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Thematische Bibliographien / Psychology

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Auswahl der wissenschaftlichen Literatur zum Thema „Psychology“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. November 2024

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Zeitschriftenartikel zum Thema "Psychology"

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Edwards, Derek, und Jerzy Stachowiak. „Psychologia dyskursowa“. Przegląd Socjologiczny 72, Nr. 2 (15.06.2023): 17–42. http://dx.doi.org/10.26485/ps/2023/72.2/2.

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Tłumaczenie tekstu: Derek Edwards. 2005. Discursive Psychology. In: Handbook of language and social interaction, K.L. Fitch, R.E. Sanders (eds.), 257–273. Mahwah: Erlbaum. Psychologia dyskursowa jest jednym z nurtów w analizie dyskurs. Zajmuje się ona przede wszystkim rozmowami potocznymi, analizą interakcji, ale także badaniem materiałów tekstowych. W artykule omówione zostają trzy zasadnicze wątki charakterystyczne dla psychologii dyskursowej: (1) reokreślenie i krytyka tematów psychologicznych, (2) badania nad leksykonem psychologicznym oraz (3) analizy praktyk kierowania sprawami psychologicznymi w dyskursie i poprzez dyskurs. Wymienione kierunki prac badawczych zostają przedstawione na przykładach zaczerpniętych między innymi z przesłuchań policyjnych, rozmów telefonicznych, terapii małżeńskich czy prasy. Z jednej strony artykuł pokazuje, jaki psychologia dyskursowa może wnieść wkład do analiz mówienia i tekstu. Z drugiej zaś strony artykuł umieszcza psychologię dyskursową na tle szerszej tradycji badawczej obejmującej także analizę konwersacyjną, etnometodologię, społeczne studia nad nauką i badania retoryczne.

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Janabaevna, Kokkozova Janar. „GENERAL PSYCHOLOGY AND PERSONALITY PSYCHOLOGY“. International Journal of Advance Scientific Research 4, Nr. 3 (01.03.2024): 156–59. http://dx.doi.org/10.37547/ijasr-04-03-28.

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Utilizing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews from a diverse sample of 200 adolescents aged 13-18. The analysis focuses on patterns of social media use, self-perception, and peer influence. Findingsindicate that extensive use of social networks correlates with heightened self-awareness and social comparison, which in turn affect self-esteem and identity formation.

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Sieradzan, Jacek. „Psychologization of Buddhism: Chance or danger?“ Podstawy Edukacji 9 (2016): 65–80. http://dx.doi.org/10.16926/pe.2016.09.04.

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Modzelewska, Marlena. „Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools“. Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, Nr. 1 (13.06.2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CAWI quantitative study was conducted using the Qualtrics tool on a sample of 204 secondary school students. The main research problem is: What is the state of knowledge of secondary school students? Research questions: How much psychological knowledge do secondary school students have? From which source(s) do students mainly obtain psychological knowledge? Do secondary school students agree with the statement that psychological knowledge is useful in their lives? The study shows that students’ knowledge is at a relatively good level (the average value of the indicator on a scale of 1–3 was 1.94). The most frequently chosen terms to define are: phobia, anorexia, depression, narcissism, empathy. In turn, the concepts with the highest declared level of knowledge are: depression, manipulation, phobia, positive thinking, sexual orientation. The vast majority of students (91%) see the usefulness of psychological knowledge in their lives. They obtain it mainly from the Internet (71% from websites, 69% from social media), and much less often from school (29%). The school has the opportunity to equip students with reliable psychological knowledge during one of the most important (from the point of view of human development) periods in lives. Therefore, it is worth taking systemic actions that will enable students to navigate the world efficiently and understand themselves as best as possible.

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Vogel, Ladislaus Z. „Emotions Psychologie (The Psychology of Emotions)“. International Journal of Group Psychotherapy 38, Nr. 3 (Juli 1988): 410–11. http://dx.doi.org/10.1080/00207284.1988.11491128.

