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1
Love, Bradley C. "Grounding quantum probability in psychological mechanism." Behavioral and Brain Sciences 36, no. 3 (May 14, 2013): 296. http://dx.doi.org/10.1017/s0140525x12003147.
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AbstractPothos & Busemeyer (P&B) provide a compelling case that quantum probability (QP) theory is a better match to human judgment than is classical probability (CP) theory. However, any theory (QP, CP, or other) phrased solely at the computational level runs the risk of being underconstrained. One suggestion is to ground QP accounts in mechanism, to leverage a wide range of process-level data.
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Dole, Shelley. "Applying Psychological Theory to Helping Students Overcome Learned Difficulties in Mathematics." School Psychology International 24, no. 1 (February 2003): 95–114. http://dx.doi.org/10.1177/0143034303024001582.
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Ward, Tony, Samuel Clack, and Brian D. Haig. "The Abductive Theory of Method: Scientific Inquiry and Clinical Practice." Behaviour Change 33, no. 4 (December 2016): 212–31. http://dx.doi.org/10.1017/bec.2017.1.
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Clinical reasoning is one of the central components of psychological assessment. The identification of a client's psychological difficulties and the subsequent depiction of their onset, development, and interrelationships enables clinicians to plan treatment in a systematic and effective manner. In an article (Ward, Vertue, & Haig, 1999), we outlined the abductive theory of method (ATOM) and argued that it offered a useful framework for highlighting and integrating the major phases of psychological assessment. These phases involve detecting clinical phenomena, postulating psychological mechanisms, developing a case formulation, and evaluating a case formulation. In this article we present a revised version of the adaptation of ATOM and elaborate on the related clinical dimensions of assessment.
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Corr, Philip J. "Cold and hot cognition: Quantum probability theory and realistic psychological modeling." Behavioral and Brain Sciences 36, no. 3 (May 14, 2013): 282–83. http://dx.doi.org/10.1017/s0140525x12002907.
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AbstractTypically, human decision making is emotionally “hot” and does not conform to “cold” classical probability (CP) theory. As quantum probability (QP) theory emphasises order, context, superimposition states, and nonlinear dynamic effects, one of its major strengths may be its power to unify formal modeling and realistic psychological theory (e.g., information uncertainty, anxiety, and indecision, as seen in the Prisoner's Dilemma).
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Green, HS. "Contiguity and the Quantum Theory of Measurement." Australian Journal of Physics 48, no. 4 (1995): 613. http://dx.doi.org/10.1071/ph950613.
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This paper presents a comprehensive treatement of the problem of measurement in microscopic physics, consistent with the indeterministic Copenhagen interpretation of quantum mechanics and information theory. It is pointed out that there are serious difficulties in reconciling the deterministic interpretations of quantum mechanics, based on the concepts of a universal wave function or hidden variables, with the principle of contiguity. Quantum mechanics is reformulated entirely in terms of observables, represented by matrices, including the statistical matrix, and the utility of information theory is illustrated by a discussion of the EPR paradox. The principle of contiguity is satisfied by all conserved quantities. A theory of the operation of macroscopic measuring devices is given in the interaction repesentation, and the attenuation of the indeterminacy of a microscopic observable in the process of measurement is related to observable changes of entropy.
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Barrett, Jeffrey A. "Quantum Worlds." Principia: an international journal of epistemology 20, no. 1 (September 22, 2016): 45. http://dx.doi.org/10.5007/1808-1711.2016v20n1p45.
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http://dx.doi.org/10.5007/1808-1711.2016v20n1p45Because of the conceptual difficulties it faces, quantum mechanics provides a salient example of how alternative metaphysical commitments may clarify our understanding of a physical theory and the explanations it provides. Here we will consider how postulating alternative quantum worlds in the context of Hugh Everett III’s pure wave mechanics may serve to explain determinate measurement records and the standard quantum statistics. We will focus on the properties of such worlds, then briefly consider other metaphysical options available for interpreting pure wave mechanics. These reflections will serve to illustrate both the nature and the limits of naturalized metaphysics.
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KRÓL, JERZY. "TOPOS THEORY AND SPACETIME STRUCTURE." International Journal of Geometric Methods in Modern Physics 04, no. 02 (March 2007): 297–303. http://dx.doi.org/10.1142/s0219887807002028.
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According to the recently proposed model of spacetime, various difficulties of quantum field theories and semiclassical quantum gravity on curved 4-Minkowski spacetimes gain new formulations, leading to new solutions. The quantum mechanical effects appear naturally when diffeomorphisms are lifted to 2-morphisms between topoi. The functional measures can be well defined. Diffeomorphisms invariance and background independence are approached from the perspective of topoi. In the spacetimes modified at short distances by the internal structure of some topoi, the higher dimensional regions appear and field/strings duality emerges. We show that the model has natural extensions over extremely strong gravity sources in spacetime and shed light on the strong string coupling definition of B-type D-branes.
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KUZEMSKY, A. L. "QUANTUM PROTECTORATE AND MICROSCOPIC MODELS OF MAGNETISM." International Journal of Modern Physics B 16, no. 05 (February 20, 2002): 803–23. http://dx.doi.org/10.1142/s0217979202010002.
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Some physical implications involved in a new concept, termed the "quantum protectorate" (QP), are developed and discussed. This is done by considering the idea of quantum protectorate in the context of quantum theory of magnetism. It is suggested that the difficulties in the formulation of quantum theory of magnetism at the microscopic level, that are related to the choice of relevant models, can be understood better in the light of the QP concept. We argue that the difficulties in the formulation of adequate microscopic models of electron and magnetic properties of materials are intimately related to dual, itinerant and localized behaviour of electrons. We formulate a criterion of what basic picture describes best this dual behaviour. The main suggestion is that quasi-particle excitation spectra might provide distinctive signatures and good criteria for the appropriate choice of the relevant model.
