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Journal articles on the topic 'Control (Psychology)'

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Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

Lee, Christina, and Neville Owen. "Behavioural Sport Psychology." Behaviour Change 3, no. 2 (June 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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2

Thomas, G. "Quality Control in Educational Psychology." Educational Psychology in Practice 3, no. 1 (April 1987): 13–16. http://dx.doi.org/10.1080/0266736870030103.

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3

Albertos, Pedro, and Ester Barberá. "Control Structures in Motivational Psychology." IFAC Proceedings Volumes 29, no. 1 (June 1996): 4527–32. http://dx.doi.org/10.1016/s1474-6670(17)58395-0.

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4

Yamaguchi, Susumu, Michele Gelfand, Megumi M. Ohashi, and Yuriko Zemba. "The Cultural Psychology of Control." Journal of Cross-Cultural Psychology 36, no. 6 (November 2005): 750–61. http://dx.doi.org/10.1177/0022022105280513.

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5

Leahey, Thomas H., and John A. Mills. "Control: A History of Behavioral Psychology." Journal of American History 87, no. 2 (September 2000): 686. http://dx.doi.org/10.2307/2568841.

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6

Styliadou, Artemis, and Simona Williamson. "NYSE: Emotional Control Sharing Trading Psychology." Asian Research Journal of Arts & Social Sciences 5, no. 3 (February 16, 2018): 1–7. http://dx.doi.org/10.9734/arjass/2018/39351.

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7

Prewitt, Patricia Woods, and John A. Mills. "Control: A History of Behavioral Psychology." History of Education Quarterly 40, no. 4 (2000): 521. http://dx.doi.org/10.2307/369744.

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8

Smith, Laurence D., and John A. Mills. "Control: A History of Behavioral Psychology." American Historical Review 105, no. 5 (December 2000): 1765. http://dx.doi.org/10.2307/2652122.

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9

Boakes, Robert. "Control: A history of behavioral psychology." Journal of the History of the Behavioral Sciences 35, no. 3 (1999): 309–10. http://dx.doi.org/10.1002/(sici)1520-6696(199922)35:3<309::aid-jhbs8>3.0.co;2-d.

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10

Finney, Jack W., Edward R. Christophersen, Patrick C. Friman, Ilze V. Kalnins, James E. Maddux, Lizette Peterson, Michael C. Roberts, and Mark Wolraich. "Society of Pediatric Psychology Task Force Report: Pediatric Psychology and Injury Control." Journal of Pediatric Psychology 18, no. 4 (1993): 499–526. http://dx.doi.org/10.1093/jpepsy/18.4.499.

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11

Eppinger, Ben, Thomas Goschke, and Sebastian Musslick. "Meta-control: From psychology to computational neuroscience." Cognitive, Affective, & Behavioral Neuroscience 21, no. 3 (June 2021): 447–52. http://dx.doi.org/10.3758/s13415-021-00919-4.

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12

Alicke, Mark D. "Culpable control and the psychology of blame." Psychological Bulletin 126, no. 4 (2000): 556–74. http://dx.doi.org/10.1037/0033-2909.126.4.556.

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13

Hanrahan, S., and N. Seefeld. "A randomised control trial in sport psychology." Journal of Science and Medicine in Sport 9 (December 2006): 31–32. http://dx.doi.org/10.1016/j.jsams.2006.12.072.

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14

Englert, Chris, Jeffrey D. Graham, and Steven R. Bray. "Self-control in sport and exercise psychology." Sport, Exercise, and Performance Psychology 9, no. 2 (May 2020): 161–66. http://dx.doi.org/10.1037/spy0000205.

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15

Frankel, Marvin. "The Psychology and Economics of Self-Control." Contemporary Psychology 47, no. 6 (December 2002): 700–702. http://dx.doi.org/10.1037/001277.

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16

Devonport, Tracey, Andrew Lane, and Christopher L. Fullerton. "Introducing Sport Psychology Interventions: Self-Control Implications." Sport Psychologist 30, no. 1 (March 2016): 24–29. http://dx.doi.org/10.1123/tsp.2014-0120.

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Evidence from sequential-task studies demonstrate that if the first task requires self-control, then performance on the second task is compromised (Hagger, Wood, Stiff, & Chatzisarantis, 2010). In a novel extension of previous sequential-task research, the first self-control task in the current study was a sport psychology intervention, paradoxically proposed to be associated with improved performance. Eighteen participants (9 males, 9 females; mean age = 21.6 years, SD = 1.6), none of whom had previously performed the experimental task or motor imagery, were randomly assigned to an imagery condition or a control condition. After the collection of pretest data, participants completed the same 5-week physical training program designed to enhance swimming tumble-turn performance. Results indicated that performance improved significantly among participants from both conditions with no significant intervention effect. Hence, in contrast to expected findings from application of the imagery literature, there was no additive effect after an intervention. We suggest practitioners should be cognisant of the potential effects of sequential tasks, and future research is needed to investigate this line of research.

