirad

    2015-09-01

    Full Text Available Background and Objectives: Nowadays, quality of life is one of the main phenomena in health, which is affected by different factors. The aim of this study was to investigate the role of psychological hardiness and spiritual health in predicting the quality of life among students. Materials and Methods: This descriptive-correlational study was conducted on 120 students of Kermanshah University of Medical Sciences, Iran, during 2013-2014. Participants were selected by cluster sampling method. Data were collected using a demographic questionnaire, Ahvaz psychological hardiness questionnaire, spiritual health questionnaire of Paloutzian & Park and Quality of life questionnaire. Data were analyzed in SPSS 19 using Pearson’s correlation test and stepwise regression analysis. Results: There was a significant positive correlation between psychological hardiness and quality of life (P < 0.05. There was a significant positive correlation between spiritual health and quality of life (P < 0.05. However, there was no significant relationship between quality of life and spiritual health in the existential dimension; while, there was a significant relationship with religious dimension (P < 0.05. Psychological hardiness and spiritual health can predict 11.3 % of the variance in quality of life. Conclusions: Considering the relationship between the variables, it is better to provide training packages about the increase of spiritual health and psychological hardiness, in order to enhance the quality of life of university students.

  13. The pre-history of health psychology in the United Kingdom: From natural science and psychoanalysis to social science, social cognition and beyond.

    Science.gov (United States)

    Murray, Michael

    2018-03-01

    Health psychology formally came of age in the United Kingdom in the 1980s, but it was prefigured by much discussion about challenges to the dominance of biomedicine in healthcare and debates. This articles focuses on what could be termed the pre-history of health psychology in the UK. This was the period in the earlier 20th century when psychological approaches were dominated by psychoanalysis which was followed by behaviourism and then cognitivism. Review of this pre-history provides the backdrop for the rise of health psychology in the UK and also reveals the tensions between the different theoretical perspectives.

  14. MisReading LIS Education.

    Science.gov (United States)

    Wiegand, Wayne

    1997-01-01

    Discusses the need to place a greater emphasis on the subject of reading in library and information science (LIS) education and research. Topics include literacy studies, print culture history, reader-response theory, ethnography of reading, genre fiction and cultural studies, information versus reading, and access to information versus content of…

  15. Discursive Psychology

    NARCIS (Netherlands)

    Molder, te H.F.M.

    2016-01-01

    Discursive psychology examines how psychological issues are made relevant and put to use in everyday talk. Unlike traditional psychological perspectives, discursive psychology does not approach the question of what psychology comprises and explains from an analyst's perspective. Instead, the focus

  16. Using psychological constructs from the MUSIC Model of Motivation to predict students' science identification and career goals: results from the U.S. and Iceland

    Science.gov (United States)

    Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.

    2017-05-01

    We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.

  17. Emphaty as the foundation of the social sciences and of social life: a reading of Husserl's phenomenology of transcendental intersubjectivity

    Directory of Open Access Journals (Sweden)

    Frédéric Vandenberghe

    2002-12-01

    Full Text Available Starting with an overview of possible solutions to the problem of social order, the author presents a non-acritical reconstruction of Edmund Husserl's transcendental phenomenology of intersubjectivity as a sympathetic alternative to Habermas's theory of communicative action. By means of a detailed analysis of the concept of empathy (Einfühlung, he shows that Husserl's phenomenology of intersubjectivity offers a triple foundation of the sciences. As a warrant of the objectivity of the world, it grounds the natural sciences; as a presupposition of sociality, it founds the social sciences; as mediated by culture, it grounds the social sciences as human sciences.

  18. Who's on First? Gender Differences in Performance on the "SAT"® Test on Critical Reading Items with Sports and Science Content. Research Report. ETS RR-16-26

    Science.gov (United States)

    Chubbuck, Kay; Curley, W. Edward; King, Teresa C.

    2016-01-01

    This study gathered quantitative and qualitative evidence concerning gender differences in performance by using critical reading material on the "SAT"® test with sports and science content. The fundamental research questions guiding the study were: If sports and science are to be included in a skills test, what kinds of material are…

  19. Bringing Science to Bear--On Peace, Not War: Elaborating on Psychology's Potential to Promote Peace

    Science.gov (United States)

    Leidner, Bernhard; Tropp, Linda R.; Lickel, Brian

    2013-01-01

    We argue that psychological and contextual factors play important roles in bringing about, facilitating, and escalating violent conflict. Yet rather than conclude that violent conflict is inevitable, we believe psychology's contributions can extend beyond understanding the origins and nature of violent conflict, to promote nonviolence and…

  20. The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

    Science.gov (United States)

    Pennsylvania Department of Education, 2010

    2010-01-01

    This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

  1. Self-Explanation and Reading Strategy Training (SERT) Improves Low-Knowledge Students' Science Course Performance

    Science.gov (United States)

    McNamara, Danielle S.

    2017-01-01

    This study demonstrates the generalization of previous laboratory results showing the benefits of Self-Explanation Reading Training (SERT) to college students' course exam performance. The participants were 265 students enrolled in an Introductory Biology course, 59 of whom were provided with SERT. The results showed that SERT benefited students…

  2. Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities

    Science.gov (United States)

    Botsas, George

    2017-01-01

    The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

  3. Nonlinear dynamics in psychology

    Directory of Open Access Journals (Sweden)

    Stephen J. Guastello

    2001-01-01

    Full Text Available This article provides a survey of the applications of nonlinear dynamical systems theory to substantive problems encountered in the full scope of psychological science. Applications are organized into three topical areas – cognitive science, social and organizational psychology, and personality and clinical psychology. Both theoretical and empirical studies are considered with an emphasis on works that capture the broadest scope of issues that are of substantive interest to psychological theory. A budding literature on the implications of NDS principles in professional practice is reported also.

  4. Is Psychology a Science?

    Indian Academy of Sciences (India)

    limited memory span, and her inability to reach for and grasp objects. ... A good scientific theory explains the existing evidence making .... f) Picture completion, testing visual alertness and attention to detail g) Similarities (·In what way are A and B aliker) to measure inductive reasoning ability ... deciding one way or another.

  5. On the fundamental importance of the social psychology of research as a basic paradigm for the philosophy of science: A philosophical case study of the psychology of the Apollo moon scientists

    Science.gov (United States)

    Mitroff, I. I.

    1972-01-01

    A combined philosophical and social psychological study of over 40 of the Apollo moon Scientists reveals that the Orthodox or Received View of Scientific Theories is found wanting in several respects: (1) observations are not theory-free; (2) scientific observations are not directly observable; and (3) observations are no less problematic than theories. The study also raises some severe criticisms of distinction between the context of discovery and the context of justification. Not only does this distinction fail to describe the actual practice of science but even more important it has the dangerous effect of excluding some of the strongest lines of evidence which could most effectively challenge the distinction. The distinction is harmful of efforts to found interdisciplinary theories and philosophies of science.

  6. The psychology of creativity

    DEFF Research Database (Denmark)

    Glaveanu, Vlad Petre

    2014-01-01

    The psychology of creativity is nowadays a thriving field of investigation, but also a discipline in crisis. This is the premise for the critical reading of past and present work within this area proposed here. The presentation follows the typical headings of a research article, beginning...... in order to help us develop a stronger psychology of creativity in the decades to come. In the end, six main points are placed on a hypothetical agenda for future (creative) creativity re-search. In this sense, a critical reading is actually the first step in the process of being constructive and calling...

  7. Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

    Science.gov (United States)

    Clinton, Virginia

    2015-01-01

    The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

  8. Reading: Time

    NARCIS (Netherlands)

    Annemarie Wennekers; Frank Huysmans; Jos de Haan

    2018-01-01

    Original title: Lees:Tijd The amount of time that Dutch people spend reading has been declining steadily since the 1950s. This decline in reading time contrasts starkly with the positive personal and social benefits that can be derived from reading, according to lots of research. The Reading:

  9. Reading Comics

    Science.gov (United States)

    Tilley, Carol L.

    2008-01-01

    Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…

  10. Political Psychology in Russia: Current Issues in International Studies (Interview with Nikolay Kosolapov, Institute of World Economy and International Relations, Russian Academy of Science

    Directory of Open Access Journals (Sweden)

    Vera Andreevna Chmyreva

    2015-12-01

    Full Text Available Interview with Professor N. Kosolapov is devoted to the most urgent and complex problems of modern international relations and world politics, reveals the current state of political psychology in Russia and abroad, as well as the evolution of the science. As estimated by N. Kosolapov, the viability of political-psychological projects in Russia has fallen sharply compared to 1990's. They are not fully used in the development of political strategies, as well as in the process of operational decision making and its realization. In the interview are marked the obstacles to the emergence of theoretical and applied research in Russia, as well as key milestones for future development of political psychology. It also touches upon the most important questions of psychology of leadership within the framework of modern Russian and international practice, the political process as a whole, shows the differences in the approaches of European and Russian scientific schools in the analysis of political leadership. The author’s vision of key issues of contemporary international relations is of particular interest: we are witnessing the fact that American global leadership is experiencing an acute crisis, which contributes to the escalation of inter-state conflicts. However, the positive effect of the international crisis for our country is that it led the elites to reconsider their own ideological guidance with respect to Russia's role in world politics and forced to fight for the «new position».

  11. Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education

    Science.gov (United States)

    Rodrigues, André; Camillo, Juliano; Mattos, Cristiano

    2014-09-01

    In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories ("thesis, antithesis and synthesis," "unity of analysis," "History," "revolution," "materialism") we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers' commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education.

  12. Penicillin for Education: How Cognitive Science Can Contribute to Education.

    Science.gov (United States)

    Bruer, John T.

    1995-01-01

    Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

  13. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    Science.gov (United States)

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

  14. Comparative Study of the Effect of Three Teaching Methods of Group, Personal (Face-to-Face, and Compact Disc on Correcting the Pronunciation and Reading of the Prayer in the Students of Qom University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Shabanali Khansanami

    2013-07-01

    Full Text Available Background and Objectives: Emphasis is placed on the correction of reading the prayer as an important precept in Islamic culture, and it is essential to use an effective teaching method to promote the status of reading the prayers in youth. This study was conducted with the aim of comparing the effect of the methods of group teaching, personal (face-to-face teaching and using compact disc (CD on correcting the pronunciation and reading of the prayer in the students of Qom University of Medical Sciences in 2011.Methods: This semi-experimental study was done on the students of the Faculty of Nursery and Midwifery of Qom University of Medical Sciences. The samples were randomly assigned into three groups, and the number of students in each group was 22. A checklist of reading mistakes was completed before the intervention, and then, teaching content was given to them in the form of group and face-to-face teaching and CD. In the following, reading mistakes of the students’ prayer were recorded one month after intervention. Data was analyzed using descriptive statistics, and Kruskal–Wallis and Wilcoxon tests at a significance level of p0.05.Conclusion: Based on the findings of this study, the effect of teaching methods of group, personal, and CD was the same in correcting the students’ reading of the prayer. Therefore, it is suggested that considering the students’ interest and current circumstances, various methods could be used for correction of the students’ reading of the prayer.