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Smedslund, Jan. „Psychologic: A Technical Language for Psychology“. Psychological Inquiry 2, Nr. 4 (Oktober 1991): 376–82. http://dx.doi.org/10.1207/s15327965pli0204_15.

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Carr, Christopher M. „Sport Psychology: Psychologic Issues and Applications“. Physical Medicine and Rehabilitation Clinics of North America 17, Nr. 3 (August 2006): 519–35. http://dx.doi.org/10.1016/j.pmr.2006.05.007.

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Krivohlavy, Jaro. „REVIEW: "Psychologie nábozenství (Psychology of Religion)"“. International Journal for the Psychology of Religion 13, Nr. 3 (Juli 2003): 221–22. http://dx.doi.org/10.1207/s15327582ijpr1303_06.

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Lee, Christina, und Neville Owen. „Behavioural Sport Psychology“. Behaviour Change 3, Nr. 2 (Juni 1986): 79–80. http://dx.doi.org/10.1017/s0813483900009207.

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The strong media and public interest in sport psychology has had the unfortunate effect of publicising its sensational aspects, rather than its scientific and professional substance. The articles in this issue of Behaviour Change show that sport psychology does have strong connections with the mainstream of scientific and professional psychology, and that sporting settings provide a substantial and stimulating focus for a behavioural approach. Sport psychology's subject matter has overlaps with clinical psychology and with behavioural health care, there is a large and growing research literature, and issues of accountability and quality control have received considerable attention.

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Williams, Richard N. „The Pseudofundamental in Psychology: Psychologic and Psychologism“. Psychological Inquiry 2, Nr. 4 (Oktober 1991): 371–74. http://dx.doi.org/10.1207/s15327965pli0204_13.

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Dissertationen zum Thema "Psychology"

1

Brandt, Julie A. Barker Lewis. „Assessing psychology majors' knowledge of psychology using the Auburn Psychology Term Test (APTT)“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/BRANDT_JULIE_41.pdf.

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Rich, Antonia. „DPsych Health Psychology : applied health psychology within health promotion“. Thesis, City University London, 2009. http://openaccess.city.ac.uk/8713/.

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The UK has one of the highest teenage pregnancy rates in Western Europe and young people are disproportionately affected by high rates of sexually transmitted infections. An experimental evaluation of a sexual health promotion DVD entitled, “Bedroom Business,” was undertaken to assess its capacity to change the cognitive antecedents of condom use. Bedroom Business is a 27 minute documentary featuring young people and health professionals discussing sexual health. The DVD also tells the story of five local young people who write and produce a song which focuses on the risks of unsafe sex and underlines the importance of using condoms. Schools were randomised to either no intervention (control) or presentation of the DVD followed by group discussion (intervention). Participants were 147 students aged 16-18. The DVD was evaluated in terms of its capacity to change 13 cognitive antecedents of condom use through a self-report questionnaire. Participants completed the questionnaire at baseline and at four week follow-up. Analysis of covariance, with baseline scores as covariates, showed there were no differences between the conditions on any of the variables. The DVD itself was very popular, with nearly all the students responding that they would recommend it to other young people. Qualitative feedback revealed many young people found it appealing because it featured other young people. The implications of the study are discussed in the wider context of research into sexual health interventions. It is suggested interventions that are greater in scope and duration, holistic in nature and which aim to change future life opportunities for young people may serve to be the most effective.

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Okrepka, Khristina. „Psychology of design“. Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13108.