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17

Kuhl, Julius. "Who Controls Whom When "I Control Myself"?" Psychological Inquiry 7, no. 1 (January 1996): 61–68. http://dx.doi.org/10.1207/s15327965pli0701_12.

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18

Druckman, Daniel. "The Social Psychology of Arms Control and Reciprocation." Political Psychology 11, no. 3 (September 1990): 553. http://dx.doi.org/10.2307/3791664.

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19

Williams, Laura. "Discovering the psychology behind good infection control practice." Nursing Standard 26, no. 26 (February 29, 2012): 29. http://dx.doi.org/10.7748/ns2012.02.26.26.29.p7702.

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20

Derksen, Maarten. "Control and resistance in the psychology of lying." Theory & Psychology 22, no. 2 (March 21, 2012): 196–212. http://dx.doi.org/10.1177/0959354311427487.

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21

Marken, Richard S., and Warren Mansell. "Perceptual Control as a Unifying Concept in Psychology." Review of General Psychology 17, no. 2 (June 2013): 190–95. http://dx.doi.org/10.1037/a0032933.

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22

Danziger, Kurt. "Review of Control: A history of behavioral psychology." Canadian Psychology/Psychologie canadienne 40, no. 3 (1999): 272–73. http://dx.doi.org/10.1037/h0092517.

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23

Zelazo, Philip David, and Douglas Frye. "Consciousness and control: The argument from developmental psychology." Behavioral and Brain Sciences 22, no. 5 (October 1999): 788–89. http://dx.doi.org/10.1017/s0140525x99602187.

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Limitations of Dienes & Perner's (D&P's) theory are traced to the assumption that the higher-order thought (HOT) theory of consciousness is true. D&P claim that 18-month-old children are capable of explicitly representing factuality, from which it follows (on D&P's theory) that they are capable of explicitly representing content, attitude, and self. D&P then attempt to explain 3-year-olds' failures on tests of voluntary control such as the dimensional change card sort by suggesting that at this age children cannot represent content and attitude explicitly. We provide a better levels-of-consciousness account for age-related abulic dissociations between knowledge and action.

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24

Tones, Keith. "Health promotion, empowerment and the psychology of control." Journal of the Institute of Health Education 29, no. 1 (January 1991): 17–26. http://dx.doi.org/10.1080/03073289.1991.10805733.

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25

O'Donohue, William, Patricia A. Graczyk, and Elizabeth A. Yeater. "Quality control and the practice of clinical psychology." Applied and Preventive Psychology 7, no. 3 (June 1998): 181–87. http://dx.doi.org/10.1016/s0962-1849(05)80020-4.

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26

Whaley, Arthur L. "Child Psychology and the Quest for Control (Book)." Journal of Clinical Child Psychology 18, no. 3 (September 1989): 274. http://dx.doi.org/10.1207/s15374424jccp1803_14.

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27

Frohlich, D. M. "Memory and control of action. Advances in psychology." Human Movement Science 4, no. 1 (March 1985): 87–90. http://dx.doi.org/10.1016/0167-9457(85)90025-9.

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28

Gazzillo, Francesco, Ramona Fimiani, Emma De Luca, Nino Dazzi, John T. Curtis, and Marshall Bush. "New developments in understanding morality: Between evolutionary psychology, developmental psychology, and control-mastery theory." Psychoanalytic Psychology 37, no. 1 (January 2020): 37–49. http://dx.doi.org/10.1037/pap0000235.

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29

Castiglione, Lawrence V. "Psychology, Control, and Policy Formation: Empowerment and Control—Can Power Be Given? Can Control Be Learned?" Arts Education Policy Review 95, no. 6 (August 1994): 17–22. http://dx.doi.org/10.1080/10632913.1994.9935043.

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30

Koletsi, Maria. "Psychology and Cybernetics." Homo Virtualis 5, no. 1 (May 17, 2022): 1–11. http://dx.doi.org/10.12681/homvir.30312.