  15. Reading to learn experimental practice: The role of text and firsthand experience in the acquisition of an abstract science principle

    Science.gov (United States)

    Richmond, Erica Kesin

    2008-10-01

    From the onset of schooling, texts are used as important educational tools. In the primary years, they are integral to learning how to decode and develop fluency. In the later elementary years, they are often essential to the acquisition of academic content. Unfortunately, many children experience difficulties with this process, which is due in large part to their unfamiliarity with the genre of academic texts. The articles presented in this dissertation share an underlying theme of how to develop children's ability to comprehend and learn from academic, and specifically, non-narrative texts. The first article reviews research on the development of non-narrative discourse to elucidate the linguistic precursors to non-narrative text comprehension. The second and third articles draw from an empirical study that investigated the best way to integrate text, manipulation, and first-hand experience for children's acquisition and application of an abstract scientific principle. The scientific principle introduced in the study was the Control of Variables Strategy (CVS), a fundamental idea underlying scientific reasoning and a strategy for designing unconfounded experiments. Eight grade 4 classes participated in the study (N = 129), in one of three conditions: (a) read procedural text and manipulate experimental materials, (b) listen to procedural text and manipulate experimental materials, or (c) read procedural text with no opportunity to manipulate experimental materials. Findings from the study indicate that children who had the opportunity to read and manipulate materials were most effective at applying the strategy to designing and justifying unconfounded experiments, and evaluating written and physical experimental designs; however, there was no effect of instructional condition on a written assessment of evaluating familiar and unfamiliar experimental designs one week after the intervention. These results suggest that the acquisition and application of an abstract

  16. Cultural Psychology and Its Future

    DEFF Research Database (Denmark)

    Cultural Psychology is a radical new look in psychology that studies how persons and social-cultural worlds mutually constitute one another. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. Encounters......’s revolutionary principle of ‘complementarity’ can contribute to the development of a cultural psychology that takes time, semiotics, and human feeling seriously. Commentators further discuss how complementarity can act as an epistemology for psychology; a number of new methodological strategies for incorporating...... culture and time into investigations; and what cultural psychology can contribute to our understanding of imagination, art, language and self-other relations....

  17. A psicologia e o Programa "Ler e Escrever": a formação de professores na escola Psychology and the "Reading and Writing" Program: teaching training in school

    Directory of Open Access Journals (Sweden)

    Sandra Maria Sawaya

    2012-03-01

    Full Text Available O artigo traz dados de uma investigação cujo objetivo foi contribuir para a compreensão das formas por meio das quais a Psicologia vem sendo apropriada pelos projetos de formação de professores em serviço. Mediante o exame do projeto de formação do município de São Paulo, o "Programa Ler e Escrever, Prioridade na escola. Projeto Toda Força ao 1º Ano", analisam-se as concepções psicológicas em suas formas de conceber as crianças, a aprendizagem e o projeto de sua iniciação na cultura escrita. A partir das reconceitualizações sobre a aprendizagem, em que esta é considerada uma decorrência da natureza construtiva da mente infantil, é pertinente perguntar em que medida essas ideias rompem com aquelas anteriores, pertencentes ao assim chamado "ensino tradicional". Para responder a essas perguntas, recorreu-se a algumas das contribuições da história da leitura.The article presents data from an investigation, having as its objective, a deepening of our comprehension of how psychology is being applied in educating teachers, who are already in service. By examining the São Paulo training program "The Reading and Writing Project, Priority in school" and "The Project, All Power to the First Year", the way children are conceived of, based upon psychological concepts, is analyzed, alongside their learning achievements and initiation into our writing culture in response to projects designed to facilitate this. Because of new ways we have of conceptualizing the learning process, where learning is now considered a consequence of the constructive nature of the young mind, it is pertinent to ask, to what extent these ideas break with previous ones, those belonging to so-called "traditional teaching". To answer this question, some contributions from the history of reading, were reviewed.

  18. The role of speech prosody and text reading prosody in children's reading comprehension.

    Science.gov (United States)

    Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo

    2014-12-01

    Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody - which is independent from reading skills - in addition to text reading prosody, to reading comprehension could provide more insight into the general role of prosody in reading comprehension. The current study investigates how much variance in reading comprehension scores is explained by speech prosody and text reading prosody, after controlling for decoding, vocabulary, and syntactic awareness. A battery of reading and language assessments was performed by 106 Dutch fourth-grade primary school children. Speech prosody was assessed using a storytelling task and text reading prosody by oral text reading performance. Decoding skills, vocabulary, syntactic awareness, and reading comprehension were assessed using standardized tests. Hierarchical regression analyses showed that text reading prosody explained 6% of variance and that speech prosody explained 8% of variance in reading comprehension scores, after controlling for decoding, vocabulary, and syntactic awareness. Phrasing was the significant factor in both speech and text reading. When added in consecutive order, phrasing in speech added 5% variance to phrasing in reading. In contrast, phrasing in reading added only 3% variance to phrasing in speech. The variance that speech prosody explained in reading comprehension scores should not be neglected. Speech prosody seems to facilitate the construction of meaning in written language. © 2014 The British Psychological Society.

  19. Quasi-Appropriation of Dialectical Materialism: A Critical Reading of Marxism in Vygotskian Approaches to Cultural Studies in Science Education

    Science.gov (United States)

    Rodrigues, André; Camillo, Juliano; Mattos, Cristiano

    2014-01-01

    In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in "Cultural Studies of Science Education," that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By…

  20. The Psychological Contract of Science Students: Social Exchange with Universities and University Staff from the Students' Perspective

    Science.gov (United States)

    O'Toole, Paddy; Prince, Nike

    2015-01-01

    Considerable research has been undertaken involving the student experience and depicting undergraduate students as consumers of education. This construction of the relationship between students and universities is based primarily on notions of economic exchange. In this paper, using the construct of the psychological contract, we show that social…

  1. Multicultural Reading

    Science.gov (United States)

    Veltze, Linda

    2004-01-01

    Multicultural reading advocates believe in the power of literature to transform and to change people's lives. They take seriously the arguments that racism and prejudice can be lessened through multicultural reading, and also that children from undervalued societal groups who read books that depict people like themselves in a positive light will…

  2. Basic Concepts of Reading Instruction

    Directory of Open Access Journals (Sweden)

    Gökhan ARI

    2017-12-01

    Full Text Available Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skill in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Fluid reading, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

  3. Into the Curriculum. Art: The Z Was Zapped [and] Art: Friendly Plastic [and] Music: American Composers [and] Reading/Language Arts: Chocolate Day [and] Science: Moose [and] Social Studies: Women's History Project.

    Science.gov (United States)

    Rossi, Marie; And Others

    1995-01-01

    A group of six articles describes activities for art, music, reading/language arts, science, and social studies. Each article includes library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and follow-up. (AEF)

  4. Using Educational Neuroscience and Psychology to Teach Science. Part 1: A Case Study Review of Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE)

    Science.gov (United States)

    Jenkins, Rebecca Torrance

    2017-01-01

    This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from…

  5. The science of clergy work-related psychological health, stress, burnout and coping strategies : introduction to the special section

    OpenAIRE

    Francis, Leslie J.

    2015-01-01

    The purpose of this special section of Research in the Social Scientific Study of Religion is to provide a forum for examples of current scientific research examining work-related psychological health, stress, burnout and coping strategies among clergy. The collection, comprising three qualitative studies and seven quantitative studies, draws on the work of four established research groups which are making a scientific impact in that area (two in the USA, one in the UK, and one in Australia)....

  6. The Impact of Psychological Science on Policing in the United States: Procedural Justice, Legitimacy, and Effective Law Enforcement.

    Science.gov (United States)

    Tyler, Tom R; Goff, Phillip Atiba; MacCoun, Robert J

    2015-12-01

    The May 2015 release of the report of the President's Task Force on 21st Century Policing highlighted a fundamental change in the issues dominating discussions about policing in America. That change has moved discussions away from a focus on what is legal or effective in crime control and toward a concern for how the actions of the police influence public trust and confidence in the police. This shift in discourse has been motivated by two factors-first, the recognition by public officials that increases in the professionalism of the police and dramatic declines in the rate of crime have not led to increases in police legitimacy, and second, greater awareness of the limits of the dominant coercive model of policing and of the benefits of an alternative and more consensual model based on public trust and confidence in the police and legal system. Psychological research has played an important role in legitimating this change in the way policymakers think about policing by demonstrating that perceived legitimacy shapes a set of law-related behaviors as well as or better than concerns about the risk of punishment. Those behaviors include compliance with the law and cooperation with legal authorities. These findings demonstrate that legal authorities gain by a focus on legitimacy. Psychological research has further contributed by articulating and demonstrating empirical support for a central role of procedural justice in shaping legitimacy, providing legal authorities with a clear road map of strategies for creating and maintaining public trust. Given evidence of the benefits of legitimacy and a set of guidelines concerning its antecedents, policymakers have increasingly focused on the question of public trust when considering issues in policing. The acceptance of a legitimacy-based consensual model of police authority building on theories and research studies originating within psychology illustrates how psychology can contribute to the development of evidence

  7. Into the Curriculum. Reading/Language Arts: I Need a Hero/Heroine [and] Reading/Language Arts: Is It Real? Or Did I Make It Up? Comparing and Contrasting Nonfictional and Fantasy Creatures [and] Science/Language Arts: "Jumanji" in the Solar System [and] Science: A Change of Seasons [and] Social Studies: Women Who Changed America: 1800s [and] Social Studies: Discovering the "Titanic."

    Science.gov (United States)

    Hall, Jill; And Others

    1997-01-01

    Presents six curriculum guides for reading, language arts, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, activity and procedures for completion, activity samples, guidelines for evaluating finished activities, and…

  8. Development of multidisciplinary practical lessons through research-action methodology in the faculties of computer science and educational psychology

    OpenAIRE

    Pertegal-Felices, María Luisa; Navarro Soria, Ignasi; Jimeno-Morenilla, Antonio; Gil, David

    2010-01-01

    Computer science studies possess a strong multidisciplinary vocation; most graduates do their professional work elsewhere of a computing environment, in collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary, focusing more on purely technical aspects. The campus, a place where studies of very different nature exist side by side, may constitute an excellent basis for conducting multidisciplinary trainin...