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Greenberg, O. W., and R. N. Mohapatra. "Difficulties with a Local Quantum Field Theory of Possible Violation of the Pauli Principle." Physical Review Letters 62, no. 16 (April 17, 1989): 1927. http://dx.doi.org/10.1103/physrevlett.62.1927.2.
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Greenberg, O. W., and R. N. Mohapatra. "Difficulties with a Local Quantum Field Theory of Possible Violation of the Pauli Principle." Physical Review Letters 62, no. 7 (February 13, 1989): 712–14. http://dx.doi.org/10.1103/physrevlett.62.712.
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Zarotti, Nicolò, Maria Dale, Fiona Eccles, and Jane Simpson. "Psychological Interventions for People with Huntington’s Disease: A Call to Arms." Journal of Huntington's Disease 9, no. 3 (October 8, 2020): 231–43. http://dx.doi.org/10.3233/jhd-200418.
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Background: Although Huntington’s disease (HD) can cause a wide range of psychological difficulties, no review has ever been carried out on the range of psychological interventions adopted with this population. Objective: To scope the literature on psychological interventions for psychological difficulties in people affected by HD. Methods: A systematic scoping review was performed across MEDLINE, PsycINFO, CINAHL, Academic Search Ultimate, and Cochrane Library up to 1 March 2020. Results: From an initial return of 1579 citations, a total of nine papers were considered eligible for review. These included a qualitative investigation, three case studies, two case series, two uncontrolled pretest-posttest designs, and only one randomised control trial (RCT). Despite the wide range of psychological difficulties which can be experienced by people affected by the HD gene expansion, the adopted interventions only accounted for five main psychological outcomes (anxiety, apathy, depression, irritability, and coping). Further discussion and suggestions for future research are provided for each outcome. Conclusion: The current literature on psychological interventions in people affected by HD is extremely limited both in terms of methods and addressed clinical outcomes. Consequently, no conclusions can be offered yet as to which psychological therapy may help this population. As further more comprehensive research is urgently needed for this group, the ultimate aim of the present review is to act as a call to arms for HD researchers worldwide to help shed light on the most effective way to translate psychological theory into practice for the benefit of people affected by HD.
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New, William. "Autobiography, Developmental Theory, and Teacher Education." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 323–47. http://dx.doi.org/10.1075/jnlh.6.4.02aut.
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Abstract Instrumental approaches to teaching human development ask students to learn about children at different ages and stages so as to plan appropriate instruction. An alternative approach stresses the connections between psychological theories of growth and the life experiences of the students themselves, with the goals of increasing intrapersonal awareness and identity achievement. In one such course, students wrote autobiographical texts, interviewed each other, and wrote essays on their texts and "official" texts in human development. This case study focuses on the narratives of one woman, who used Erikson's psychosocial theories to analyze her stories of adolescent conflict and school difficulties. (Developmental Psychology-Education)
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Spain, Debbie, Lucy O'Neill, Laura Harwood, and Eddie Chaplin. "Psychological interventions for adults with ASD: clinical approaches." Advances in Autism 2, no. 1 (January 4, 2016): 24–30. http://dx.doi.org/10.1108/aia-09-2015-0016.
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Purpose – Empirical research indicates that adults who have autism spectrum disorders (ASD) can derive clinically and statistically meaningful benefits from individual and group-based psychological interventions, specifically those which employ skills-based, behavioural, and cognitive techniques. Given the inherent socio-communication, executive functioning, and theory of mind impairments that individuals with ASD can experience, it is deemed necessary to modify the design and delivery of interventions so as to enhance engagement and outcomes. The paper aims to discuss these issues. Design/methodology/approach – This general review provides a summary of the extant literature and clinical guidelines for the provision of psychological interventions for adults with ASD. Findings – Adaptations to the structure, process, content, and outcome measurement are outlined. It is likely that optimal treatment gains for adults with ASD are contingent on a prolonged assessment phase, pre-therapy interventions including psycho-education and skills-based interventions, thoughtful regard to the formulation of presenting difficulties, and consideration of, and methods to overcome, the difficulties that may arise when seeking to implement change, identify goals, and manage endings. Originality/value – This is one of the first reviews to condense the clinical implications for providing psychological interventions for adults with ASD.
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Ward, Tony, Frances M. Vertue, and Brian D. Haig. "Abductive Method and Clinical Assessment in Practice." Behaviour Change 16, no. 1 (April 1, 1999): 49–63. http://dx.doi.org/10.1375/bech.16.1.49.
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AbstractClinical reasoning is one of the central components of psychological assessment. The identification of a client's psychological difficulties and the subsequent depiction of their onset, development, and interrelationships enables clinicians to plan treatment in a systematic and effective manner. In a recent paper (Ward & Haig, 1997), we presented an abductive theory of method and showed how it offered a useful framework for highlighting and integrating the major phases of psychological assessment. These phases involve detecting clinical phenomena, postulating psychological mechanisms, developing a case formulation, and evaluating a case formulation. In this paper we outline the abductive theory and elaborate on the related clinical dimensions of assessment, while illustrating them with an ongoing case example.
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Kobayashi, Tomoyuki, Masaharu Maeda, Yui Takebayashi, and Hideki Sato. "Traditional Gender Differences Create Gaps in the Effect of COVID-19 on Psychological Distress of Japanese Workers." International Journal of Environmental Research and Public Health 18, no. 16 (August 16, 2021): 8656. http://dx.doi.org/10.3390/ijerph18168656.