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Cyberpsychology is an emerged field in Social Sciences concerned with control and communication of humans and machines focusing on Psychology and Communication Studies. In its generalized form operates as a thematic “umbrella” for all branches of Psychology and Communication employing different methodologies, methods and techniques related to interactive, cognitive and behavioral phenomena that are observed on the internet and social media. As a special science, in the form of Cybernetic Psychology, is focusing on the mechanisms of cognitive control of perception, information and behavior. It targets the programmable simulation of these phenomena; their algorithmic representation and the feedback learning processes that allow adaptation in cyberspace. Issues as integration of everyday life in digital context, management in governance, problem-solving in human-machine interaction, consulting and therapy assistance to practitioners, establish Cyberpsychology and Cybernetic Psychology as areas that contribute and furthering the scientific knowledge of successful or failed human evolutionary processes and strategies. Homo Virtualis as cybernetic organism seeks to maintain and strengthen control over itself, the others and machines, in digital environments, through cognitive, behavioral and affective processes. The paper attempts an introduction to questions regarding the dimensions of the ontological basis of Cybernetic Psychology as foundation of general Cyberpsychology. The special issue “Initiation to Cyber-Psychology: A Students’ Research Anthology” is dedicated to the work of undergraduate students of the Psychology Department of Panteion University of Social and Political Sciences. Students’ papers were prepared within the “Cyberpsychology” course, taught, for the first time as a compulsory, during the spring semester of the academic year 2020-2021.

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31

Earle, Walter B. "International Relations and the Psychology of Control: Alternative Control Strategies and Their Consequences." Political Psychology 7, no. 2 (June 1986): 369. http://dx.doi.org/10.2307/3791131.

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32

Brannigan, Augustine. "Self control, social control and evolutionary psychology: Towards an integrated perspective on crime." Canadian Journal of Criminology 39, no. 4 (October 1997): 403–31. http://dx.doi.org/10.3138/cjcrim.39.4.403.

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33

Edlund, John E. "Exam Wrappers in Psychology." Teaching of Psychology 47, no. 2 (January 24, 2020): 156–61. http://dx.doi.org/10.1177/0098628320901385.

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Improving student performance on exams is a key issue that many psychology instructors face in their classrooms. One potentially easy to deploy option for improving student performance is an exam wrapper. In this article, I detail two studies that compared exam wrappers to a control condition (a previous semester in Study 1 and a within course control condition in Study 2). Both studies found notable improvements in student exam performance above what is typically seen in the course. This suggests that the exam wrapper is an easy-to-employ tool for your students to use to improve their test preparation and performance.

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34

Corr, Philip J. "Automatic and Controlled Processes in Behavioural Control: Implications for Personality Psychology." European Journal of Personality 24, no. 5 (August 2010): 376–403. http://dx.doi.org/10.1002/per.779.

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This paper highlights a number of unresolved theoretical issues that, it is argued, continue to impede the construction of a viable model of behavioural control in personality psychology. It is contended that, in order to integrate motivation, emotion, cognition and conscious experience within a coherent framework, two major issues need to be recognised: (a) the relationship between automatic (reflexive) and controlled (reflective) processing and (b) the lateness of controlled processing (including the generation of conscious awareness)—phenomenally, such processing seems to ‘control’ behaviour, but experimentally it can be shown to postdate the behaviour it represents. The implications of these two major issues are outlined, centred on the need to integrate theoretical perspectives within personality psychology, as well as the greater unification of personality psychology with general psychology. A model of behavioural control is sketched, formulated around the concept of the behavioural inhibition system (BIS), which accounts for: (a) why certain stimuli are extracted for controlled processing (i.e. those that are not ‘going to plan’, as detected by an error mechanism) and (b) the function of controlled processing (including conscious awareness) in terms of adjusting the cybernetic weights of automatic processes (which are always in control of immediate behaviour) which, then, influence future automatically controlled behaviour. The relevance of this model is illustrated in relation to a number of topics in personality psychology, as well related issues of free–will and difficult–to–control behaviours. Copyright © 2010 John Wiley & Sons, Ltd.

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35

Hocutt, Max. "Self-control as habit." Behavioral and Brain Sciences 18, no. 1 (March 1995): 129–30. http://dx.doi.org/10.1017/s0140525x00037699.

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AbstractSelf-control has traditionally been explained in the terms of faculty psychology, as the exercise of free will or the use of reason in choosing between different individual acts. Rachlin explains self-control behavioristically, as the preference for habits over individual acts. His explanation resolves the paradoxes faced by the others and has the additional advantage of being verifiable.

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36

Cottam, Steven. "SELF-CONTROL FAILURE IN CATHOLICISM, ISLAM, AND COGNITIVE PSYCHOLOGY." Zygon® 46, no. 2 (May 9, 2011): 491–99. http://dx.doi.org/10.1111/j.1467-9744.2010.01187.x.

