Thematische Bibliographien / Psychology in literature

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Auswahl der wissenschaftlichen Literatur zum Thema „Psychology in literature“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Psychology in literature"

Santos, Rosemary Conceição, João Camilo Santos und José Aparecido Santos. „Psychology of Literature and Literature in Psychology“. Temas em Psicologia 26, Nr. 2 (2018): 781–94. http://dx.doi.org/10.9788/tp2018.2-09en.

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Moghaddam, Fathali M. „From ‘Psychology in Literature’ to ‘Psychology is Literature’“. Theory & Psychology 14, Nr. 4 (August 2004): 505–25. http://dx.doi.org/10.1177/0959354304044922.

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Aras, Goksen. „Personality and Individual Differences: Literature in Psychology- Psychology in Literature“. Procedia - Social and Behavioral Sciences 185 (Mai 2015): 250–57. http://dx.doi.org/10.1016/j.sbspro.2015.03.452.

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ARZUMANYAN, ARMENUHI, und NAIRA HAKOBYAN. „INTERDISCIPLINARY LINKS: LITERATURE AND PSYCHOLOGY“. Main Issues Of Pedagogy And Psychology 15, Nr. 3 (19.12.2017): 57–62. http://dx.doi.org/10.24234/miopap.v15i3.193.

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Nowadays teaching methodology which undergoes reformations is various and multi- faceted. Teachers should be able to choose the right method of teaching due to the subject-matters and materials. It is important to pay attention on inter-disciplinary relations which help to make the lesson more substantial, productive and learner-oriented. The ties between Literature and Psychology should be applied while studying fiction, where succession of events is more than dramatic and there exist a range of moments and special expressions of emotional state.

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Stodel, Emma J. „Literature Reviews in Sport Psychology“. Sport Psychologist 21, Nr. 2 (Juni 2007): 265–66. http://dx.doi.org/10.1123/tsp.21.2.265.

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Lancaster, F. W., K. Konopasek und Tina Owens. „The literature of educational psychology and the literature used by writers in educational psychology“. Contemporary Educational Psychology 10, Nr. 4 (Oktober 1985): 314–28. http://dx.doi.org/10.1016/0361-476x(85)90029-3.

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Wulandari, Anisa Nur, und Yuni Nurhamida. „Factors Causing Aggression Behavior Viewed from Psychology: A Literature Study“. International Journal of Research Publication and Reviews 5, Nr. 7 (Juli 2024): 2071–82. http://dx.doi.org/10.55248/gengpi.5.0724.1802.

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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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EMRE, İsmet. „Psychology Sources Of New Turkish Literature“. Journal of Turkish Studies Volume 4 Issue 1-1, Nr. 4 (2009): 319–55. http://dx.doi.org/10.7827/turkishstudies.547.

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Fagan, Thomas K. „The Evolving Literature of School Psychology“. School Psychology Review 15, Nr. 3 (01.09.1986): 430–40. http://dx.doi.org/10.1080/02796015.1986.12085245.

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Dissertationen zum Thema "Psychology in literature"

Zaciewski, Janelle. „Consultation Trends in School Psychology Literature“. TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.

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Brown, Stephanie Lynn. „Diversity Literature in Major School Psychology Journals: 2000-2003“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.

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Macleod, Catriona. „Theory and South African developmental psychology research and literature“. UCT Press, 2009. http://hdl.handle.net/10962/d1015326.

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In this chapter we shall examine the theoretical assumptions that drive developmental psychology research and literature in South Africa. The basic underlying models utilised in developmental research may be described as (a) mechanistic; (b) organismic; (c) contextual and (d) social constructionist. A description of the fundamental premises of each of these will be followed by examples of research that utilise the particular approach. In the discussion, some of the controversies that plague developmental psychology research will be highlighted.

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au, 19310449@student murdoch edu, und Joseph Marrable. „Transpersonal literature“. Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051222.155152.