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The COVID-19 pandemic has caused Japanese workers psychological distress through crises of health, economics, and social relationships. To assess whether these effects are amplified by the gender bias that exists in Japan, we examined male and female worker’s psychological distress and difficulties during the pandemic. An online “COVID-19-related difficulties” questionnaire, based on item response theory, gathered responses from 3464 workers in October and November 2020. The workers’ psychological distress was found concerned to be significantly worse than before the pandemic. Basic stressors related to infection anxiety, economic anxiety, and restrictions on social interactions and outings. Men’s and women’s experiences of difficulties were consistent with traditional gender roles in Japan: men were more likely to face job-related stressors, such as economic insecurity and work-style changes; women were more likely to face non-job-related stressors, such as increased living costs and reduced social interactions. Policymakers and employers should consider the association between gender differences and industry types, and implement measures to strengthen the acceptability of mental health care.
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Oram, Rylee, Maria Rogers, and George DuPaul. "Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration." Canadian Journal of School Psychology 35, no. 2 (October 3, 2019): 139–53. http://dx.doi.org/10.1177/0829573519880063.
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Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.
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Schmitt, T. "Supergeometry and Quantum Field Theory, or: What is a Classical Configuration?" Reviews in Mathematical Physics 09, no. 08 (November 1997): 993–1052. http://dx.doi.org/10.1142/s0129055x97000348.
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We discuss the conceptual difficulties connected with the anticommutativity of classical fermion fields, and we argue that the "space" of all classical configurations of a model with such fields should be described as an infinite-dimensional supermanifold M. We discuss the two main approaches to supermanifolds, and we examine the reasons why many physicists tend to prefer the Rogers approach although the Berezin–Kostant–Leites approach is the more fundamental one. We develop the infinite-dimensional variant of the latter, and we show that the superfunctionals considered in [44] are nothing but superfunctions on M. We propose a programme for future mathematical work, which applies to any classical field model with fermion fields. A part of this programme will be implemented in the successor paper [45].
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Nietbaeva, G. B., and Zh U. Shegebay. "PSYCHOLOGICAL ASPECTS OF ADAPTATION OF PSYCHOLOGY GRADUATES TO PROFESSIONAL ACTIVITY." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 72–78. http://dx.doi.org/10.51889/2021-1.1728-7847.13.
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The article presents a psychological and pedagogical model of adaptation of graduate psychologists to professional activities.It is based on the theory and technology of contextual education, the author of which is Professor A.A. Verbitsky. The pedagogical technologies and the basic principles of this theory are described in detail. The key factors and conditions of psychological and pedagogical support of novice specialists that affect the effectiveness of adaptation to professional activity are identified.The presented model allows integrating the gradual transition from academic to quasi-professional to subsequent professional activity, while preserving the motivational component and cognitive needs of a novice specialist, solving the problem of reducing the level of psychological difficulties and reducing the period of adaptation to professional activity
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Alekseeva, T. A., A. P. Mineyev, and I. D. Loshkariov. "«LAND OF CONFUSION»: QUANTUM PHYSICS IN IR THEORY?" MGIMO Review of International Relations, no. 3(48) (June 28, 2016): 7–16. http://dx.doi.org/10.24833/2071-8160-2016-3-48-7-16.
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The article deals with the "Quantum mind"hypothesis which has been elaborated in recent works of Alexander Wendt. It is ultimately significant to analyze this hypothesis and to expand on its difficulties and possible inconsistencies given Wendt's credentials in IR theorizing. It allows us to develop a new approach and promising research program on the basis of the hypothesis and its critical reflection. Wendt's quantum physicalism (or holism) implies serious philosophical injury and outstanding usage of different science disciplines' apparatus including physics, biology, and psychology. Thought-provoking approach of Wendt boosts researching efforts within the field of political philosophy, world politics and international relations. The main feature of the hypothesis is the idea of quantum nature in social and political processes which appears to be the consequence of epistemological authority of current science. Alexander Wendt proposes several explanations for quantum foundations within the political and social processes including wide-known "agent-structure" dilemma. According to him, invisibility of social structures does not lead to denial of its existence. Firstly, social structures emerge from the space of possibilities and are not directly dependant on material factors. Secondly, invisibility and its acceptance in different areas are parts of science clarification in many areas including quantum physics. The article discuses how quantum physics principles such as particle-wave dualism, superposition and size absoluteness can be useful in social and political studies. This allows us to demonstrate the given hypothesi' potential in research field of social sciences with regard to international relations and world politics.
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Ozawa, Masanao, and Andrei Khrennikov. "Application of Theory of Quantum Instruments to Psychology: Combination of Question Order Effect with Response Replicability Effect." Entropy 22, no. 1 (December 26, 2019): 37. http://dx.doi.org/10.3390/e22010037.
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Recently, quantum formalism started to be actively used outside of quantum physics: in psychology, decision-making, economics, finances, and social science. Human psychological behavior is characterized by a few basic effects; one of them is the question order effect (QOE). This effect was successfully modeled (Busemeyer–Wang) by representing questions A and B by Hermitian observables and mental-state transformations (back action of answering) by orthogonal projectors. However, then it was demonstrated that such representation cannot be combined with another psychological effect, known as the response replicability effect (RRE). Later, this no-go result was generalized to representation of questions and state transformations by quantum instruments of the atomic type. In light of these results, the possibility of using quantum formalism in psychology was questioned. In this paper, we show that, nevertheless, the combination of the QOE and RRE can be modeled within quantum formalism, in the framework of theory of non-atomic quantum instruments.
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de Ronde, Christian. "Causality and the Modeling of the Measurement Process in Quantum Theory." Disputatio 9, no. 47 (December 1, 2017): 657–90. http://dx.doi.org/10.1515/disp-2017-0022.