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Dsouza, Sohan Savio. „Crowdsourcing moral psychology“. Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130838.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, February, 2021
Cataloged from the official PDF version of thesis.
Includes bibliographical references (pages 57-58).
Ethical trade-off surveys have played a key role in building a data-driven understanding of human moral psychology. They have been conducted all over the world for decades, eliciting assessment of ethical dilemma outcomes from populations as diverse as those of rural, tribal settlements, and industrialized, information-age, cosmopolitan cities. While much data has been gathered through these surveys, attempts to compare what people across cultures consider ethically justifiable have been hindered by the fact that the surveys used have been reformulated for different cultures in the scenarios they depict, and in their framing. The objective of this thesis project is to build a survey tool with global reach and internationalized surveys, in order to collect survey data from around the world using consistent scenarios and framing. Building on the precedent and success of the Moral Machine tool for surveying people around the world regarding ethical dilemmas involving autonomous vehicles, I built and deployed a tool for conducting surveys with scenarios of the classic action/omission trolley problem, to collect ethical dilemma survey data internationally, in ten languages, for three variants of the trolley problem - one for remote action/omission with no double effect consideration, one for double effect consideration with direct action/omission, and one for double effect consideration with remote action/omission. Analyzing data from this experiment, I conclude that differences in preferences across the variants are confirmed across populations, and that they are universal across populations in order of preference.
by Sohan Savio Dsouza.
S.M.
S.M. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences

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Bimaj, Arjola. „Psychology of pricing“. Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-162611.

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Price is the element of the marketing mix that has direct effect in the profits of a company. The right price can boost the profit and the wrong price can significantly shrink it. Thus, the businesses need to set the right price in order to maximize their revenues. However, the newest factors in the economic field, the continuous changes in the environment and the current financial situation in the world has eroded the pricing power and forces the managers to look in every direction in order to be able and keep up with the changes. Therefore, the aim of the thesis is to study the psychology of pricing related to the factors that affect the consumers' psychology and behavior when it comes to purchasing decision. The information will be then useful inputs for the companies in order to understand these factors and use them to set the most suitable pricing method for their product.

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Ho, Hui-yu. „Evolutionary Explanations In Psychology: A Paradigm For Integrating Psychology With Science“. Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1435.

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Evolutionary psychology has recently developed out of dissatisfaction with the Standard Social Science Model utilised by mainstream psychology. This model focuses on culture and reason as the underlying cause of human behaviour and proposes that the mind is a 'general purpose learning device' (Siegert & Ward, 2002). Here the mind is seen as a blank slate at birth, which is subsequently influenced by experience, environment and culture. Biological variables are minimised or ignored. However it seems that all human behaviour cannot fully be explained by the focus on nurture in the Standard Social Science Model; sexual jealousy, parental investment, and mating preferences are examples which are not fully explained by learning or environmental experience. On the other hand, evolutionary psychology, founded on the principles of cognitive science and evolutionary biology, argues that a person's nature is the primary cause of their behaviour, with the influences of nurture being of lesser importance. According to these principles, evolutionary psychology has been very successful in providing explanations, for example in the areas of human mate selection and parental investment. However evolutionary psychology has received criticism on a number of counts, including its supposed reductionism, and, its reliance on 'just so' stories which are untestable, hypothesised scenarios which look to the past in order to explain the evolution of human behavioural features. With the above mentioned matters as background, this thesis investigated whether evolutionary psychology offers a new paradigm for integrating psychology with science, and if so, how it accomplishes this. In investigating this, conceptions of science, psychology, and evolutionary theory, in particular evolutionary psychology, were examined. More specifically, issues addresses included why evolutionary psychology is dissatisfied with the SSSM, the notion of the mind as blank slate, the nature-nurture paradigm, and the mind as a general purpose learning device. Two aspects of evolutionary theory are described, natural and sexual selection, in terms of their importance to evolutionary psychology. The main arguments of evolutionary psychology as a discipline are outlined, looking at its aims, and the ways in which it combines the disciplines of evolutionary biology and cognitive psychology toward a new integrative model for studying human behaviour. A case study demonstrates how evolutionary psychology offers a useful explanation of mate selection. This thesis then turns to the philosophy of science, setting out the differences between Karl Popper and Imre Lakatos' theories, and focusing on the latter's theory as a model of scientific philosophy which could be useful for evolutionary psychology, including discussing how this could be best achieved. This thesis then sets out various criticisms of evolutionary psychology, including the critique of domain-specific modularity, the focus on the Pleistocene period as problematic, the over-reliance on natural selection, just-so stories, the reductionism of evolutionary psychology, and that it is politically conservative. This thesis concludes that the attempt of evolutionary psychology to combine cognitive science and evolutionary theory has been successful in showing how the integration of psychology into the sciences is not only possible but inevitable.