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37

Mansell, Warren, and Richard S. Marken. "The Origins and Future of Control Theory in Psychology." Review of General Psychology 19, no. 4 (December 2015): 425–30. http://dx.doi.org/10.1037/gpr0000057.

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38

Horstkötter, Dorothee. "Self-control and normativity: Theories in social psychology revisited." Theory & Psychology 25, no. 1 (December 2014): 25–44. http://dx.doi.org/10.1177/0959354314561487.

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39

Brady, Joseph V., and Nancy Heaton. "Control: A History of Behavioral Psychology (review)." Bulletin of the History of Medicine 74, no. 1 (2000): 186–88. http://dx.doi.org/10.1353/bhm.2000.0005.

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40

Emery, Clifton R., Shali Wu, and Ramesh Raghavan. "TheHutongeffect: informal social control and community psychology in Beijing." Injury Prevention 21, no. 2 (September 2, 2014): 121–25. http://dx.doi.org/10.1136/injuryprev-2013-041117.

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41

Bledin, K. D. "Psychology and diabetes—Psychosocial factors in management and control." Behaviour Research and Therapy 28, no. 1 (1990): 99. http://dx.doi.org/10.1016/0005-7967(90)90063-o.

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42

Adjepong, Dennis. "Adaptive Control Systems For Medical Robots In Neurosurgery: A Review." Surgery: Current Trends and Innovations 4, no. 1 (April 15, 2020): 1–4. http://dx.doi.org/10.24966/scti-7284/100030.

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43

Zelechoski, Amanda D., Christina L. Riggs Romaine, and Melinda Wolbransky. "Teaching Psychology and Law." Teaching of Psychology 44, no. 3 (May 31, 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.

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Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.

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44

McDougall, Cynthia, Peter Venables, and Derek Roger. "Aggression, anger control and emotion control." Personality and Individual Differences 12, no. 6 (January 1991): 625–29. http://dx.doi.org/10.1016/0191-8869(91)90260-i.

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45

Kunde, Wilfried, Heiko Reuss, and Andrea Kiesel. "Consciousness and cognitive control." Advances in Cognitive Psychology 8, no. 1 (March 31, 2012): 9–18. http://dx.doi.org/10.5709/acp-0097-x.

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46

Buchanan-Smith, Hannah M., and Inbal Badihi. "The psychology of control: Effects of control over supplementary light on welfare of marmosets." Applied Animal Behaviour Science 137, no. 3-4 (March 2012): 166–74. http://dx.doi.org/10.1016/j.applanim.2011.07.002.

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47

Burger, Jerry M., Jennifer McWard, and Dennis LaTorre. "Boundaries of Self-Control: Relinquishing Control Over Aversive Events." Journal of Social and Clinical Psychology 8, no. 2 (June 1989): 209–21. http://dx.doi.org/10.1521/jscp.1989.8.2.209.

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48

Wibbeke, Lisa-Marie, and Maik Lachmann. "Psychology in management accounting and control research: an overview of the recent literature." Journal of Management Control 31, no. 3 (July 21, 2020): 275–328. http://dx.doi.org/10.1007/s00187-020-00302-3.

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Abstract For decades, management accounting and control (MAC) researchers have employed a diverse set of source disciplines to predict and examine behavior, and psychology is among the most frequently drawn upon. Although the literature confirms that psychological theories are highly relevant to MAC research, the existing knowledge on this field remains fragmented. Given this background, we examine recent MAC research through a systematic review of the different subfields of psychology to investigate the development of this stream of research. To do so, we collect 125 relevant articles from nine leading accounting journals between 2000 and 2019 and analyze their contents. On this basis, we provide a detailed overview of the use of psychological theories in recent literature and identify links between specific theories and MAC topics. We find that the quantity and proportion of psychology-based MAC research and the diversity of psychology subfields all increase during our investigation period, especially between 2015 and the first half of 2019. Overall, most studies address performance measurement and evaluation topics, and social psychology concepts are the most frequently applied. However, we find considerable differences in the application of psychological theories across different MAC topics. Our review provides insights into the content of this research stream and, thus, serves as a valuable source for researchers seeking an overview of previous investigations drawing on different subfields of psychology.

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49

MEDERER, HELEN J., and RICHARD J. GELLES. "Compassion or Control." Journal of Interpersonal Violence 4, no. 1 (March 1989): 25–43. http://dx.doi.org/10.1177/088626089004001002.

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50

Wilson, David Sloan, and Ralph R. Miller. "Altruism, evolutionary psychology, and learning." Behavioral and Brain Sciences 25, no. 2 (April 2002): 281–82. http://dx.doi.org/10.1017/s0140525x02550056.

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