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AbstractIn this paper we provide a general account of the causal models which attempt to provide a solution to the famous measurement problem of Quantum Mechanics (QM). We will argue that—leaving aside instrumentalism which restricts the physical meaning of QM to the algorithmic prediction of measurement outcomes—the many interpretations which can be found in the literature can be distinguished through the way they model the measurement process, either in terms of the efficient cause or in terms of the final cause. We will discuss and analyze why both, ‘final cause’ and ‘efficient cause’ models, face severe difficulties to solve the measurement problem. In contradistinction to these schemes we will present a new model based on the immanent cause which, we will argue, provides an intuitive understanding of the measurement process in QM.
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Gilbert, Andrew. "Things Fall Apart? Psychological Theory in the Context of Rapid Social Change." South African Journal of Psychology 19, no. 2 (June 1989): 91–100. http://dx.doi.org/10.1177/008124638901900205.
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It is argued that a number of discontinuities occur when psychology is practised in an environment different from that out of which it emerged – when it moves from the First World into the Third. In the words of Achebe ‘Things fall apart.’ These dislocations stem from the frequent failure to articulate the relationship between individual and social change. Two causes for this failure are explored: the absence of constructs in most models of psychology for dealing with the process of change, and difficulties in defining the construct of culture. An adequate psychological theory of behaviour in the context of social change must explicate the relationship between the individual and society in terms of social action. A theoretical framework that specifies this relationship, and which provides a context for understanding behaviour in the context of rapid social change is proposed. It is based on a conception of humans as self-reflexive beings and a definition of culture as a set of control mechanisms. It also draws on the advances made by the Soviet socio-historical school of psychology. The analysis is concluded with an interpretation of Achebe's novel, based upon the proposed theoretical framework.
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Kuntner, Wilhelm, and Wolfgang G. Weber. "Tensions within sustainability management: a socio-psychological framework." Journal of Global Responsibility 9, no. 2 (May 8, 2018): 193–206. http://dx.doi.org/10.1108/jgr-09-2017-0051.
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Purpose The purpose of this study is to contribute to the theoretical groundwork for socio-psychological investigations into the management of socially sustainable supply chains. It proposes an analytical framework for the study of the psychological conflict potential between the fulfillment of core labor standards and cost efficiency requirements. Design/methodology/approach Theoretical considerations are illustrated using an explorative qualitative-empirical case study. Findings An activity-theoretical approach makes it possible to combine the subjective experience of tensions between conflicting requirements on sustainability management and the practical imperatives of the capitalist-market economic system in a coherent socio-psychological analytical framework. Research limitations/implications The proposed analytical framework serves as a starting point for theoretical considerations on socio-psychological determinants of the sustainability performance of the management of transnational supply chains. Originality/value This paper addresses the novel topic of how supply chain sustainability managers give sense to difficulties concerning the fulfillment of core labor standards while being constrained by cost efficiency requirements. To this end, in a hitherto unique way, concepts from activity theory, social cognitive theory of self-regulation and the theory of communicative action are combined into an analytical framework.
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Tatsiopoulou, Paraskevi, Georgia-Nektaria Porfyri, Eleni Bonti, and Ioannis Diakogiannis. "Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice." Brain Sciences 11, no. 1 (December 23, 2020): 4. http://dx.doi.org/10.3390/brainsci11010004.
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Background: A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM’s potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children’s and adolescents’ difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children’s physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin’s management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge.
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Paney, Andrew S., and Nathan O. Buonviri. "Teaching Melodic Dictation in Advanced Placement Music Theory." Journal of Research in Music Education 61, no. 4 (November 20, 2013): 396–414. http://dx.doi.org/10.1177/0022429413508411.
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In this study approaches to teaching melodic dictation skills used by Advanced Placement (AP) Music Theory teachers were examined. Twelve high school teachers from four states were interviewed. Four themes emerged from the interview transcripts: cognitive frameworks, processing strategies, rhythm, and course design. Participants generally confirmed established understandings of aural skills pedagogy, particularly in areas of pattern instruction, connecting aural and written theory, connecting sight-singing and dictation, incorporating scale degree function, targeting melodic “bookends,” focusing on the big picture, sequencing curricula, and incorporating familiar melodies. Unique to the findings of this study were participants’ positive attitudes toward a standardized test and their concern for the students’ psychological barriers inherent in learning aural skills. A general indifference to rhythm counting systems and a common acknowledgment of students’ difficulties with rhythmic notation also were found. Recommendations for further research include a large-scale survey of melodic dictation strategies taught by AP Music Theory teachers, empirical investigation of the efficacy of specific counting systems, comparison of students’ reported dictation strategies and their success with dictation on the AP exam, and exploration of the influence of psychological fortitude on the dictation process.
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Ghirardi, GianCarlo. "Conceptual Difficulties of Standard Quantum Mechanics and the Role of Noise in Overcoming Them." Fluctuation and Noise Letters 15, no. 03 (September 2016): 1640007. http://dx.doi.org/10.1142/s0219477516400071.
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We briefly review the difficulties of the standard version of quantum mechanics in accounting for all kinds of physical processes (in particular both the micro and the macroscopic ones) and we argue that to overcome such difficulties one has to give up the superposition principle, i.e., to break the linear nature of the theory. We then show that the simple introduction of terms violating the linearity of the deterministic evolution of the standard theory has physically unacceptable consequences. Taking this into account we are led to modify the quantum dynamics by adding to Schrödinger’s equation, besides nonlinear terms, a coupling with an appropriate noise. We show that, with such a move, one can work out a theory which is internally consistent and it allows to account, in a quite simple and physically appealing way, for natural processes including the measurements and the classical behavior of macroscopic bodies. On the basis of our analysis, we are led to conclude that the consideration of the noise represents a crucial element for understanding the laws of nature.