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What do you get if you apply Ken Wilbers theories of transpersonal psychological development within human consciousness to William Goldings Lord of the Flies or Conrads Heart of Darkness, or Shakespeares Hamlet? Can they provide a clear interpretative tool in order to uncover the intentional or unintentional aspects of consciousness development contained within them? Do these literary texts reveal a coherent quest for knowledge of human consciousness, the nature of good and evil, and the ineffable question of spirit? Is there a case for presenting a transpersonal perspective of literature in order to expound the theories of this psychological discipline? Can literary texts provide materials that are unique to that art form and can be explicated by knowledge of transpersonal psychology? Is there an evolutionary motion, which is not necessarily historically chronological but nonetheless displays a developmental map of human consciousness across literary works? In other words, can we see a hierarchical framework along the lines of consciousness development as proposed by Ken Wilber, that suggests a movement up the evolutionary ladder of consciousness from Lord of the Flies to Hamlet and beyond? Can we counter oppose Lord of the Flies and Hamlet, suggesting that the first is a fable of regression to transpersonal evil within a cultural community and the second sees Hamlet attempt to avoid this path in order to move toward the transcendence of ego and self, within the individual? If this is so then we should be able to plot both paths relative to the models of development traced in Wilbers theories and interpret the texts according to this framework. What is the relationship between transpersonal aspects of consciousness and literature? And what are the effects upon the cultural consciousness of human evolution that literature has had so much to inform? How do the literary works of individuals inform the cultural consciousness and transcend the age in which they are written? Equally we should be able to test the theories with the aid of some texts of literature especially those works which are of, and about consciousness. What does this mean to the literary interpretation of these texts? How does it differ from other interpretations? What are the pitfalls and what disclaimers need to be put in place? Is the difference between the notion of a transpersonal evil and a transpersonal good simply a matter of individual moral choice?

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Sassen, Catherine J. (Catherine Jean). „Citation Accuracy in the Journal Literature of Four Disciplines : Chemistry, Psychology, Library Science, and English and American Literature“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279353/.

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The primary purpose of this study was to determine if there is a relationship between the bibliographic citation practices of the members of a discipline and the emphasis placed on citation accuracy and purposes in the graduate instruction of the discipline.

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Rabon, Jessica Kelliher, Edward C. Chang und Jameson K. Hirsch. „Positive Psychology and Suicide Prevention: an Introduction and Overview of the Literature“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5547.

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Book Summary: This inspiring resource presents theories, findings, and interventions from Positive Suicidology, an emerging strengths-based approach to suicide prevention. Its synthesis of positive psychology and suicidology theories offers a science-based framework for promoting wellbeing to complement or, if appropriate, replace traditional deficit-driven theories and therapies used in reducing suicidal thoughts and behaviors. Coverage reviews interpersonal, intrapersonal, and societal risk factors for suicide, and identifies protective factors, such as hope and resilience, that can be enhanced in therapy. From there, chapters detail a palette of approaches and applications of Positive Suicidology, from the powerful motivating forces described in Self-Determination Theory to meaning-building physical and social activities. Among the topics covered: Future-oriented constructs and their role in suicidal ideation and enactment. Gratitude as a protective factor for suicidal ideation and behavior: theory and evidence. Considering race and ethnicity in the use of positive psychological approaches to suicide. The Six R’s framework as mindfulness for suicide prevention. Community-based participatory research and empowerment for suicide prevention. Applied resiliency and suicide prevention: a strengths-based, risk-reduction framework. Psychotherapists, counselors, social workers, psychiatrists, and health psychologists, as well as educators, clergy and healthcare professionals, will find A Positive Psychological Approach to Suicide an invaluable source of contemporary evidence-based strategies for their prevention and intervention efforts with suicidal clients.

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Dawson, T. „Dreams, myths, and fictions : Jungian psychology and the interpretation of novels“. Thesis, University of East Anglia, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372366.

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Aste, Julie A. „Chronic Pain and Stigma A Literature Review“. Thesis, Union Institute and University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113719.

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Chronic pain is a prevalent disorder that is difficult to treat and has the potential to be stigmatizing for individuals with chronic pain. An exploratory literature review was conducted to examine chronic pain stigma. The review specifically investigated studies that addressed individuals’ experiences of chronic pain stigma, identified sources of chronic pain stigma, and chronic pain stigma’s impact on treatment adherence. The following key terms were used to search 15 computerized databases (i.e. chronic pain AND stigma OR stigmatization OR disbelief OR stereotype OR invisible OR misconception). Studies were reviewed if they were relevant to chronic pain stigma, were conducted in the United States, the majority of participants were adults with a chronic pain condition, chronic pain condition was non-malignant, chronic pain was defined as persistent or intermittent for at least 3 months, and stigma was defined as being labeled, stereotyped, devalued, or discredited. The final review included 18 qualitative and quantitative studies from 1989-2015 that examined chronic pain and stigma. The findings of the study included twelve key themes that shed light on the experiences of stigma, sources of stigma, and impact on treatment adherence. Experiences of stigma included: estrangement, self-stigmatization, invisibility, medication stigma, and disbelief. The participants in the studies identified three sources of stigma: doctors, public, and family. Four themes emerged from the few studies that addressed treatment adherence: difficulty communicating about pain, management strategies, to seek care or not seek care, and to not take medications due to fears of addiction and stigma. The findings are further discussed in relation to the United State’s societal values, beliefs, and culture. A cultural shift is suggested in how we view chronic pain and illness. Additionally, recommendations are made for the role of psychologists addressing chronic pain stigma from a multi-systems level approach. Keywords: Chronic pain, stigma, disbelief, diagnostic uncertainty, illegitimacy