  9. Relationships between Organizational Climate and Organizational Silence with Psychological Empowerment of Employees in Hospitals Affiliated with Birjand University of Medical Sciences; 2015

    Directory of Open Access Journals (Sweden)

    Parviz Aghaie Borzabad

    2015-10-01

    Full Text Available Background and Aim: Identifying factors associated with employees empowerment of their working centers can promote organizational performance of hospitals. The current study aimed at investigating the relationship of both organizational climate and organizational silence with psychological empowerment in the public hospitals affiliated with Birjand University of Medical Sciences (BUMS. Materials and Methods: This cross-sectional and correlational study was carried out in 2015. Using a stratified randomized sampling, 400 employees were selected from the public. hospitals affiliated with BUMS.  Data collection tools were. three self-administered questionnaires including organizational climate, organizational silence, and psychological empowerment. . Validity and reliability of the questionnaires were verified using experts judgment and Cronbach alpha coefficients more than 0.7, respectively. Data analysis was done by means of SPSS (V: 18 software using one sample t test, independent t test, Pearson correlation coefficient, and one-way ANOVA. The cut-off point of 70%.of Likert-type scale (3.5 was considered as an acceptable mean for each variable. Results: The mean organizational climate and organizational silence was 2.45 and 3.18, respectively which did not correspond with an acceptable mean (P<0.05. Although the mean psychological construct which was 3.6 had an acceptable value, mean of the two other sub-variables i.e. “trust to others” and “self-determination” were 3.2±0.83 and 3.42±0.67, respectively; and they were not at an acceptable level (P<0.05. It is observed that both organizational climate and organizational silence were positively correlated to psychological empowerment with 0.6 and 0.58 coefficients, respectively (P<0.05. Conclusion:  It is suggested that the hospitals administrators should promote the psychological empowerment of their employees  through improving organizational climate and decreasing organizational

  10. The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

    Science.gov (United States)

    Hoskins, Sally G.; Lopatto, David; Stevens, Leslie M.

    2011-01-01

    The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students’ confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students’ analytical abilities and understanding of scientists as people, but can also positively affect students’ confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. PMID:22135371

  11. On applying cognitive psychology.

    Science.gov (United States)

    Baddeley, Alan

    2013-11-01

    Recent attempts to assess the practical impact of scientific research prompted my own reflections on over 40 years worth of combining basic and applied cognitive psychology. Examples are drawn principally from the study of memory disorders, but also include applications to the assessment of attention, reading, and intelligence. The most striking conclusion concerns the many years it typically takes to go from an initial study, to the final practical outcome. Although the complexity and sheer timescale involved make external evaluation problematic, the combination of practical satisfaction and theoretical stimulation make the attempt to combine basic and applied research very rewarding. © 2013 The British Psychological Society.

  12. Conference of the Society for Literature and Science. Proceedings (Atlanta, Georgia, October 10-13, 1996).

    Science.gov (United States)

    Perkowitz, Sidney, Ed.

    The papers contained in these proceedings from the 1996 Society for Literature and Science Conference are organized into sections based on theme. Some of these themes are: (1) Secularizing Enlightenment; (2) Eugenics and the Politics of Knowledge; (3) Reading the Discourses of Psychology; (4) Women and Medicine; (5) The Rhetoric of Public Health;…

  13. A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

    Directory of Open Access Journals (Sweden)

    Ulrich Dettweiler

    2017-12-01

    Full Text Available Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN, i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany. The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI. At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor

  14. Reviews Book: The Age of Wonder Equipment: Portoscope DVD: Around the World in 80 Images Book: Four Laws that Drive the Universe Book: Antimatter Equipment: Coffee Saver Starter Set Equipment: Graphite Levitation Kit Book: Critical Reading Video: Science Fiction-Science Fact Web Watch

    Science.gov (United States)

    2009-03-01

    WE RECOMMEND The Age of Wonder This book tells the stories of inspiring 19th-century scientists Antimatter A fast read that gives an intriguing tour of the antimatter world Science Fiction-Science Fact A video from a set of resources about the facts in science fiction WORTH A LOOK Portoscope Lightweight ×30 microscope that is easy on the purse Four Laws that Drive the Universe In just 124 pages Peter Atkins explains thermodynamics Coffee Saver Starter Kit A tool that can demonstrate the effect of reduced air pressure Graphite Levitation Kit Compact set that demonstrates diamagnetic behaviour Critical Reading A study guide on how to read scientific papers HANDLE WITH CARE Around the World in 80 Images Navigate through images from Envistat, country by country WEB WATCH This month's issue features real-time simulation program Krucible 2.0, which enables learners to run virtual experiments

  15. Psychology in Japan.

    Science.gov (United States)

    Imada, Hiroshi; Tanaka-Matsumi, Junko

    2016-06-01

    The purpose of this article is to provide information about Japan and its psychology in advance of the 31st International Congress of Psychology (ICP), to be held in Yokohama, Japan, in 2016. The article begins with the introduction of the Japanese Psychological Association (JPA), the hosting organization of the ICP 2016, and the Japanese Union of Psychological Associations consisting of 51 associations/societies, of which the JPA is a member. This is followed by a brief description of a history of psychology of Japan, with emphasis on the variation in our approach to psychology in three different periods, that is, the pre- and post-Pacific War periods, and the post-1960 period. Next, the international contributions of Japanese psychology/psychologists are discussed from the point of view of their visibility. Education and training in psychology in Japanese universities is discussed with a final positive remark about the long-awaited enactment of the Accredited Psychologist Law in September, 2015. © 2016 International Union of Psychological Science.

  16. How Reading Volume Affects both Reading Fluency and Reading Achievement

    Directory of Open Access Journals (Sweden)

    Richard L. ALLINGTON

    2014-10-01

    Full Text Available Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.

  17. Promoting preschool reading

    OpenAIRE

    Istenič, Vesna

    2013-01-01

    The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...

  18. Eye movements and the perceptual span during first- and second-language sentence reading in bilingual older adults.

    Science.gov (United States)

    Whitford, Veronica; Titone, Debra

    2016-02-01

    This study addressed a central yet previously unexplored issue in the psychological science of aging, namely, whether the advantages of healthy aging (e.g., greater lifelong experience with language) or disadvantages (e.g., decreases in cognitive and sensory processing) drive L1 and L2 reading performance in bilingual older adults. To this end, we used a gaze-contingent moving window paradigm to examine both global aspects of reading fluency (e.g., reading rates, number of regressions) and the perceptual span (i.e., allocation of visual attention into the parafovea) in bilingual older adults during L1 and L2 sentence reading, as a function of individual differences in current L2 experience. Across the L1 and L2, older adults exhibited reduced reading fluency (e.g., slower reading rates, more regressions), but a similar perceptual span compared with matched younger adults. Also similar to matched younger adults, older adults' reading fluency was lower for L2 reading than for L1 reading as a function of current L2 experience. Specifically, greater current L2 experience increased L2 reading fluency, but decreased L1 reading fluency (for global reading measures only). Taken together, the dissociation between intact perceptual span and impaired global reading measures suggests that older adults may prioritize parafoveal processing despite age-related encoding difficulties. Consistent with this interpretation, post hoc analyses revealed that older adults with higher versus lower executive control were more likely to adopt this strategy. (c) 2016 APA, all rights reserved).

  19. Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

    Science.gov (United States)

    Shimazu, Akihito; Nakao, Mutsuhiro

    2016-01-01

    This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

  20. [Science and magic. Motives from ethnology and the psychology of perception in the epistemology of Ludwik Fleck].

    Science.gov (United States)

    Werner, Sylwia

    2014-01-01

    Fleck's social theory of science refers to many ethnological examples in order to explain how collective thinking and acting constructs certain systems of belief and knowing. According to Fleck, scientific concepts and practices are comparable with magic terms and ceremonies. This essay aims to identify the ethnological sources that Fleck's epistemology is using. By confronting them with other relativistic theories that were circulating in Lemberg during the interwar period, the originality of Fleck's own position can be contextualized and explained as well.

  1. Fiction reading has a small positive impact on social cognition: A meta-analysis.

    Science.gov (United States)

    Dodell-Feder, David; Tamir, Diana I

    2018-02-26

    Scholars from both the social sciences and the humanities have credited fiction reading with a range of positive real-world social effects. Research in psychology has suggested that readers may make good citizens because fiction reading is associated with better social cognition. But does fiction reading causally improve social cognition? Here, we meta-analyze extant published and unpublished experimental data to address this question. Multilevel random-effects meta-analysis of 53 effect sizes from 14 studies demonstrated that it does: compared to nonfiction reading and no reading, fiction reading leads to a small, statistically significant improvement in social-cognitive performance (g = .15-.16). This effect is robust across sensitivity analyses and does not appear to be the result of publication bias. We recommend that in future work, researchers use more robust reading manipulations, assess whether the effects transfer to improved real-world social functioning, and investigate mechanisms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  2. Enhancing Engineering Students’ Reading Comprehension of English for Science and Technology With the Support of an Online Cumulative Sentence Analysis System

    Directory of Open Access Journals (Sweden)

    Yea-Ru Tsai

    2014-09-01

    Full Text Available For engineering students, reading in English is the core competence to absorb professional knowledge in academic settings and their future career, because many authentic textbooks and information about advanced technology have been published in English. The present study sets out to improve English reading comprehension among tertiary-level engineering students. An online reading strategy instruction based on cumulative sentence analysis (CSA was constructed to enhance the students’ reading comprehension of English technology texts. The comparison between the pre-test and post-test showed that the participants achieved a higher level of reading comprehension performance following the instruction. The findings clearly demonstrated that online CSA strategy instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts. Pedagogical implications are briefly discussed based on the findings of this study.

  3. The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest.

    Science.gov (United States)

    Calvert, Sandra L; Appelbaum, Mark; Dodge, Kenneth A; Graham, Sandra; Nagayama Hall, Gordon C; Hamby, Sherry; Fasig-Caldwell, Lauren G; Citkowicz, Martyna; Galloway, Daniel P; Hedges, Larry V

    2017-01-01

    A task force of experts was convened by the American Psychological Association (APA) to update the knowledge and policy about the impact of violent video game use on potential adverse outcomes. This APA Task Force on Media Violence examined the existing literature, including the meta-analyses in the field, since the last APA report on media violence in 2005. Because the most recent meta-analyses were published in 2010 and reflected work through 2009, the task force conducted a search of the published studies from 2009-2013. These recently published articles were scored and assessed by a systematic evidentiary review, followed by a meta-analysis of the high utility studies, as documented in the evidentiary review. Consistent with the literature that we reviewed, we found that violent video game exposure was associated with: an increased composite aggression score; increased aggressive behavior; increased aggressive cognitions; increased aggressive affect, increased desensitization, and decreased empathy; and increased physiological arousal. The size of the effects was similar to that in prior meta-analyses, suggesting a stable result. Our task force concluded that violent video game use is a risk factor for adverse outcomes, but found insufficient studies to examine any potential link between violent video game use and delinquency or criminal behavior. Our technical report is the basis of this article. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Reading Aloud.

    Science.gov (United States)

    Giorgis, Cyndi; Johnson, Nancy J.