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Asorey, Manuel, Leslaw Rachwal, and Ilya Shapiro. "Unitary Issues in Some Higher Derivative Field Theories." Galaxies 6, no. 1 (February 14, 2018): 23. http://dx.doi.org/10.3390/galaxies6010023.
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We analyze the unitarity properties of higher derivative quantum field theories which are free of ghosts and ultraviolet singularities. We point out that in spite of the absence of ghosts most of these theories are not unitary. This result confirms the difficulties of finding a consistent quantum field theory of quantum gravity.
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Solovieva, Yulia. "Training of Teachers: Difficulties and Proposals in Mexico." Journal of Studies in Education 7, no. 4 (October 29, 2017): 78. http://dx.doi.org/10.5296/jse.v7i4.11805.
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According to Vigotskian conception, teaching might be considered as a collective and joint dialectical process. Preschool and school psychological development of children occurs not in spontaneous way, but is directed by adults’ attitudes and actions. Among such actions, concrete actions of children at school occupy the central place. Actions of teachers are based on their conception of psychological development and children’s possibilities. Children never learn alone, but according to orientation and participation of adults. The presence or absence of the knowledge zone of proximate or actual development is crucial for the actions of teachers. From this perspective, it is important to learn about the methods of pedagogical preparation and training of teachers. The situation with such preparation in many countries in general and in Mexico particularly might be described as critical. Cultural and historical conception of human development and the concept of the zone of proximate development, proposed by L.S. Vigotsky is rarely taught and used in practice in traditional pedagogical institutions. Traditional methods of teaching, at all levels, are full of memorization, repetition and reproductive operations. Real and concrete cultural actions are absent both in Pedagogical Institutions and in Schools. The article describes original practice of attempts of organization of non-traditional type of preparation of teachers and to show how they can teach children. Experience in a small private school in the city of Puebla (Mexico) is included. The authors discuss qualitative achievements in teaching and learning based on activity theory and historic-cultural conception of development.
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Visser, Maretha, and Eloise Law-van Wyk. "University students’ mental health and emotional wellbeing during the COVID-19 pandemic and ensuing lockdown." South African Journal of Psychology 51, no. 2 (May 3, 2021): 229–43. http://dx.doi.org/10.1177/00812463211012219.
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The COVID-19 pandemic and ensuing lockdown had a profound effect on human life. This research explores the influence of COVID-19-related experiences on the emotional wellbeing and mental health of South African university students 3 months into the pandemic. Research data were obtained from an online survey completed by 5074 students. Students reported difficulties in coping with psychological challenges during the lockdown: 45.6% and 35.0% reported subjective experiences of anxiety and depression, respectively. Students scored low on the mental health continuum. Hierarchical stepwise multiple regression analyses showed that some different dimensions predicted emotional difficulties or wellbeing and mental health – confirming the two continuum theory of Keyes. Students’ serious discomfort during lockdown, difficulty adjusting academically and feeling socially isolated contributed most to emotional difficulties. Females, students in their early years of study and students residing in informal settlements were most at risk of experiencing emotional difficulties. Mental health was most predicted by students’ hopefulness. Social, academic, spiritual and physical wellbeing and positive coping strategies influenced both emotional difficulties and mental health. The research serves to alert university authorities to students’ emotional wellbeing, especially of first-year students and students with limited resources. The results could assist university psychological services to provide appropriate support services to enhance students’ adjustment and promote their mental health amid a public health crisis.
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Myasoid, Petro. "Theory in the historical progress of psychological cognition." Psihologìâ ì suspìlʹstvo 1, no. 83 (March 30, 2021): 36–63. http://dx.doi.org/10.35774/pis2021.01.036.
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The article analyzes the correlation between the theory and history of psychology on the basis of a concept, which is formed in the process of researching the work of the outstanding Ukrainian scientist V. A Romenets. According to the concept, psychological cognition is a historical-logical-psychological process that is carried out on an epistemological basis and runs from dualism to monism; stages of the process are ways to solve the main problem of psychology, which fixes the need to characterize the mental as subjective in view of the objective; patterns of the process illuminates the thinking of the author of the theory of mind in solving this problem. The state of theoretical psychology is critically assessed, the latter is understood as marked by the theory of mind progress of psychological cognition. The example of V. A. Romenets’ creative dialogue with his predecessors shows that the theory is evidence of the author’s extraordinary place in this process. The search for the place of man in cognition ends with the proclamation of man as a subject of cognition, a body of self-knowledge of the world, capable of comprehending an object within the limits of its thinking. In epistemology, it is substantialism, proceduralism; the principle of observation is opposed by the principle of involvement; man’s place in cognition is characterized either dualistically or monistically. The idea of the identity of thought and being means that the condition of cognition is the coincidence of the way of understanding an object with the way of its existence. The philosophy of science either denies or affirms the principle of involvement, the same thing happens in the psychology of science. Subjectocentrism in epistemology is echoed in psychology by the opposition of the subjective to the objective, overcoming this opposition generates monistic theories in both epistemology and psychology. In psychology, this is the main problem; it is accentuated by the circle of cognition that the psychologist enters into when, using his own psychic, he explores the nature of the psychic. The problem – a source of psychological knowledge, the circle – evidence of the direct presence of a psychologist in this process. Marxist psychologists solve the problem monistically, in terms of the category of practice. Solutions encounter difficulties, ideas deepen the content of the category of practice and open the possibility of new solutions to this problem. Psychologists of the post-Soviet era do not think as a category of practice and, in contrast to the activity-based, assert the subjective approach. From an epistemological point of view, this is subject-centrism, and from a historical and psychological point of view, it is a step in the opposite direction. According to V. A. Roments, the main way of practice is the act as a contradictory interaction of subjective and objective, which is engraved in the history of human self-knowledge. The dynamics of the components of the act highlights the historical and ontogenetic path of man, the essence and purpose of mental, historical levels of psychological knowledge. In the work of the scientist, psychology reaches a post-classical level of development. For classical psychology, the subjective and the objective are disproportionate entities, for non-classical – the sides of reality, for post-non-classical - the side of the human way of life. The main problem of psychology is solved in fundamentally different ways; the solutions illuminate the path of psychology from dualism to increasingly meaningful monism. Analysis of the work of V. A. Romenets shows that the progress of thinking of the psychologist expresses the historical progress of psychology, which occurs when the way of thinking coincides with the way of being mental. The idea of the identity of thinking and being is illustrated, which logically completes the search for the place of man in cognition in epistemology. The inherent explanation of the nature of the mental circle of cognition expands to the limits of the existence of the mental, and the monistic solution to the basic problem of psychology no longer stands in the way. V. A. Romenets creates a theory of the way of human existence at the historical and ontogenetic level, it is actual to characterize the way of human existence at the individual level on the basis of category of being in the subject-practical content, to implement the anthropological approach in psychology and overcome the gap between theoretical and practical branches of this science.