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Dudley, Patricia D. „Narrative Fiction and Depth Psychology| A Path Toward Growth and Discovery“. Thesis, Pacifica Graduate Institute, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076220.

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The cultural movement toward abbreviation and multitasking detracts from the desire and also, potentially, the ability to begin engaging in deep reading. This is problematic, considering that the deep reading of narrative fiction has many potential benefits. Through the use of both heuristic and hermeneutic methodology, this thesis takes a look at the psychological and scientific literature that explores the relationship between reading narrative fiction and an increase in both empathy and theory of mind skills; how the art of reading narrative fiction can be viewed from a depth psychological perspective; and the author’s personal experience with reading narrative fiction. This information is then utilized to explore how these components can be applied within the psychotherapy process through the use of bibliotherapy, as well as how it can be a valuable tool for one’s own personal growth and exploration outside of a therapy setting.

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Boden, Helen. „Autobiography and eighteenth-century psychology in the early poetry of William Wordsworth“. Thesis, University of Newcastle Upon Tyne, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239684.

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Bücher zum Thema "Psychology in literature"

Mowah, Frank Uche. Psychology and African literature. Ibadan, Oyo State, Nigeria: Stirling-Horden Publishers, 1996.

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Jhārī, Kr̥shṇadeva. Kāvya-manovijñāna = Psychology of literature. Naī Dillī: Rāshṭrīya Hindī Sāhitya Parishad, 2005.

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Holland, Norman Norwood. Holland's guide to psychoanalytic psychology and literature-and-psychology. New York: Oxford University Press, 1989.

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Schram, Dick, und Gerard J. Steen, Hrsg. The Psychology and Sociology of Literature. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/upal.35.

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Tuman, Myron. The Stuttering Son in Literature and Psychology. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10039-0.

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1948-, Fox Christopher, Hrsg. Psychology and literature in the eighteenth century. New York, N.Y: AMS Press, 1987.

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Berger, Gilda. Psychology words. New York: J. Messner, 1986.

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Dwyer, Helen. History of psychology. Redding, Conn: Brown Bear Books, 2011.

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D, Fireman Gary, McVay Ted E und Flanagan Owen J, Hrsg. Narrative and consciousness: Literature, psychology, and the brain. New York: Oxford University Press, 2003.

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J, Paris Bernard, Hrsg. Third force psychology and the study of literature. Rutherford, N.J: Fairleigh Dickinson University Press, 1986.

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Buchteile zum Thema "Psychology in literature"

Carroll, Joseph. „Death in Literature“. In Evolutionary Psychology, 137–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25466-7_7.

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Miller, Scott A. „Literature Reviews“. In Writing in Psychology, 91–111. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246435-7.

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Elms, Alan C. „Literature.“ In Encyclopedia of psychology, Vol. 5., 63–66. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10520-026.

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Meisel, Perry. „Psychology“. In A Companion to Modernist Literature and Culture, 79–91. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch8.

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Cormack, Margaret A., Michael E. Dewey und R. Glynn Owens. „Literature Review“. In Recent Research in Psychology, 3–34. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3672-6_2.

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Michalos, Alex C. „Literature Review“. In Recent Research in Psychology, 1–25. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-4368-7_1.

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Michalos, Alex C. „Literature Review“. In Recent Research in Psychology, 1–23. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9769-4_1.

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Michalos, Alex C. „Literature Review“. In Recent Research in Psychology, 1–46. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3098-4_1.

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Michalos, Alex C. „Literature Review“. In Recent Research in Psychology, 1–13. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3204-9_1.

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Carroll, Joseph. „Literature and Evolutionary Psychology“. In The Handbook of Evolutionary Psychology, 931–52. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9780470939376.ch33.

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Konferenzberichte zum Thema "Psychology in literature"

„Ecology Destruction: Hoot of Environmental Psychology“. In International Conference on Humanities, Literature and Economics. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0114017.