    1999-01-01

    Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)

  5. Validez y fiabilidad del Researcher ID y de «Web of Science Production of Spanish Psychology»

    Directory of Open Access Journals (Sweden)

    José Alonso Olivas-Ávila

    2014-01-01

    Full Text Available La creación de sistemas integradores de productos de investigación, como el Researcher ID de Thomson Reuters, ha sido una necesidad emergente debido a lo complejo que es para los investigadores demostrar de manera periódica el impacto y difusión de su investigación. Sin embargo, estos sistemas se alimentan de información proveniente de las diversas bases de datos y cada vez son más inclusivos para captar productos de investigación. Varios estudios bibliométricos han demostrado que las bases de datos contienen imprecisiones de varios tipos, que afectan directamente a los sistemas integradores. Como consecuencia, se plantea este estudio descriptivo con el fin de analizar la precisión de los registros del Researcher ID de los miembros del consejo de www.psy-wos.es y de una muestra de usuarios de esta página para cotejar los registros con los contenidos en la base de datos Web of Science, diferenciándolos de contenidos ajenos a esta base de datos. Los resultados reflejan que existen imprecisiones y errores considerables en los Researcher ID de la muestra analizada, tales como duplicidad de registros y la inclusión de registros ajenos a la Web of Science. Se concluye que los Resercher ID así como el www.psy-wos.es no son válidos ni fiables.

  6. Flow and Reading Comprehension: Testing the Mediating Role of Emotioncy

    Science.gov (United States)

    Shahian, Leila; Pishghadam, Reza; Khajavy, Gholam Hassan

    2017-01-01

    Considering the importance of psychological factors in learners' reading abilities, this study examines the relationship between flow, emotioncy, and reading comprehension. To this end, 238 upper-intermediate and advanced English as a Foreign Language (EFL) learners were asked to take four tests of reading comprehension along with flow and…

  7. Investigative psychology

    OpenAIRE

    Canter, David V.

    2010-01-01

    The domain of Investigative Psychology covers all aspects of psychology that are relevant to the conduct of criminal or civil investigations. Its focus is on the ways in which criminal activities may be examined and understood in order for the detection of crime to be effective and legal proceedings to be appropriate. As such Investigative Psychology is concerned with psychological input to the full range of issues that relate to the management, investigation and prosecution of crime

  8. SPORT AND EXERCISE PSYCHOLOGY

    Directory of Open Access Journals (Sweden)

    Andy Lane

    2008-09-01

    and Exercise Psychology. AUDIENCE This is a considered book for students, and those who hope to work as a Sport and Exercise Psychologist. Lecturers will also find this book to be an excellent resource. It can support a one term or one semester course. They can also take advantage of the useful activities and the further reading (books and journal articles. Furthermore the book can particularly support applied sports psychology modules. Post graduate students studying applied sports psychology may also benefit from the applied issues raised throughout the text. ASSESSMENT This book is an excellent resource written by subject specialists, for students and those who are interested in Sport and Exercise Psychology. The critical presentation of theory, research and applied issues provides valuable insights into the subject area and the work of a Sport and Exercise psychologist.

  9. Positive Psychology

    Science.gov (United States)

    Peterson, Christopher

    2009-01-01

    Positive psychology is a deliberate correction to the focus of psychology on problems. Positive psychology does not deny the difficulties that people may experience but does suggest that sole attention to disorder leads to an incomplete view of the human condition. Positive psychologists concern themselves with four major topics: (1) positive…

  10. Kantian Psychologism

    NARCIS (Netherlands)

    Sperber, P.|info:eu-repo/dai/nl/377312894

    2017-01-01

    For more than a hundred years now, the dominant view amongst scholars has been that Kant's philosophy has nothing to do with psychology, or, at the very least, that psychology is inessential to Kant's philosophical project. In the early reception of Kant's work, however, psychology played a central

  11. Into the Curriculum. Reading/Language Arts: Hans Christian Andersen [and] Science: Bat Research [and] Science: The Library Media Center Rocks! An Introduction to Rocks, Minerals, and Gemstones [and] Social Studies: Ticket to the Olympics: Exploring Sydney and the 2000 Summer Games [and] Social Studies/Music: Sounds of the Election: Presidential Campaign Songs.

    Science.gov (United States)

    Germain, Claudia; Mayo, Jeanne B.; Hart, Lisa

    2000-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, social studies, and music. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

  12. Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.

    Science.gov (United States)

    Gillen, Rose; And Others

    1995-01-01

    Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…

  13. Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs

    Science.gov (United States)

    Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria

    2011-01-01

    The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…

  14. Discursive psychology and feminism.

    Science.gov (United States)

    Weatherall, Ann

    2012-09-01

    This appraisal highlights the productive engagement between feminism and discursive psychology (DP). It discusses some of the confluence and tensions between DP and feminism. The two share critical perspectives on science and psychology, a concern with prejudice, and have ideas in common about the constructed nature of social categories, such as gender. One difficulty arises from the relativism associated with the post-structural theoretical underpinnings of DP, which can be understood as politically paralyzing. Another problem comes from an endorsement of a conversation analytic mentality, where identity categories such as gender can only be legitimately used in an analysis when participants' orient to their relevance. The high-profile debates and literature in DP shows it has made a notable contribution to social psychology and its influence can also be found in other areas. A particular influence of DP highlighted in the present appraisal is on gender and language research. ©2011 The British Psychological Society.

  15. Internet research in psychology.

    Science.gov (United States)

    Gosling, Samuel D; Mason, Winter

    2015-01-03

    Today the Internet plays a role in the lives of nearly 40% of the world's population, and it is becoming increasingly entwined in daily life. This growing presence is transforming psychological science in terms of the topics studied and the methods used. We provide an overview of the literature, considering three broad domains of research: translational (implementing traditional methods online; e.g., surveys), phenomenological (topics spawned or mediated by the Internet; e.g., cyberbullying), and novel (new ways to study existing topics; e.g., rumors). We discuss issues (e.g., sampling, ethics) that arise when doing research online and point to emerging opportunities (e.g., smartphone sensing). Psychological research on the Internet comes with new challenges, but the opportunities far outweigh the costs. By integrating the Internet, psychological research has the ability to reach large, diverse samples and collect data on actual behaviors, which will ultimately increase the impact of psychological research on society.

  16. Mathematical psychology.

    Science.gov (United States)

    Batchelder, William H

    2010-09-01

    Mathematical psychology is a sub-field of psychology that started in the 1950s and has continued to grow as an important contributor to formal psychological theory, especially in the cognitive areas of psychology such as learning, memory, classification, choice response time, decision making, attention, and problem solving. In addition, there are several scientific sub-areas that were originated by mathematical psychologists such as the foundations of measurement, stochastic memory models, and psychologically motivated reformulations of expected utility theory. Mathematical psychology does not include all uses of mathematics and statistics in psychology, and indeed there is a long history of such uses especially in the areas of perception and psychometrics. What is most unique about mathematical psychology is its approach to theory construction. While accepting the behaviorist dictum that the data in psychology must be observable and replicable, mathematical models are specified in terms of unobservable formal constructs that can predict detailed aspects of data across multiple experimental and natural settings. By now almost all the substantive areas of cognitive and experimental psychology have formal mathematical models and theories, and many of these are due to researchers that identify with mathematical psychology. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

  17. Gold Medal Award for Life Achievement in Psychology in the Public Interest.

    Science.gov (United States)

    2014-01-01

    The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2014 recipient of the Gold Medal Award for Life Achievement in Psychology in the Public Interest is Bonnie R. Strickland. 2014 APA, all rights reserved

  18. The Relationship between Multiple Intelligences and Reading Comprehension of EFL Learners across Genders

    Directory of Open Access Journals (Sweden)

    Masoud Khalili Sabet

    2016-01-01

    Full Text Available With developments in psychology and cognitive sciences in recent years, the significance of individual differences in L2 pedagogy has been highlighted. One of the outcomes of attending to individual differences is the increased attention to the concept of multiple intelligences and its relationship with language learning and different skills including reading comprehension skill. On the same line, the present study aimed at investigating the relationship between multiple intelligences of a group of L2 learners and their reading comprehension ability. To this purpose, 157 medical students studying at the Guilan University of Medical Sciences participated in the study. The instruments utilized were Multiple Intelligences Developmental Assessment Scales (MIDAS and a reading comprehension test. The findings revealed that among the components of multiple intelligences of the medical students verbal-linguistic intelligence was prevalent. Furthermore, results of Pearson correlation demonstrated a positive but weak relationship between medical students’ MI and their reading comprehension ability. The findings also indicated that there is no difference between male and female medical students except in naturalistic intelligence. These findings further pinpoint the importance of attending to multiple intelligences of L2 learners and devising lessons which take their individual differences into account. Keywords: Multiple intelligences, reading comprehension, medical students, gender, EFL

  19. Psicologia, ciência e construcionismos: dando sentido ao self Psychology, science and constructionisms: making sense of self

    Directory of Open Access Journals (Sweden)

    Emerson F. Rasera

    2004-01-01

    Full Text Available O construcionismo social tem sido proposto como um conjunto de elaborações da crise paradigmática que tem sofrido as ciências nas últimas décadas. A complexidade e riqueza de tais elaborações dificultam uma descrição única e consensualmente aceita sobre o construcionismo social. Neste artigo temos como objetivo explorar as propostas de Kenneth J. Gergen e Rom Harré acerca do construcionismo social, seus pressupostos, a visão de ciência promovida por cada uma delas, buscando compreender as implicações para a construção de suas descrições de self. Se é possível identificarmos diversas semelhanças nas propostas destes autores, algumas diferenças significativas marcam a distinção de suas posturas, e servem para mapear o campo de tensões no qual outros autores construcionistas buscam ativamente se posicionar.Social constructionism has been proposed as a set of answers for the scientific paradigmatic crisis of last decades. The complexity and richness of its statements make difficult a unitary and consensual description of what is social constructionism among its proponents. Our objective in this article is to explore in more details Kenneth J. Gergen and Rom Harré's view of social constructionism, its assumptions and view of science, thus favoring an understanding about the way these authors describe and understand the self. Although it is possible to identify many similarities in their proposals, some differences clearly separate their positions, and help to map this field of tensions in which other constructionist authors try to position themselves.

  20. The h index of the presidents of the American Psychological Association (APA through journal articles included in the Web of Science database

    Directory of Open Access Journals (Sweden)

    Gualberto Buela-Casal

    2011-01-01

    Full Text Available El presente estudio descriptivo analiza los índices h de los presidentes de la American Psychological Association (APA desde 1940 hasta la actualidad. El índice h se calcula teniendo en cuenta el número de artículos publicados en las revistas de la Web of Science (WOS y las citas recibidas por los mismos en dicha base de datos. No se estableció un periodo de búsqueda y, por tanto, se analizaron todos los resultados incluidos en la WOS. El número total de resultados analizados fue de 16.676, de los cuales 3.734 fueron de los presidentes de la APA. Los resultados se presentan en forma de ranking y ponen de manifiesto que Albert Bandura y Alan Kazdin son los presidentes con un índice h más elevado, y en entre estos y los demás existe una diferencia considerable. Los resultados hacen especular que el criterio de productividad en artículos científicos no fue el criterio más importante para presidir esta institución.