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Austin, Stephanie. „Critical psychology in action, recommendations for the practice of critical psychology“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40330.pdf.

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Clements, Andrea D., und M. Byous. „Introductory Psychology Need Not Be a Prerequisite for Developmental Lifespan Psychology“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/7315.

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Keogh, Clare. „The place of Transpersonal Psychology in the pluralistic approach of counselling psychology“. Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15295/.

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Background: Relationship is core to academic and psychological psychotherapeutic practice supported and linked by research. The success of the working alliance and psychotherapeutic practice are dependent on the properties of the psychologist, client and the therapeutic relationship, where all facets of the therapeutic relationship including the transpersonal, are integrated to a pluralistic practice. The present research looked at the transpersonal in psychotherapeutic psychology: Psychologists’ perceptions and experiences of the transpersonal and transpersonal psychology in their therapeutic work, and of transpersonal psychotherapeutic teaching while in training. Methods: ‘Survey monkey’, an online data gathering tool, was used to collect data using a multiple sorting procedure (MSP) based on Kelly’s personal construct theory. MSP was a projective technique and allowed different conceptual styles to be researched. MSP results were analysed and visually illustrated using correspondence analysis; a multidimensional and descriptive graphical technique. Responses to semi-structured open-ended questions were analysed phenomenologically using Clarkson’s seven level model (2002a) and Braun and Clarke’s (2006) thematic analysis. Two phases of data gathering were conducted. The initial phase examined clinicians’ personal perceptions and experiences of the transpersonal, and their experiences of the transpersonal in training and in practice. The second phase, the ’validation of findings study’, gathered feedback and reflections from original participants on the findings of the original study. Results: Phase 1: 25 participants took part in the study. 70% of participants were interested in transpersonal psychology while 72% were familiar with it. 65% did not receive information on transpersonal psychology while in training as psychologists. Participants’ clinical experience varied between 0-25 years. This was reflected in responses which were influenced by different experiences of trainings at different times, whereby the transpersonal was omitted or included. Experiences of teaching received was both positive and negative. Different discourses and narratives, as well as different levels of awareness and acknowledgement of the transpersonal were identified. MSP accessed conscious and unconscious experiences and perceptions. Responses to the semi-structured open-ended questions included responses of a scientific, rational and normative narrative. Some viewed transpersonal psychology as not scientific, some identified the transpersonal as separate and unique, while others’ viewed both as integrated to clinical practice. A dichotomy and incompatibility of transpersonal psychology with psychology, and between science and the spiritual was presented by some participants. Phase 2: Validation of findings study: The validation of findings study reinforced findings relating to the identified themes in the original study, and supported an Emerging Theoretical Model of Transpersonal Perceptions, Experience, Practice and Education (henceforward referred to as the emerging theoretical model) as part of a pluralistic approach. Here the interconnected transpersonal themes of the personal experience, experience in training, and use in clinical practice are refined. Conclusions: Findings suggest participants’ personal experience of the transpersonal in training and in clinical practice influenced responses, awareness, experience and acknowledgement of the transpersonal evident in the results. Considering the functioning of each individual, and the mind/body relationship, especially across the lifespan, many theoretical approaches recognise the complex and important relationship involved in functioning which leads to psychological well-being. Perhaps because transpersonal psychology considers that which functions beyond the ego ,it does not comfortably fit into the rules of research and theory which apply within other fields of psychology. In relation to research, the expectations of scientific validity may not seem to be met by transpersonal psychology, as it does not adhere to a Newtonian/Cartesian approach to research in practice. It mainly takes the form of subjective experience using qualitative research methods and is based in human inquiry, which is also reliable and valid. Results indicate trainings in psychology should place more emphasis on incorporating transpersonal psychology in trainings as an essential facet of an integrated therapeutic relationship.