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Garcês, Soraia, Margarida Pocinho und Anita Figueira. „Positive Psychology in Education:A Systematic Literature Review“. In 2nd International Conference on Advanced Research in Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.2nd.icate.2019.12.839.

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Wang, Chang-Min. „Analysis on the Creative Psychology of Network Literature“. In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.22.

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Heinrichova, Nadezda. „Teaching History Through German Literature“. In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Moisuc, Ilie. „LITERATURE AND COMMUNICATION“. In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.100.

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Tomassoni, Rosella, Francesco Spilabotte und Monica Alina Lungu. „PSYCHOLOGY AND LITERATURE: SOME PSYCHOLOGICAL REFLECTIONS ABOUT EVELYNE BY JOYCE“. In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s28.08.

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The purpose of this study is to conduct a careful psychological investigation into the thought of one of the most important 20th century Irish writers, James Joyce (1882- 1941). The main focus of the analysis consists of some of the short stories contained in one of Joyce�s most famous works, Dubliners, with particular reference to Evelyne and at the same time examining some of the themes present and recurring in the Irish writer�s books. This work aims to demonstrate how in Joyce there is a strong interest in the realisation and psychological analysis of his complex characters present in the work as well as in Evelyne and who will be examined as expressions and fulfilments of his creativity. The study was conducted through the discipline of the Psychology of Art and Literature. Some of the themes and characteristics of the characters in the stories will be presented, in which the individual, with his inner conflicts, emotions, feelings and sensations will come to the fore, with particular attention to the central theme of the work, namely paralysis in which he sees the city and its inhabitants immersed. Paralysis and escape are the central elements of Dubliners. One will understand how the city and the characters are seen by Joyce as the centre of the historical, social and psychological �paralysis� that conditions the lives of its inhabitants and does not allow them to grow as human beings.

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Wikansari, Rinandita, Abu Ausat, Rahmat Hidayat, Sofyan Mustoip und Ade Sari. „Business Psychology Analysis of Consumer Purchasing Factors: A Literature Review“. In Proceedings of the International Conference on Economic, Management, Business and Accounting, ICEMBA 2022, 17 December 2022, Tanjungpinang, Riau Islands, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.17-12-2022.2333186.

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Tomassoni, Rosella, Melissa Benvenuto und Monica Alina Lungu. „PSYCHOLOGY AND LITERATURE: THE CONSCIOUSNESS OF ZENO BY ITALO SVEVO“. In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/fs10.16.

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The present work aims to address the role that psychology plays within literary works starting from a "critical" reading aimed at understanding and recognizing the psychological and in some works also psychopathological traits present within the texts. Our goal will be to present the conscious and unconscious aspects of the various characters and identify the reasons that prompted the author to create and analyze certain psychological issues and certain environmental situations. The methodology that will be used will mainly be that indicated by Professor Antonio Fusco which aims and which tends to enhance the contribution of the Author's conscious Ego, of the emotional centers and of the unconscious contents of the mind following in part the line of the psychiatrist Silvano Arieti who in one of his main works illustrates the concept of �tertiary thinking� and sees it as a synthesis of unconscious, endoceptual and conceptual elements [1]. The aspects that will allow you to better understand the facets of a literary work will be reading, knowledge of the author's biography and identifying with the characteristic features of the characters. On the relationship between mind, art, literature and psychoanalysis over time we have had numerous contributions from not only Sigmund Freud, Carl Gustav Jung, but also many other authors. Just think of the various writers who have dealt with very important psychological and psychoanalytic themes through their novels; in the present work we will limit our attention to a psychological investigation of the work Zeno's conscience by Italo Svevo. Through the analysis of the characters and their inner life, it will be our task to be able to make the reader identify completely with the life described by the authors of the literary works. In this perspective, the psychologist will try to work alongside the traditional literary critic with the sole propose of providing a further humble investigative contribution. In conclusion, it can be said that the thread that binds psychology to many literary works is very thin.

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„Cross-cultural Awareness Teaching in English Literature Education“. In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.019.

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Berichte der Organisationen zum Thema "Psychology in literature"

Gillison, Fiona, Bas Verplanken, Julie Barnett, Tania Griffin und Liam Beasley. A rapid evidence review of the Psychology of Food Choice. Food Standards Agency, März 2022. http://dx.doi.org/10.46756/sci.fsa.blc589.