  1. READING STATISTICS AND RESEARCH

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz Akbulut

    2008-10-01

    Full Text Available The book demonstrates the best and most conservative ways to decipher and critique research reports particularly for social science researchers. In addition, new editions of the book are always better organized, effectively structured and meticulously updated in line with the developments in the field of research statistics. Even the most trivial issues are revisited and updated in new editions. For instance, purchaser of the previous editions might check the interpretation of skewness and kurtosis indices in the third edition (p. 34 and in the fifth edition (p.29 to see how the author revisits every single detail. Theory and practice always go hand in hand in all editions of the book. Re-reading previous editions (e.g. third edition before reading the fifth edition gives the impression that the author never stops ameliorating his instructional text writing methods. In brief, “Reading Statistics and Research” is among the best sources showing research consumers how to understand and critically assess the statistical information and research results contained in technical research reports. In this respect, the review written by Mirko Savić in Panoeconomicus (2008, 2, pp. 249-252 will help the readers to get a more detailed overview of each chapters. I cordially urge the beginning researchers to pick a highlighter to conduct a detailed reading with the book. A thorough reading of the source will make the researchers quite selective in appreciating the harmony between the data analysis, results and discussion sections of typical journal articles. If interested, beginning researchers might begin with this book to grasp the basics of research statistics, and prop up their critical research reading skills with some statistics package applications through the help of Dr. Andy Field’s book, Discovering Statistics using SPSS (second edition published by Sage in 2005.

  2. Reading Letters

    DEFF Research Database (Denmark)

    Beier, Sofie

    2012-01-01

    In our everyday life we constantly encounter a diversity of reading matters, including display types on traffic signage, printed text in novels, newspaper headlines, or our own writing on a computer screen. All these conditions place different demands on the typefaces applied. The book discusses...

  3. Reading Rembrandt

    NARCIS (Netherlands)

    Bal, Mieke

    2006-01-01

    Reading Rembrandt: Beyond the Word-Image Opposition explores the potential for an interdisciplinary methodology between visual art and literature. In a series of close analyses of works by "Rembrandt" - works as we see them today, through all the ways of seeing and commenting that precede - and

  4. Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

    Science.gov (United States)

    Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

    2018-01-01

    This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

  5. The rhetoric of racism: revisiting the creation of the Psychological Institute of the Republic of South Africa (1956-1962).

    Science.gov (United States)

    Long, Wahbie

    2014-01-01

    This paper revisits the 1962 splitting of the South African Psychological Association (SAPA), when disaffected Afrikaner psychologists broke away to form the whites-only Psychological Institute of the Republic of South Africa (PIRSA). It presents an analysis of the rhetorical justification for forming a new professional association on principles at odds with prevailing international norms, demonstrating how the episode involved more than the question of admitting black psychologists to the association. In particular, the paper argues that the SAPA-PIRSA separation resulted from an Afrikaner nationalist reading of the goals of psychological science. PIRSA, that is, insisted on promoting a discipline committed to the ethnic-national vision of the apartheid state. For its part, SAPA's racial integration was of a nominal order only, ostensibly to protect itself from international sanction. The paper concludes that, in a racist society, it is difficult to produce anything other than a racist psychology. © 2014 Wiley Periodicals, Inc.

  6. Short-Form Science

    Science.gov (United States)

    Murphy, Beth; Hedwall, Melissa; Dirks, Andrew; Stretch, Elizabeth

    2017-01-01

    Reading provides a unique window into the history and nature of science and the norms of scientific communication and supports students in developing critical-reading skills in engaging ways. Effective use of reading promotes a spirit of inquiry and an understanding of science concepts while also addressing expectations of the Common Core State…

  7. Teaching how to read and write science: a library-journal partnership / Lehren, wie man Wissenschaft liest und schreibt: eine Partnerschaft von Bibliothek und Zeitschrift

    Directory of Open Access Journals (Sweden)

    Petrak, Jelka

    2006-05-01

    Full Text Available SettingThe Croatian Medical Journal (CMJ is a general medical journal published in English. It is the only Croatian medical journal covered by the most selective bibliographic databases, eg. SCI-Expanded and Current Contents. The Central Medical Library (CML is the most important Croatian medical library serving as central point for biomedical information. Both are affiliated to Croatia's largest and oldest medical school, the University of Zagreb's School of Medicine. The CMJ started publishing in English in 1992. Its editorial board asked CML to assist in formulating change policy and bringing best editorial practice to the local setting. When CMJ introduced an "author-helpful" policy, CML supported authors to find literature and formatting references. CMJ also co-opted the head-librarian to the editorial board. Teaching how to read and write science: a library-journal partnershipEarly in their work, the CMJ editorial board learned that Croatian physicians had important and interesting data but inadequate skills to present them in a scientific article. To alleviate the lack of knowledge in research methods and writing, a mandatory course in scientific methodology and communication was developed and introduced into the university curriculum. The course runs since the academic year 1995/96 focusing on (1 principles of scientific research; (2 finding medical information; (3 study design and presentation of data; (4 writing a scientific article. The course comprises three components: lectures, discussions in medium-sized groups and exercises in problem solving in small groups. Three librarians participate in the course, giving a core lecture and hands-on exercises in problem-solving using PubMed. In 2002 and 2004 CMJ and CML started two continuing courses. Planning and Writing about Research in Medicine and Finding and Appraisal Medical Information respectively. The courses are aimed at young academic physicians and general medicine practitioners

  8. Read-To-Write-Tasks” in English for Specific Purposes Classes

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available At university level students face demanding tasks of reading an enormous amount of professional materials in English. Writing various assignments is another challenging part of higher education. Online activities are the priority for conducting assignments at tertiary level. Students usually start doing the English for Specific Purposes (ESP course before learning subject-matters of the future profession, i.e. in their first year. The cornerstone of the ESP is unfamiliar lexis and numerous concepts of subject-matter. In order to succeed, students need to develop proficiency in reading professional texts and writing skillfully on relevant subject issues. The aim of this paper is to study, first, learners‘ attitudes to online reading of professional materials as well as to writing various assignments online and, second, to examine learners‘ self-assessment of proficiency in these skills. Our research employed brief written surveys designed in accordance with the standards in Social Sciences, which were administered to the students doing the ESP course, and the verbal data obtained during individual interviews intended to assess learners‘ success and achievements throughout the academic year. The respondents were the students specializing in psychology at Mykolas Romeris University, Vilnius, Lithuania. All the participants were unanimous in the importance of writing and reading skills for the ESP tasks. 100% of respondents support reading professional materials, and 80% of respondents support exercising online writing. Self-assessment of reading proficiency demonstrates that 90% of students believe they possess very good or good skills of reading, and 70% of learners are sure of their good skills in writing. Respondents’ performance in these skills is less impressive. Some recommendations towards perfecting students’ proficiency in “read-to-write-tasks” are suggested. It is important to help learners develop better rates of reading

  9. Does Extensive Reading Promote Reading Speed?

    Science.gov (United States)

    He, Mu

    2014-01-01

    Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

  10. Reading Pornography

    Science.gov (United States)

    Hardy, Simon

    2004-01-01

    Over the last 30 years academic discussion of pornography has been largely confined to questions about its social and psychological effects. The debate has been caste in black and white terms; partly because the stakes were political, as in the debate over porn amongst feminists, and partly because social scientists have sought to produce a hard,…

  11. Connected text reading and differences in text reading fluency in adult readers.

    Directory of Open Access Journals (Sweden)

    Sebastian Wallot

    Full Text Available The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency do not capture text reading very well, and that classical measures of reading fluency (such as average reading time distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.

  12. Reading Maxwell in Conceptual Physics

    Science.gov (United States)

    Bonham, Scott W.

    2018-05-01

    An important aspect of science education involves helping students learn to read and communicate scientific information and arguments. In this note, I would like to share a resource that I have come across which I have found to be a useful tool for helping students improve those skills, learn content material, and acquaint them with a great scientist. Specifically, this is having non-science college students in my course Light, Color and Vision read and discuss a letter by James Clerk Maxwell entitled "On the Theory of Colours in Relation to Colour-Blindness" (see Fig. 1).

  13. Science Teaching in Science Education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

    Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

  14. 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…

  15. The Memorability of Introductory Psychology Revisited

    Science.gov (United States)

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

  16. Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

    Science.gov (United States)

    Duncan, Lynne G; McGeown, Sarah P; Griffiths, Yvonne M; Stothard, Susan E; Dobai, Anna

    2016-05-01

    This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed. © 2015 The British Psychological Society.

  17. Psychological behaviorism and behaviorizing psychology

    Science.gov (United States)

    Staats, Arthur W.

    1994-01-01

    Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism. PMID:22478175

  18. Psychological experiment

    NARCIS (Netherlands)

    Boven, Martijn; Emmanuel, Steven M.; McDonald, William; Stewart, Jon

    2015-01-01

    For Kierkegaard the ‘psychological experiment’ is a literary strategy. It enables him to dramatize an existential conflict in an experimental mode. Kierkegaard’s aim is to study the source of movement that animates the existing individual (this is the psychological part). However, he is not

  19. Rhetoric of Science.

    Science.gov (United States)

    Harris, R. Allen

    1991-01-01

    Places rhetoric of science in context with sociology, psychology, history, and philosophy of science. Generates a typology of concerns for rhetoric of science. Characterizes the central issues of the field. (RS)

  20. Exploring the Great Schism in the Social Sciences: Confirmation Bias and the Interpretation of Results Relating to Biological Influences on Human Behavior and Psychology.

    Science.gov (United States)

    Winking, Jeffrey

    2018-01-01

    The nature-nurture debate is one that biologists often dismiss as a false dichotomy, as all phenotypic traits are the results of complex processes of gene and environment interactions. However, such dismissiveness belies the ongoing debate that is unmistakable throughout the biological and social sciences concerning the role of biological influences in the development of psychological and behavioral traits in humans. Many have proposed that this debate is due to ideologically driven biases in the interpretation of results. Those favoring biological approaches have been accused of a greater willingness to accept biological explanations so as to rationalize or justify the status quo of inequality. Those rejecting biological approaches have been accused of an unwillingness to accept biological explanations so as to attribute inequalities solely to social and institutional factors, ultimately allowing for the possibility of social equality. While it is important to continue to investigate this topic through further research and debate, another approach is to examine the degree to which the allegations of bias are indeed valid. To accomplish this, a convenience sample of individuals with relevant postgraduate degrees was recruited from Mechanical Turk and social media. Participants were asked to rate the inferential power of different research designs and of mock results that varied in the degree to which they supported different ideologies. Results were suggestive that researchers harbor sincere differences of opinion concerning the inferential value of relevant research. There was no suggestion that ideological confirmation biases drive these differences. However, challenges associated with recruiting a large enough sample of experts as well as identifying believable mock scenarios limit the study's inferential scope.

  1. Varieties of Fame in Psychology.

    Science.gov (United States)

    Roediger, Henry L

    2016-11-01

    Fame in psychology, as in all arenas, is a local phenomenon. Psychologists (and probably academics in all fields) often first become well known for studying a subfield of an area (say, the study of attention in cognitive psychology, or even certain tasks used to study attention). Later, the researcher may become famous within cognitive psychology. In a few cases, researchers break out of a discipline to become famous across psychology and (more rarely still) even outside the confines of academe. The progression is slow and uneven. Fame is also temporally constricted. The most famous psychologists today will be forgotten in less than a century, just as the greats from the era of World War I are rarely read or remembered today. Freud and a few others represent exceptions to the rule, but generally fame is fleeting and each generation seems to dispense with the lessons learned by previous ones to claim their place in the sun. © The Author(s) 2016.