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Zakrajsek, Rebecca. „Coaches and sports psychology factors influencing intentions to use sport psychology consultation /“. Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3424.

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Bücher zum Thema "Psychology"

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Rigaux, Kristien. Tandheelkunde en psychologie (Dentistry and Psychology). Antwerp (Belgium): Bohn Scheltema en Holkema, 1985.

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Dominic, Upton, Hrsg. Psychology express: Developmental psychology. New York, NY: Pearson Prentice Hall, 2011.

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Jenny, Mercer, Hrsg. Psychology express: Social psychology. Harlow, England : New York: Pearson, 2011.

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Licht, Deborah M. Psychology. New York, NY: Worth Publishers, 2014.

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Kassin, Saul M. Psychology. 2. Aufl. Upper Saddle River, N.J: Prentice Hall, 1998.

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Davis, Stephen F. Psychology. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Barker, Sue. Psychology. Oxford: Blackwell Pub., 2007.

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Rathus, Spencer A. Psychology. 4. Aufl. Fort Worth, TX: Holt, Rinehart, and Winston, 1990.

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Rathus, Spencer A. Psychology. 3. Aufl. New York: Holt, Rinehart, and Winston, 1987.

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Ciccarelli, Saundra K. Psychology. 4. Aufl. Boston: Pearson, 2014.

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Buchteile zum Thema "Psychology"

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Hirst, William, und Elif Sozer. „Psychologie – Psychology“. In Handbuch Sozialwissenschaftliche Gedächtnisforschung, 1–16. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26593-9_37-1.

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Hirst, William, und Elif Sozer. „Psychologie – Psychology“. In Handbuch Sozialwissenschaftliche Gedächtnisforschung, 253–68. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-26556-4_37.

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Guerin, Bernard. „Psychology, pop psychology, and common-sense psychology“. In Reimagining Therapy through Social Contextual Analyses, 3–12. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003300571-2.

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Wärneryd, Karl-Erik. „Psychology + Economics = Economic Psychology?“ In Essays on Economic Psychology, 31–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-48621-0_2.

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Martin, Jeffrey J., und Garry Wheeler. „Psychology“. In The Paralympic Athlete, 116–34. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444328356.ch7.

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Richer, Paul. „Psychology“. In Contributions to Phenomenology, 577–81. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_130.

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Loewenthal, Kate M. „Psychology“. In Encyclopedia of Psychology and Religion, 1867–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_540.

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Raglin, John S., und Brendon S. Hale. „Psychology“. In Handbook of Sports Medicine and Science: Swimming, 102–14. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470698761.ch6.

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Welling, Lisa L. M. „Psychology“. In Encyclopedia of Evolutionary Psychological Science, 1–2. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_479-1.

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Stok, Fabio. „Psychology“. In A Companion to the Classical Tradition, 355–70. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996775.ch25.

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Konferenzberichte zum Thema "Psychology"

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Panditi, Prabhaker. „Psychology“. In ISEC '18: Innovations in Software Engineering Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3172871.3172889.

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Adair, John. „Beyond Indigenization: Asian Psychology's Contribution to the World of Psychology“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2008. http://dx.doi.org/10.4087/muki5518.

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Salihoglu, Turgay. „Architecture psychology“. In PROCEEDINGS OF THE 10TH WORKSHOP ON METALLIZATION AND INTERCONNECTION FOR CRYSTALLINE SILICON SOLAR CELLS. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0111122.

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Tadeusiewicz, R. „Computers in psychology and psychology in computer science“. In 2010 International Conference on Computer Information Systems and Industrial Management Applications (CISIM). IEEE, 2010. http://dx.doi.org/10.1109/cisim.2010.5643696.