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Shen, Xueping, Xueying Gu, Huaruo Chen, and Ya Wen. "For the Future Sustainable Career Development of College Students: Exploring the Impact of Core Self-Evaluation and Career Calling on Career Decision-Making Difficulty." Sustainability 13, no. 12 (June 16, 2021): 6817. http://dx.doi.org/10.3390/su13126817.
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As one of the important factors to predict future sustainable development, the difficulty of career decision-making has aroused widespread concern in psychological research. Core self-evaluation and career calling have a positive impact on college students’ career development, employees’ organizational behavior, life satisfaction, and life meaning, thus promoting individual sustainable development. Based on the Social Cognitive Career Theory (SCCT), this study mainly discusses the positive role of core self-evaluation and career calling in overcoming college students’ career decision-making difficulties, which provides support for strengthening theory and proposing educational countermeasures. This study investigates the relationship among core self-evaluation, career calling, and career decision-making difficulties for 483 Chinese college students. The results show that core self-evaluation positively predicts career calling, while core self-evaluation and career calling negatively predict career decision-making difficulties. Accordingly, career calling plays a partial mediating role between core self-evaluation and career decision-making difficulties. Therefore, college students’ career calling can be enhanced by improving their core self-evaluation, so as to further solve the difficulties in career decision-making. In the future, effective strategies should be taken to reduce the career decision-making difficulty for students’ sustainable development.
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Antelo, Emma, Omar Saldaña, Georgina Guilera, and Álvaro Rodríguez-Carballeira. "Psychosocial difficulties in survivors of group psychological abuse: Development and validation of a new measure using classical test theory and item response theory." Psychology of Violence 11, no. 3 (May 2021): 286–95. http://dx.doi.org/10.1037/vio0000307.
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Sutton, Tara E., and Leslie Gordon Simons. "A Longitudinal Test of a Feminist Pathways Model Among Black Youth: Incorporating Racial Discrimination and School Difficulties." Feminist Criminology 16, no. 1 (June 1, 2020): 26–46. http://dx.doi.org/10.1177/1557085120923042.
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This study addresses important gaps in previous quantitative tests of feminist pathways theory by utilizing longitudinal data from Black men and women and by incorporating racial discrimination and school difficulties. We examine early physical abuse, sexual abuse, and racial discrimination as risks for criminal behavior and psychological distress, school difficulties, and substance use as links between early trauma and young adulthood crime. Consistent with previous studies, early abusive experiences were more salient for Black women than men, but racial discrimination was meaningful for both women and men. Moreover, the connections among mediators differed. Policy implications are offered.
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Tsaparlis, Georgios. "The logical and psychological structure of physical chemistry and its relevance to graduate students' opinions about the difficulties of the major areas of the subject." Chemistry Education Research and Practice 17, no. 2 (2016): 320–36. http://dx.doi.org/10.1039/c5rp00203f.
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In a previous publication, Jensen's scheme for the logical structure of chemistry was employed to identify a logical structure for physical chemistry, which was further used as a tool for analyzing the organization of twenty physical chemistry textbooks. In addition, science education research was considered for the study of the psychological structure of physical chemistry. In this companion paper, the findings are presented of a semi-structured interview study with seventeen chemistry graduates, which aimed to find out their opinion about the difficulties of the various areas of physical chemistry, their disposition towards the subject, and their explanations for the difficulties identified, and in this way to study further the psychological structure of physical chemistry. A mixture of an intensive inductive and a confirmatory data analysis was carried out that revealed ideas and trends and allowed for a reliable portrait of learners to emerge by identifying similarities and differences in the data. Students unanimously found the phenomenological subjects (classical thermodynamics, electrochemistry, chemical kinetics) easier than the submicroscopic subjects of quantum chemistry and statistical thermodynamics. The reasons invoked included that the latter subjects deal with more difficult and abstract concepts, and also their highly mathematical nature. Many students found classical thermodynamics simpler than quantum chemistry, because it “has logic”, includes “tangible examples”, and they had encountered related topics before (especially in high school). The findings for electrochemistry and chemical kinetics were more or less similar to those for classical thermodynamics. Implications, generalizability, and limitations of the findings and prospects for further research are discussed.