  2. Psychological Sciences Division 1979 Programs.

    Science.gov (United States)

    1979-11-01

    currently available techniques. Funding: ONR, AFHRL Molenaar , I.W. A fast solution of the Lindley equations for the M-group regression problem (Tech. Rep...late 1979. Funding: will be issued, and selected papers are scheduled ONR, NPRDC, AFOSR for publication as a book . Funding: ONR, NPRDC, AFOSR, ARI... book describing the LB phenomenon approach to performance assessment: II. An investigation of based on experiments with over a thousand sub- encoding

  3. 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.

  4. Learning Partners: Escribamos! Leamos! Juguemos a las Ciencias! Juguemos a las Matematicas! (Learning Partners: Let's Write! Let's Read! Let's Play Mathematics! Let's Play Science!)

    Science.gov (United States)

    Office of Educational Research and Improvement (ED), Washington, DC.

    This Spanish-language document consists of four single-sheet sets of guidelines developed by the Family Involvement Partnership for Learning to assist parents in facilitating their children's elementary school success. The front part of the sheets describes general ways parents can support their children, including modeling writing, reading aloud,…

  5. Slow Reading: Reading along "Lectio" Lines

    Science.gov (United States)

    Badley, K. Jo-Ann; Badley, Ken

    2011-01-01

    The medieval monastic movement preserved and developed reading practices--lectio--from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for…

  6. Developing reading literacy by reading badge

    OpenAIRE

    Rejc, Blanka

    2017-01-01

    Reading is a fundamental activity of our society and is present in all areas of a person’s life. Authors who deal with reading define reading with different definitions, some of them I also presented in my master’s degree thesis. The ways of reading, typology of readers and knowledge of different reading models are only some of the important theoretical facts that serve as a basis for the research and defining reading. Reading motivation is an important motivational factor, which encourages a...

  7. Psychological Treatment

    Science.gov (United States)

    ... cognitive-behavioral therapy ), relaxation therapy , hypnotherapy , and biofeedback therapy . Psychological treatments can also be combined. Review of well- ... Antidepressant Medications Newer IBS Medications Probiotics and Antibiotics ... Cognitive Behavioral Therapy Relaxation Techniques for IBS Take Part in Online ...

  8. Gold Medal Award for Life Achievement in the Practice of Psychology: Charles Silverstein

    Science.gov (United States)

    American Psychologist, 2011

    2011-01-01

    The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the…

  9. Gold Medal Award for Life Achievement in the Application of Psychology: Walter C. Borman

    Science.gov (United States)

    American Psychologist, 2011

    2011-01-01

    The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the…

  10. Gold Medal Award for Life Achievement in Psychology in the Public Interest: Bernice Lott

    Science.gov (United States)

    American Psychologist, 2011

    2011-01-01

    The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in…

  11. Superfluous neuroscience information makes explanations of psychological phenomena more appealing.

    Science.gov (United States)

    Fernandez-Duque, Diego; Evans, Jessica; Christian, Colton; Hodges, Sara D

    2015-05-01

    Does the presence of irrelevant neuroscience information make explanations of psychological phenomena more appealing? Do fMRI pictures further increase that allure? To help answer these questions, 385 college students in four experiments read brief descriptions of psychological phenomena, each one accompanied by an explanation of varying quality (good vs. circular) and followed by superfluous information of various types. Ancillary measures assessed participants' analytical thinking, beliefs on dualism and free will, and admiration for different sciences. In Experiment 1, superfluous neuroscience information increased the judged quality of the argument for both good and bad explanations, whereas accompanying fMRI pictures had no impact above and beyond the neuroscience text, suggesting a bias that is conceptual rather than pictorial. Superfluous neuroscience information was more alluring than social science information (Experiment 2) and more alluring than information from prestigious "hard sciences" (Experiments 3 and 4). Analytical thinking did not protect against the neuroscience bias, nor did a belief in dualism or free will. We conclude that the "allure of neuroscience" bias is conceptual, specific to neuroscience, and not easily accounted for by the prestige of the discipline. It may stem from the lay belief that the brain is the best explanans for mental phenomena.

  12. 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...

  13. [Psychological harassment].

    Science.gov (United States)

    Puech, Paloma; Pitcho, Benjamin

    2013-04-01

    Two types of harassment are distinguished: sexual and psychological. In the private sector, according to French labour laws and the penal code, psychological harassment is actionable. It is up to the employer to prove the absence of harassment. The sanctions incurred can be up to 5 years imprisonment and a 150,000 euro fine and various measures of compensation for damages can be envisaged.

  14. Whither Psychology.

    Science.gov (United States)

    Halpern, Diane F

    2017-07-01

    Contemporary psychology is experiencing tremendous growth in neuroscience, and there is every indication that it will continue to gain in popularity notwithstanding the scarcity of academic positions for newly minted Ph.Ds. Despite the general perception that brain correlates "explain" or "cause" the mind and behavior, these correlates have not yet proven useful in understanding psychological processes, although they offer the possibility of early identification of some disorders. Other recent developments in psychology include increased emphasis on applications and more global representation among researchers and participants. In thinking about the way we want psychology to evolve, psychologists need to pay more than lip service to the idea that complex questions in psychology require multiple levels of analysis with contributions from biological (brain, hormones, and genetics), individual differences and social and cultural perspectives. Early career psychologists who can attain a breadth of knowledge will be well-positioned for a team approach to psychological inquiry. Finally, I offer the belief that an emphasis on enhancing critical thinking skills at all levels of education offers the best hope for the future.

  15. Boys are Reading, but their Choices are not Valued by Teachers and Librarians. A Review of: McKechnie, Lynne (E.F.. “ ‘Spiderman is not for Babies’ (Peter, 4 Years: The ‘Boys and Reading Problem’ from the Perspective of the Boys Themselves.” The Canadian Journal of Information and Library Science 30.1/2 (2006: 57‐67.

    Directory of Open Access Journals (Sweden)

    Virginia Wilson

    2009-09-01

    research questions. Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154. Main Results – The collection inventories revealed that all 43 study participants had personal collections of reading materials. The collections ranged from eight volumes to 398 volumes. There was a mean volume total of 108 and a median of 98 books per boy. In addition to books, other materials were in the collections. Video recordings were owned by 36 (83.7% of the boys, 28 (65.1% of participants had computer software, 28 (65.1% owned audio recordings, and 21 (48.8% of the collections also included magazines. In the interview data analysis, a number of themes were revealed. All of the boys except one owned fiction. Some genres appeared frequently and were different than the ones found in the inventories taken of the girls in the larger study. Genres in the boys’ collections included fantasy, science fiction, sports stories, and humorous stories. The boys also discussed genres they did not enjoy: classic children’s fiction, such as The Adventures of Robin Hood, love stories, and “books about groups of girls” (61. All but five boys had series books such as Animorphs, Captain Underpants, Redwall, and Magic Treehouse in their collections. All study participants except for one owned non‐fiction titles. When asked what their favourite book was, many of the boys chose a non‐fiction title. Holdings included subjects such as “jokes, magic, sports, survival guides, crafts, science, dictionaries, maps, nature, and dinosaurs” (62.In addition to books, the boys reported owning and reading a wide range of other materials. Comics, manga, magazines, pop‐up and other toy books, sticker books, colouring books, puzzle books, and catalogues were among the collection inventories. Only one boy read the newspaper. Another theme that emerged from the interview data was “gaming as story” (63. The boys who

  16. The Analysis of the Science and Technology Enterprise Core Employee Turnover Negative Effects – Based on the theory of psychological contract

    Directory of Open Access Journals (Sweden)

    Jin Xin

    2015-01-01

    Full Text Available This article explores the problem of negative effect of resignation of core employees from scientific enterprise based on psychological contract theory and summary of references. It uses questionnaires to analyze the data and construct a model of negative effect of resignation caused by psychological contract violation. It also makes an analysis on resignation tendency and negative effect of resignation in two perspectives to provide a basis for reduction of the negative effect.

  17. Features of the Subject Domain of Historical Psychology

    OpenAIRE

    V A Koltsova

    2008-01-01

    The known psychologist, the author of a number of important works on methodology of psychological science as a whole and historical psychology, in particular, considers pressing matters of the formation of historical psychology. Her attention is drawn to such matters, as the subject, structure and method of arising intersubject branch of knowledge - historical psychology.

  18. Time Breath of Psychological Theories

    DEFF Research Database (Denmark)

    Tateo, Luca; Valsiner, Jaan

    2015-01-01

    Psychology as a self-aspiring, ambitious, developmental science faces the crucial limit of time—both theoretically and practically. The issue of time in constructing psychology’s theories is a major unresolved metatheoretical task. This raises several questions about generalization of knowledge...... of time—or fail to do that? How can they generalize with respect to time? The different conceptions of time often remain implicit, while shaping the concepts used in understanding psychological processes. Any preconception about time in human development will foster the generalizability of theory, as well......: which is the time length of breath of psychological theories? Which is the temporal dimension of psychological processes? In this article we discuss the role of different axiomatic assumptions about time in the construction of psychological theories. How could different theories include a concept...

  19. Introductory Psychology Texts as a View of Sociobiology/Evolutionary Psychology's Role in Psychology

    Directory of Open Access Journals (Sweden)

    R. Elisabeth Cornwell

    2005-01-01

    Full Text Available Sociobiology and its descendant evolutionary psychology (EP have struggled to gain ground within the social sciences over the past 30 years. While some have heralded the Triumph of Sociobiology (Alcock, 2001, others have critiqued it as a poor approach to understanding human behavior and would prefer that a Darwinian perspective remain outside the domain of human social sciences. We attempt to assess just how successful (or not it has been by examining how it has been covered in introductory psychology textbooks over the past 30 years. Our findings indicate that a Darwinian perspective has gained influence and acceptance within the field of psychology over the past three decades. However, we also find that EP as a sub-discipline is often perceived as narrowly defined and limited to research on mating strategies. We address how these perceptions may affect the future of EP, and possible steps needed to increase both the acceptance and importance of evolutionary theory to psychology.

  20. Cognitive science contributions to decision science.

    Science.gov (United States)

    Busemeyer, Jerome R

    2015-02-01

    This article briefly reviews the history and interplay between decision theory, behavioral decision-making research, and cognitive psychology. The review reveals the increasingly important impact that psychology and cognitive science have on decision science. One of the main contributions of cognitive science to decision science is the development of dynamic models that describe the cognitive processes that underlay the evolution of preferences during deliberation phase of making a decision. Copyright © 2014 Elsevier B.V. All rights reserved.

  1. Rearing a reading habit

    OpenAIRE

    Sridhar, M. S.