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Petrolienė, Raimonda. „5th INTERNATIONAL SCIENTIFIC-PRACTICAL CONFERENCE “PSYCHOLOGY SCIENCE FOR HEALTH““. In 5th INTERNATIONAL SCIENTIFIC-PRACTICAL CONFERENCE “PSYCHOLOGY SCIENCE FOR HEALTH“. Lithuanian University of Healt Sciences, 2024. http://dx.doi.org/10.59803/psychology.2024.4.26.1.1.

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Vat, Kam Hou. „Teaching Software Psychology“. In the thirty-first SIGCSE technical symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/330908.331892.

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Bello, Paul F. „Mechanizing modal psychology“. In 2014 IEEE International Symposium on Ethics in Engineering, Science, and Technology (ETHICS). IEEE, 2014. http://dx.doi.org/10.1109/ethics.2014.6893425.

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Sun, Emily, Brooke Jones, Stefano Traca und Maarten W. Bos. „Leaderboard Position Psychology“. In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702613.2732732.

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Inayah, Zufra, und Wiwik Widyawati. „Mine Workers’ Psychology“. In 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.092.

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Wang, Qi. „Thinking on Indigenous Psychology of China Based on Western Psychology Culture“. In 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.40.

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Berichte der Organisationen zum Thema "Psychology"

1

Glaeser, Edward. Paternalism and Psychology. Cambridge, MA: National Bureau of Economic Research, November 2005. http://dx.doi.org/10.3386/w11789.

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2

Hall, W. H., und J. L. Eaves. Military Psychology - Its Role in the Growth of Psychology in Australia. Fort Belvoir, VA: Defense Technical Information Center, September 1989. http://dx.doi.org/10.21236/ada217966.

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3

Glaeser, Edward. Psychology and the Market. Cambridge, MA: National Bureau of Economic Research, Januar 2004. http://dx.doi.org/10.3386/w10203.

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4

Almlund, Mathilde, Angela Lee Duckworth, James Heckman und Tim Kautz. Personality Psychology and Economics. Cambridge, MA: National Bureau of Economic Research, Februar 2011. http://dx.doi.org/10.3386/w16822.

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5

Borghans, Lex, Bart H. H. Golsteyn, James Heckman und John Eric Humphries. Identification Problems in Personality Psychology. Cambridge, MA: National Bureau of Economic Research, März 2011. http://dx.doi.org/10.3386/w16917.

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6

Heckman, James. Integrating Personality Psychology into Economics. Cambridge, MA: National Bureau of Economic Research, August 2011. http://dx.doi.org/10.3386/w17378.

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7

Hobbs, Jerry R., und Andrew S. Gordon. Encoding Knowledge of Commonsense Psychology. Fort Belvoir, VA: Defense Technical Information Center, Januar 2005. http://dx.doi.org/10.21236/ada459158.

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8

Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, September 2016. http://dx.doi.org/10.12731/kulikova.01092016.22128.

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9

Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina und Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0786.29012024.

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Annotation:

The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.02 Pediatrics (specialty level), approved by order of the Ministry of Education and Science of the Russian Federation dated 08/17/2015 No. 853, and taking into account the requirements of professional standard 02.008 “Physician - district pediatrician”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated 03/27/2017 No. 306n. This course includes issues of private psychiatry and narcology. The purpose of the course is to gain knowledge about the basic patterns of formation and manifestations of mental disorders, their causes, and classification principles. Course objectives: study of classifications of mental disorders; familiarization with the clinical manifestations of mental disorders, their etiological and pathogenetic mechanisms; teaching students the skills to identify symptoms of mental disorders and the skills of describing them in medical documentation. The labor intensity of the course is 45 hours. The course consists of 5 didactic units.

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Walling, Liam R. An Analysis: Psychology of Financial Planning. Ames (Iowa): Iowa State University, Dezember 2022. http://dx.doi.org/10.31274/cc-20240624-160.

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