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Mason, Victoria, Selina Balloo, Dominic Upton, Kamal Heer, Phil Higton, and Uttam Shiralkar. "Surgeons' Experience of Learning Psychological Skills: A Preliminary Evaluation of a Psychological Skills Training Course." Annals of The Royal College of Surgeons of England 91, no. 4 (May 2009): 321–25. http://dx.doi.org/10.1308/003588409x391730.
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INTRODUCTION A range of human factors have been shown to impact on surgical performance although little is known about the impact of training on the views of surgeons towards these factors or how receptive surgeons are to such training. SUBJECTS AND METHODS This was an observational pilot study using a short questionnaire designed to elicit views of surgeons towards a range of human factors prior to, and immediately following, a course designed to address human factors in surgical performance. Focus groups were also conducted before and immediately after the course to elicit views. RESULTS Of all the human factors assessed, decision-making was rated on a visual analogue scale as having the biggest impact on performance both before and after the course. In general, views of human factors changed following the course, most notably an increase in the extent to which work stress, interpersonal difficulties and personality were believed to affect performance. Three themes emerged from the focus groups: (i) personal professional development; (ii) the relationship between trainer and trainee; and (iii) the changing perspective. CONCLUSIONS Surgeons from a range of specialties are receptive to training on the impact of human factors on performance and this study has shown that views may change following a course designed to address this. Further training to address the theory–practice gap is warranted in addition to an evaluation of its effectiveness.
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Chang, Eun Jin. "A Qualitative Study on the Psychological Difficulties and Coping Process of People Traumatized by Crime: Focusing on Grounded Theory." Journal of Social Science 29, no. 1 (January 31, 2018): 295–316. http://dx.doi.org/10.16881/jss.2018.01.29.1.295.
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Paribok, A. V., R. V. Pskhu, G. V. Zashchitina, L. G. Roman, and N. N. Danilova. "Difficulties and Perspectives of Parametrical Conception of Language." RUDN Journal of Philosophy 25, no. 2 (December 15, 2021): 340–48. http://dx.doi.org/10.22363/2313-2302-2021-25-2-340-348.
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The article looks into the issues, outlined in M. Baker's The Atoms of Language: The Mind's Hidden Rules of Grammar . This work is notable for the parametric theory of the languages, set out in it, according to which languages are different, nevertheless retaining the ability to be compared. That can be further supported by the assertion that the differences among languages are determined by "a smallish number of discreet elements, called parameters."What is more, the diversity of language reveals a certain regularity, very much resembling that of Mendeleev's periodic table of chemical elements. Our research team of professional linguists and philosophers put this claim to a critical analysis, the results of which are featured in this article. One of the major ones among them is the supposition that Baker, in accordance with the traditions of Chomsky generative linguistics, turns temporal continuums into special relations. He did that without discussing the consequences of such move, which made it impossible to develop the psychological and linguistic aspect of the subject raised by him.
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BANDER, MYRON. "QUANTUM MECHANICS AND FIELD THEORY WITH MOMENTUM DEFINED ON AN ANTI-DE SITTER SPACE." International Journal of Modern Physics A 25, no. 26 (October 20, 2010): 4889–99. http://dx.doi.org/10.1142/s0217751x10050810.
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Relativistic dynamics with energy and momentum restricted to an anti-de Sitter space is presented. Coordinate operators conjugate to such momenta are introduced. Definition of functions of these operators, their differentiation and integration, all necessary for the development of dynamics is presented. The resulting algebra differs from the standard Heisenberg one, notably in that the space–time coordinates do not commute among each other. The resulting time variable is discrete and the limit to continuous time presents difficulties. A parallel approach, in which an overlap function, between position and momentum states, is obtained from solutions of wave equations on this curved space are also investigated. This approach, likewise, has problems in the that high energy behavior of these overlap functions precludes a space–time definition of action functionals.
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Waitzkin, Howard, and Theron Britt. "A Critical Theory of Medical Discourse: How Patients and Health Professionals Deal with Social Problems." International Journal of Health Services 19, no. 4 (October 1989): 577–97. http://dx.doi.org/10.2190/l84u-n4mq-9yac-d4pp.
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Criticism of social context does not generally appear in medical encounters. When contextual issues arise in medical discourse, messages of ideology and social control may become apparent, usually without the conscious awareness of the participants. By easing the physical or psychological impact of contextual difficulties, or by encouraging patients' conformity to mainstream expectations of desirable behavior, encounters with doctors can help win patients' consent to troubling social conditions. Seen in this light, doctor-patient encounters become micropolitical situations that do not typically encourage explicit statements or actions by health professionals to change contextual sources of their patients' difficulties. A critical theory influenced by structuralism suggests that the surface meanings of signs in medical discourse prove less important than their structural relationships. In addition, a theoretical approach adopting elements of post-structuralism and Marxist literary criticism emphasizes the marginal, absent, or excluded elements of medical discourse. Contextual features that shape a text include social class, sex, age, and race. Through the underlying structure of medical discourse, contextual problems are expressed, marginalized, and managed.
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Cohen, Rina, and Esther Geva. "Designing Logo-like Environments for Young Children: The Interaction between Theory and Practice." Journal of Educational Computing Research 5, no. 3 (August 1989): 349–77. http://dx.doi.org/10.2190/xhx6-5gyj-dmk1-45re.
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Recent Logo research documents young children's difficulties in learning Logo programming. This article describes a systematic approach to designing a series of increasingly complex Logo-like environments tailored to primary children. The approach involves a combination of theoretical principles related to cognitive development and practical considerations based on Logo research and classroom observations. The article first examines reports on difficulties encountered by young school children in learning the standard Logo language. A brief review of the psychological-cognitive literature on the development of spatial concepts is presented, shedding light on cognitive prerequisites of various Logo concepts and tasks. Based on these analyses, a methodology for the design of a graduated series of Pre-Logo Microworlds for young children is presented. These microworlds include cognitive scaffolding features such as graphic utilities and measurement tools designed to facilitate the acquisition of mathematical-spatial and programming concepts. The article concludes with a description of findings related to a) field-testing of the series in elementary classrooms and subsequent revisions of the series, and b) experimental results pertaining to children's acquisition of programming and mathematical-spatial concepts and transfer effects.