    2009-01-01

    Discusses the importance and ways of inculcating reading habit in children at the right age, describes the five reading phases in children along with interest and the material to satiate the need, explains how four deterministic factors affect the reading habit of children, enlists motivations that are behind the reading process with tips to improve reading habit of children.

  2. science

    International Development Research Centre (IDRC) Digital Library (Canada)

    David Spurgeon

    Give us the tools: science and technology for development. Ottawa, ...... altered technical rela- tionships among the factors used in the process of production, and the en- .... to ourselves only the rights of audit and periodic substantive review." If a ...... and destroying scarce water reserves, recreational areas and a generally.

  3. Pre-reading activities in EFL/ESL reading textbooks and Turkish preparatory school teachers' attitudes toward pre-reading activities

    OpenAIRE

    Jecksembieyva, Nurgaisha

    1993-01-01

    Ankara : Faculty of Humanities and Letters and the Institute of Economics and Social Sciences of Bilkent University, 1993. Thesis (Master's) -- -Bilkent University, 1993. Includes bibliographical references leaves 35-40. The main focus of this study was to investigate pre-reading activities in EFL/ESL reading textbooks and to determine teachers' attitudes toward pre-reading activities. Fifteen reading textbooks for EFL/ESL students for different proficiency levels (beginning, interm...

  4. L2 Extensive Reading and Flow: Clarifying the Relationship

    Science.gov (United States)

    Kirchhoff, Cheryl

    2013-01-01

    Among foreign language educators interest in extensive reading is growing along with questions about learner motivation to read. Maintaining learner motivation over long periods of time is influenced by many variables suggesting that multiple means of stimulating motivation is needed. The psychological theory of flow has been suggested to…

  5. From Cross-Cultural Psychology to Cultural Psychology

    OpenAIRE

    Eckensberger, Lutz H.

    1990-01-01

    “… psychology from the very beginning has been struggling for its identity as a human science. Although psychology may seem to have successfuIly come of age, it is still an open question whether or not it can be further developed according to the principles of natural science, or whether it should have some unique features. Human beings, the way they think, feel and act, cannot easily be explained by "natural laws" alone; "cultural rules" have also to be taken into consideration. But these ru...

  6. Reading the Anthropocene through science and apocalypse in the selected contemporary fiction of J.G. Ballard, Kurt Vonnegut, Cormac McCarthy and Ian McEwan

    OpenAIRE

    Fevyer, David

    2016-01-01

    This thesis examines how six contemporary novels variously intervene in the current crisis of climate change. Through close readings of J G Ballard’s The Drowned World (1962) and Hello America (1981); Cormac McCarthy’s The Road (2006); Kurt Vonnegut’s Cat’s Cradle (1963) and Galapagos (1985); and Ian McEwan’s Solar (2010), the thesis aims to identify how the narrative and generic resources of contemporary fiction might help readers to think through and beyond the consequences of anthropocentr...

  7. A "fisiognomia" do livro no estudo psicológico da leitura La "fisiognomía" del libro en el estudio psicológico de la lectura Book "physiognomics" in a psychological study on the reading

    Directory of Open Access Journals (Sweden)

    Luciana Dadico

    2012-12-01

    ísticos.The present study is an attempt to understand the way readers read books within the context of production-reproduction in nowadays Literature. The empiric part of the research included interviews with ten Brazilian readers, who chose the books they read and told us about their readings. The half-open interviews were recorded by a voice recorder, and analyzed during the composition of this work. Using the images expressed by readers during these interviews, and making use of a physiognomical method, inspired by some studies of Theodor Adorno, the following immanent categories of book were identified: a illusion of closeness; b temporal conservation; c relative ubiquity; d semi-standardization; and e unity portability-fluidity. The relationship between reader and book, crossed by these categories, tends to promote the "hungry of reading" and the distracted reading as typical ways of reading.

  8. Dialogic Reading Aloud to Promote Extensive Reading

    Science.gov (United States)

    Jacobs, George M.

    2016-01-01

    How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…

  9. Enhancing academic reading skills through extensive reading ...

    African Journals Online (AJOL)

    Abstract. The current study explores the feasibility of an extensive reading programme in the context of a low-income country (Mozambique), as well as the influence of extensive reading on academic reading. The programme took over 4 months and was conducted among 30 students majoring in Journalism at the Eduardo ...

  10. Ethical issues in exercise psychology.

    Science.gov (United States)

    Pauline, Jeffrey S; Pauline, Gina A; Johnson, Scott R; Gamble, Kelly M

    2006-01-01

    Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling psychology, health promotion, and the movement sciences. This emerging field involves diverse mental health issues, theories, and general information related to physical activity and exercise. Numerous research investigations across the past 20 years have shown both physical and psychological benefits from physical activity and exercise. Exercise psychology offers many opportunities for growth while positively influencing the mental and physical health of individuals, communities, and society. However, the exercise psychology literature has not addressed ethical issues or dilemmas faced by mental health professionals providing exercise psychology services. This initial discussion of ethical issues in exercise psychology is an important step in continuing to move the field forward. Specifically, this article will address the emergence of exercise psychology and current health behaviors and offer an overview of ethics and ethical issues, education/training and professional competency, cultural and ethnic diversity, multiple-role relationships and conflicts of interest, dependency issues, confidentiality and recording keeping, and advertisement and self-promotion.

  11. Psychological IVF

    DEFF Research Database (Denmark)

    Adrian, Stine Willum

    2015-01-01

    ’. This theoretical work has three aims. First, it seeks to illustrate how the story of psychological IVF offers a rich range of materializations of emotions. Secondly, this work proposes a feminist materialist conceptualization of emotions that is both non-representational and posthuman. This conceptualization draws...

  12. Space psychology

    Science.gov (United States)

    Parin, V. V.; Gorbov, F. D.; Kosmolinskiy, F. P.

    1974-01-01

    Psychological selection of astronauts considers mental responses and adaptation to the following space flight stress factors: (1) confinement in a small space; (2) changes in three dimensional orientation; (3) effects of altered gravity and weightlessness; (4) decrease in afferent nerve pulses; (5) a sensation of novelty and danger; and (6) a sense of separation from earth.

  13. Space Psychology and Psychiatry

    Science.gov (United States)

    Kanas, N.; Manzey, D.

    2003-09-01

    This book deals with psychological, psychiatric, and psychosocial issues that affect people who live and work in space. Unlike other books that focus on anecdotal reports and ground-based simulation studies, this book emphasizes the findings from psychological research conducted during actual space missions. Both authors have been active in such research. What is presented in this readable text has previously been found only in scientific journal articles. Topics that are discussed include: behavioral adaptation to space; human performance and cognitive effects; crewmember interactions; psychiatric responses; psychological counter-measures related to habitability factors, work-design, selection, training, and in-flight monitoring and support; and the impact of expeditionary missions to Mars and beyond. People finding this book of interest will include: psychology and social science students and professors in universities; medical students and residents in psychiatry and aerospace medicine; human factors workers in space and aviation professions; individuals involved with isolated environments on Earth (e.g., the Antarctic, submarines); aerospace workers in businesses and space agencies such as NASA and ESA; and anyone who is interested in learning the facts about the human side of long-duration space missions. Link: http://www.wkap.nl/prod/b/1-4020-1341-8

  14. Effect of Positive Psychology Elements on Job Pride and Honor with an Emphasis on Mediating Role of Communication among Faculty Members of Shiraz University of Medical Sciences

    Science.gov (United States)

    Hosein Kamani, Seyed Mohammad

    2017-01-01

    Job pride and honor is affected by various causes. Elements of positive psychology can be pointed out as one of them that in recent years has played an important role in organizational development. Hence, this study is to provide a prediction model about the impact of hope and resilience on job pride and honor with an emphasis on mediator role of…

  15. Is multicultural psychology a-scientific?: diverse methods for diversity research.

    Science.gov (United States)

    Cauce, Ana Mari

    2011-07-01

    This article asks, and answers three separate questions: What is multicultural psychology? What is psychological science? Are multicultural psychology and (empirical/positivist) psychological science incompatible? A brief overview of the history of science is provided emphasizing the emancipatory impulses behind a modernist, empirical, positivist approach to science. It is argued that such an approach is not incompatible with multicultural psychology. The author concludes that multicultural psychological will be strengthened if psychologists draw upon both qualitative and quantitative methods, including those that come from a positivist tradition, when investigating psychological and social issues as they affect diverse populations.

  16. Camp Wanna-Read: Program Guide for the Texas Reading Club 1991.

    Science.gov (United States)

    Switzer, Robin Works

    Camp Wanna-Read is the theme for the 1991 program for the Texas Reading Club, which centers around the experiences and types of things that happen at summer camp. Each chapter is a type of camp a child might attend such as cooking camp, art camp, music camp, science camp, Indian camp, nature camp, and regular summer camp. The chapters are divided…

  17. Facial appearance affects science communication.

    Science.gov (United States)

    Gheorghiu, Ana I; Callan, Mitchell J; Skylark, William J

    2017-06-06

    First impressions based on facial appearance predict many important social outcomes. We investigated whether such impressions also influence the communication of scientific findings to lay audiences, a process that shapes public beliefs, opinion, and policy. First, we investigated the traits that engender interest in a scientist's work, and those that create the impression of a "good scientist" who does high-quality research. Apparent competence and morality were positively related to both interest and quality judgments, whereas attractiveness boosted interest but decreased perceived quality. Next, we had members of the public choose real science news stories to read or watch and found that people were more likely to choose items that were paired with "interesting-looking" scientists, especially when selecting video-based communications. Finally, we had people read real science news items and found that the research was judged to be of higher quality when paired with researchers who look like "good scientists." Our findings offer insights into the social psychology of science, and indicate a source of bias in the dissemination of scientific findings to broader society.

  18. Psychological Assessment Training in Clinical Psychology Doctoral Programs.

    Science.gov (United States)

    Mihura, Joni L; Roy, Manali; Graceffo, Robert A

    2017-01-01

    We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

  19. A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

    Science.gov (United States)

    Israel, Maya; Wang, Shuai; Marino, Matthew T.

    2016-01-01

    Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

  20. From Covert Processes to Overt Outcomes of Refutation Text Reading: The Interplay of Science Text Structure and Working Memory Capacity through Eye Fixations

    Science.gov (United States)

    Ariasi, Nicola; Mason, Lucia

    2014-01-01

    This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text…

  1. REFLEXIONES ACERCA DEL OBJETO Y METAS DE LA PSICOLOGÍA COMO UNA CIENCIA NATURAL/ REFLECTIONS ABOUT THE SUBJET-MATTER AND GOALS OF PSYCHOLOGY AS A NATURAL SCIENCE

    Directory of Open Access Journals (Sweden)

    Roberto Bueno Cuadra*

    2010-11-01

    Full Text Available RESUMENSe define como objeto de conocimiento de la psicología el comportamiento individual entendido como las interaccionesdel individuo con objetos específicos en su medio. A partir de ahí, se establecen las diferencias entre los campos propios dela psicología y las ciencias sociales, por un lado, y frente a las ciencias biológicas, por el otro. A continuación se describenlas metas científicas que se derivan de tal caracterización del objeto de estudio. Estas metas son la descripción, la explicación,la predicción y el control. Las dos últimas no se asumen necesariamente en el sentido de predicción y control prácticos, perosí como criterios de validación de la explicación científica.ABSTRACTIt is defined as subject matter of psychology the individual behavior, being understood as such the interactionsbetween an individual with specific objects and events in his or her environment. From here, it is posed the differencesbetween the proper fields, on one hand, of psychology and social sciences, and, on the other, psychology and biology.Then, the scientific goals of psychology, derived from the characterization of its subject matter, are described. They aredescription, explanation, prediction and control. These two last are not to be necessarily assumed in the sense of practicalprediction and control, but are as criteria for validation of scientific explanation.