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This literature review aimed to provide insight into the situational, social, emotional and psychological roles of food and how variation among them influence buying and eating decisions. The report aims to respond to the following questions: What are the key psychological processes that we should consider when thinking about our food choices? What characteristics of a person, place or product can influence these processes? What approaches to influence food choice have been tried and found effective – and what is the psychology behind them? Which approaches to promoting positive food choices show the greatest promise? ‘Positive choices’ in this case infer those leading to better health or sustainability. How have inequalities been incorporated into research, and where is greater consideration needed? A scoping review of systematic reviews between 2016 and 2021 was conducted, with 39 reviews retrieved and used as primary evidence on which this report is based.

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Hardani, Rika, Diana Setiyawati und Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, März 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina und Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.

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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.

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Ringhand, Madlen, Maximilian Bäumler, Christian Siebke, Marcus Mai und Felix Elrod. Report on validation of the stochastic traffic simulation (Part A). Technische Universität Dresden, 2021. http://dx.doi.org/10.26128/2021.242.

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This document is intended to give an overview of the human subject study in a driving simulator that was conducted by the Chair of Traffic and Transportation Psychology (Verkehrspsychologie – VPSY) of the Technische Universität Dresden (TUD) to provide the Chair of Automotive Engineering (Lehrstuhl Kraftfahrzeugtechnik – LKT) of TUD with the necessary input for the validation of a stochastic traffic simulation, especially for the parameterization, consolidation, and validation of driver behaviour models. VPSY planned, conducted, and analysed a driving simulator study. The main purpose of the study was to analyse driving behaviour and gaze data at intersections in urban areas. Based on relevant literature, a simulated driving environment was created, in which a sample of drivers passed a variety of intersections. Considering different driver states, driving tasks, and traffic situations, the collected data provide detailed information about human gaze and driving behaviour when approaching and crossing intersections. The collected data was transferred to LKT for the development of the stochastic traffic simulation.

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Bäumler, Maximilian, Madlen Ringhand, Christian Siebke, Marcus Mai, Felix Elrod und Günther Prokop. Report on validation of the stochastic traffic simulation (Part B). Technische Universität Dresden, 2021. http://dx.doi.org/10.26128/2021.243.

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This document is intended to give an overview of the validation of the human subject study, conducted in the driving simulator of the Chair of Traffic and Transportation Psychology (Verkehrspsychologie – VPSY) of the Technische Universität Dresden (TUD), as well of the validation of the stochastic traffic simulation developed in the AutoDrive project by the Chair of Automotive Engineering (Lehrstuhl Kraftfahrzeugtechnik – LKT) of TUD. Furthermore, the evaluation process of a C-AEB (Cooperative-Automatic Emergency Brake) system is demonstrated. The main purpose was to compare the driving behaviour of the study participants and the driving behaviour of the agents in the traffic simulation with real world data. Based on relevant literature, a validation concept was designed and real world data was collected using drones and stationary cameras. By means of qualitative and quantitative analysis it could be shown, that the driving simulator study shows realistic driving behaviour in terms of mean speed. Moreover, the stochastic traffic simulation already reflects reality in terms of mean and maximum speed of the agents. Finally, the performed evaluation proofed the suitability of the developed stochastic simulation for the assessment process. Furthermore, it could be shown, that a C-AEB system improves the traffic safety for the chosen test-scenarios.

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Rheinberger, Christoph, und Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, Juni 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.

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Koomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, Januar 2024. http://dx.doi.org/10.53832/edtechhub.1011.

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This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/

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#InspireInclusion: Addressing the Undue Service Burden Placed on Women Faculty in Psychology. ACAMH, März 2024. http://dx.doi.org/10.13056/acamh.26582.

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Psychology is often highlighted as a STEM field that has “overcome” the gender gap present in academia; while it is true that significant progress has been made in our field over the last 20 years, gender gaps still remain with regard to service responsibilities. This burden is one contributor to the well-established differences in publication and grant rates and the under-representation of women at the full professor level. This blog highlights literature on this topic and some strategies for overcoming this undue service burden.

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Detaching RAD from DSED: the rationale and research requirements. ACAMH, Mai 2018. http://dx.doi.org/10.13056/acamh.10540.

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Attachment disorders were defined in the clinical literature >40 years ago, but their systematic analysis has only occurred relatively recently. In 2015, Charles Zeanah and Mary Margaret Gleason compiled an Annual Research Review into attachment disorders in early childhood for the Journal of Child Psychology and Psychiatry. Here, the researchers outline the key findings from their review and provide an update as to how the field has progressed over the past years.

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