  2. Cognitive frames in psychology: demarcations and ruptures.

    Science.gov (United States)

    Yurevich, Andrey V

    2009-06-01

    As there seems to be a recurrent feeling of crisis in psychology, its present state is analyzed in this article. The author believes that in addition to the traditional manifestations that have dogged psychology since it emerged as an independent science some new features of the crisis have emerged. Three fundamental "ruptures" are identified: the "horizontal" rupture between various schools and trends, the "vertical" rupture between natural science and humanitarian psychology, and the "diagonal" rupture between academic research and applied practice of psychology. These manifestations of the crisis of psychology have recently been compounded by the crisis of its rationalistic foundations. This situation is described in terms of the cognitive systems in psychology which include meta-theories, paradigms, sociodigms and metadigms.

  3. A Biologically Realistic Cortical Model of Eye Movement Control in Reading

    Science.gov (United States)

    Heinzle, Jakob; Hepp, Klaus; Martin, Kevan A. C.

    2010-01-01

    Reading is a highly complex task involving a precise integration of vision, attention, saccadic eye movements, and high-level language processing. Although there is a long history of psychological research in reading, it is only recently that imaging studies have identified some neural correlates of reading. Thus, the underlying neural mechanisms…

  4. Theme: Parents and Reading.

    Science.gov (United States)

    Jund, Suzanne, Ed.

    1977-01-01

    This journal issue concentrates on the theme "Parents and Reading." It presents articles on sharing books with young children, using public relations in a reading program, guiding preschool learning, assessing language readiness, working with reading problems, and teaching reading readiness in Wisconsin kindergartens. Resources and a review of…

  5. Psychometric Research in Reading.

    Science.gov (United States)

    Davis, Frederick B.

    This review of psychometric research in reading analyzes the factors which seem related to reading comprehension skills. Experimental analysis of reading comprehension by L. E. Thorndike revealed two major components: knowledge of word meanings and verbal reasoning abilities. Subsequent analysis of experimental studies of reading comprehension…

  6. Letting girls speak out about science

    Science.gov (United States)

    Baker, Dale; Leary, Rosemary

    The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.Received: 15 July 1993; Revised: 23 May 1994;

  7. Psychology and the conduct of everyday life

    DEFF Research Database (Denmark)

    Psychology and the Conduct of Everyday Life moves psychological theory and research practice out of the laboratory and into the everyday world. Drawing on recent developments across the social and human sciences, it examines how people live as active subjects within the contexts of their everyday...

  8. Enhancing the Psychology STEM Student Journey

    Science.gov (United States)

    Hill, Kimberley M.

    2017-01-01

    Psychology is a valuable Science, Technology, Engineering, and Mathematics (STEM) discipline, but one which could do far more at communicating its value to the wider public. This paper discusses how popular initiatives, such as "The University of Northampton's STEM Champions" programme, enhance psychology's STEM membership, while…

  9. The Formation of Russian Christian Psychology: Problems and Prospects for Future Development

    Science.gov (United States)

    Slobodchikov, Viktor Ivanovich

    2016-01-01

    This article deals with the place of Christian psychology in the system of psychological knowledge. The author points to the need to distinguish between the two systems of knowledge: the psychology of the mind and the psychology of the person. The psychology of the mind is the science devoted to the process of the formation of a particular mental…

  10. History of psychology.

    Science.gov (United States)

    Weidman, Nadine

    2016-02-01

    The editor of History of Psychology discusses her plan to vary the journal's content and expand its scope in specific ways. The first is to introduce a "Spotlight" feature, a relatively brief, provocative thought piece that might take one of several forms. Along with this new feature, she hopes further to broaden the journal's coverage and its range of contributors. She encourages submissions on the history of the psy-sciences off the beaten path. Finally, she plans to continue the journal's tradition of special issues, special sections, and essay reviews of two or more important recently published books in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  11. The psychology of multimedia databases

    NARCIS (Netherlands)

    M.G.L.M. van Doorn (Mark); A.P. de Vries (Arjen)

    2000-01-01

    textabstractMultimedia information retrieval in digital libraries is a difficult task for computers in general. Humans on the other hand are experts in perception, concept representation, knowledge organization and memory retrieval. Cognitive psychology and science describe how cognition works in

  12. Teaching Psychology Students Computer Applications.

    Science.gov (United States)

    Atnip, Gilbert W.

    This paper describes an undergraduate-level course designed to teach the applications of computers that are most relevant in the social sciences, especially psychology. After an introduction to the basic concepts and terminology of computing, separate units were devoted to word processing, data analysis, data acquisition, artificial intelligence,…

  13. A psychological perspective on money

    NARCIS (Netherlands)

    Bijleveld, E.H.; Aarts, H.A.G.; Bijleveld, E.H.; Aarts, H.A.G.

    2014-01-01

    A thriving field of inquiry, the psychological science of money has recently witnessed an upsurge in research attention. In the present volume, we bring together and integrate a number of theoretical perspectives on the question of ‘how does money affect people’s mind, brain, and behavior?’

  14. Psychological Perspectives on Political Change

    Science.gov (United States)

    Newman, Matthew L.; Seyle, D. Conor

    2007-01-01

    Presents a reply by the authors to comments by Sullivan and Webster. Both of these comments help to place our article on the red states versus blue states metaphor (Seyle & Newman) into a broader context. In particular, both comments make valuable points about the potential for collaboration between psychology, political science, and political…

  15. Collective Psychological Ownership and Intergroup Relations.

    Science.gov (United States)

    Verkuyten, Maykel; Martinovic, Borja

    2017-11-01

    Whereas much social psychological research has studied the in-group and out-group implications of social categorization and collective identity ("we"), little research has examined the nature and relevance of collective psychological ownership ("ours") for intergroup relations. We make a case for considering collective psychological ownership as an important source of intergroup tensions. We do so by integrating theory and research from various social sciences, and we draw out implications for future social psychological research on intergroup relations. We discuss collective psychological ownership in relation to the psychology of possessions, marking behavior, intergroup threats, outgroup exclusion, and in-group responsibility. We suggest that the social psychological processes discussed apply to a range of ownership objects (territory, buildings, cultural artifacts) and various intergroup settings, including international, national, and local contexts, and in organizations and communities. We conclude by providing directions for future research in different intergroup contexts.

  16. Mathematics: Number Systems around the World [and] Reading/Language Arts: The Little Red Hen [and] Use Book-Making, Art, Research, Word-Processing Skills, and Language Arts Skills to Create Original "Ancient Greek" Myths [and] Electronic Author Studies [and] Science: Inspecting the Wide World of Insects on the Web [and] Social Studies: Civil War Letters [and] Pizarro and the Incas.

    Science.gov (United States)

    School Library Media Activities Monthly, 1997

    1997-01-01

    Provides seven fully developed library media activities that are designed for use with specific curriculum units in mathematics, reading and language arts, science, and social studies for elementary and secondary education. Library media skills, objectives, grade levels, resources, instructional roles, evaluation, and follow-up are described for…

  17. Into the Curriculum. Guidance: Sense of Self, Self-Esteem; Health: Clean Hands, Clean Books; Mathematics/Science: What's the Heaviest Thing in the Library Media Center?; Reading/Language Arts: Merry-Go-Round Mooo-ving Picture Show; Social Studies: I Came to School By !; Social Studies: Revolutionary War Facts.

    Science.gov (United States)

    School Library Media Activities Monthly, 2001

    2001-01-01

    Provides six fully developed library media activities that are designed for use with specific curriculum units in guidance, health, mathematics, science, reading, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each…

  18. Into the Curriculum. Creative Dramatics: Valentine Lip Sync Book Charades; Language Arts/Social Studies: Found Poetry from Primary Sources; Reading/Language Arts: A Thematic Activity To Herald in the New Year; Science: Asian Elephant Life Cycles; Social Studies: Conservation of Animal Species-Asian Elephants; Social Studies: What Makes a Leader?

    Science.gov (United States)

    Shugar, Candace; Robinson, Alice A.

    2003-01-01

    Provides six fully developed library media activities that are designed for use with specific curriculum units in creative dramatics, language arts, social studies, reading, and science. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for…

  19. Into the Curriculum. Art: Landscape Painting; Home Economics/Social Studies: Greek Clothing; Reading/Language Arts: In Search of Greek and Roman Gods and Goddesses!; Science: Magnets; Social Studies/Language Arts: Great Primary Sources on the Great Depression: Using the Library of Congress Collections Online.

    Science.gov (United States)

    Barbour, Jeffrey Paul; Ward, Lisa M.

    2001-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in art, home economics, social studies, reading, language arts, and science. Library Media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each…

  20. Communicating Science

    Science.gov (United States)

    Russell, Nicholas

    2009-10-01

    Introduction: what this book is about and why you might want to read it; Prologue: three orphans share a common paternity: professional science communication, popular journalism, and literary fiction are not as separate as they seem; Part I. Professional Science Communication: 1. Spreading the word: the endless struggle to publish professional science; 2. Walk like an Egyptian: the alien feeling of professional science writing; 3. The future's bright? Professional science communication in the age of the internet; 4. Counting the horse's teeth: professional standards in science's barter economy; 5. Separating the wheat from the chaff: peer review on trial; Part II. Science for the Public: What Science Do People Need and How Might They Get It?: 6. The Public Understanding of Science (PUS) movement and its problems; 7. Public engagement with science and technology (PEST): fine principle, difficult practice; 8. Citizen scientists? Democratic input into science policy; 9. Teaching and learning science in schools: implications for popular science communication; Part III. Popular Science Communication: The Press and Broadcasting: 10. What every scientist should know about mass media; 11. What every scientist should know about journalists; 12. The influence of new media; 13. How the media represents science; 14. How should science journalists behave?; Part IV. The Origins of Science in Cultural Context: Five Historic Dramas: 15. A terrible storm in Wittenberg: natural knowledge through sorcery and evil; 16. A terrible storm in the Mediterranean: controlling nature with white magic and religion; 17. Thieving magpies: the subtle art of false projecting; 18. Foolish virtuosi: natural philosophy emerges as a distinct discipline but many cannot take it seriously; 19. Is scientific knowledge 'true' or should it just be 'truthfully' deployed?; Part V. Science in Literature: 20. Science and the Gothic: the three big nineteenth-century monster stories; 21. Science fiction: serious