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Bailie, H. Alistair, Anna Tickle, and Michael Rennoldson. "“From the same mad planet”: a grounded theory of service users’ accounts of the relationship within professional peer support." Mental Health Review Journal 21, no. 4 (December 12, 2016): 282–94. http://dx.doi.org/10.1108/mhrj-02-2016-0004.
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Purpose Peer support (PS) workers are being employed despite uncertain evidence for clinical and cost-effectiveness. Psychological theories have been proposed to explain the mechanisms of PS but these lack empirical validation and specificity to professional PS. The purpose of this paper is to develop a substantive interpretive grounded theory of service-users’ experience of professional PS work. Design/methodology/approach Constructivist grounded theory was used throughout. Semi-structured interviews were conducted with ten service-users who had engaged with a professional PS worker. Findings Three overarching themes were constructed. “The process of disclosure” describes how disclosure of mental health difficulties, experiences as a service-user and wider disclosure about life experiences, interests and values facilitate the development of a shared identity with the PS worker. “The product of disclosure” highlights the sense of being understood as a result of the disclosure and marks a deepening of the relationship. “Dual roles” describes the tenuous position of holding both a professional relationship and friendship. Research limitations/implications Future research should seek to refine the theory developed and compare the effects of therapist self-disclosure with that found within PS. There were limitations within the study, including limited diversity within the sample as well as difficulties with recruitment. Originality/value This study connects service-users’ accounts of receiving PS with existing psychological theory to move towards an understanding of the relationship between receivers and providers of professional PS.
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Grant, IP. "Current Developments in the Relativistic Quantum Mechanics of Atoms and Molecules." Australian Journal of Physics 39, no. 5 (1986): 649. http://dx.doi.org/10.1071/ph860649.
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Current work in relativistic quantum mechanics by the author and his associates focusses on four topics: atomic structure theory using the GRASP package (Dyall 1986); extension of GRASP to handle electron continuum processes; the relation of quantum electrodynamics and relativistic quantum mechanics of atoms and molecules; and development of methods using finite basis set expansions for studying electronic structure of atoms and molecules. This paper covers only the last three topics, giving emphasis to growing points and outstanding difficulties.
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Joseph, Stephen, and Ruth Williams. "Understanding Posttraumatic Stress: Theory, Reflections, Context and Future." Behavioural and Cognitive Psychotherapy 33, no. 4 (October 2005): 423–41. http://dx.doi.org/10.1017/s1352465805002328.
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Exposure to a traumatic event may lead a person to experience posttraumatic stress. But there are wide individual differences in the severity and chronicity of reactions. Some people remain affected for considerable periods of time, but others are able to adjust relatively quickly, and some even go on to report experiencing positive personal changes as a result of experience of trauma. The psychosocial framework proposes that individual variation in response to trauma is attributable to the interaction between various personality and social psychological factors. This is a practical framework for formulation and for developing interventions with people who have problems adjusting to traumatic life experiences. In this paper we provide a retrospective account of the building of the psychosocial framework, and using case examples illustrate its use in formulation and developing intervention with individuals with varying difficulties. We also aim to look beyond this work in the past to subsequent developments and to future directions, in particular the new and emerging field of growth through adversity.
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Teo, Thomas. "Theorizing in psychology: From the critique of a hyper-science to conceptualizing subjectivity." Theory & Psychology 30, no. 6 (December 2020): 759–67. http://dx.doi.org/10.1177/0959354320930271.
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It is emphasized that theoretical psychology is based on the practice of theorizing. After presenting and challenging some ideas about theories, three tasks for theoretical psychologists are discussed: theorizing as critique refers to describing psychology as a hyper-science that inflates its methodological and technical activities in order to conceal its lack of a natural–scientific foundation. Theorizing as reconstruction is an activity that seeks to make sense of history, culture, society, power, money, and politics in the development of the discipline and subjectivity. This task also traces the elements that have led to psychology’s difficulties. Theorizing as creation means developing theories that are able to make sense of psychological knowledge. It is suggested that a theory of subjectivity is needed that draws on not only the psychological sciences but also the psychological humanities. Finally, it is argued that theorizing remains a duty of psychological work.
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Tertuliano, Ivan, Bruna Santana, and Oliveira de. "Expatriation of athletes and the theory of intercultural adjustment." Ekonomski pogledi 22, no. 1 (2020): 63–78. http://dx.doi.org/10.5937/ekopog2001063t.
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Cultural shock may be one of the greatest difficulties encountered by athletes and employees who choose to live and work in other countries. Therefore, the objective of this essay was to conceptualize the theory of intercultural adjustment and to point out proposals for the use of theory in the process of sports expatriation. For this, it was based on the methodological design of a qualitative research on the perspective of documentary analysis. As main reflections of this essay, the lack of an adequate cultural adjustment process for athletes and employees who are subject to living in another country is emphasized, in addition to the importance of the family in this process. Therefore, it also highlights the relevance that expatriates are submitted to a preparation process, either by psychological, social, economic and cultural bias, so that changes are faced in the best possible way, highlighting the importance of Intercultural Psychology.
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Munro, Eileen. "Understanding Birth Parents Lessons from Attribution Theory." Adoption & Fostering 20, no. 2 (July 1996): 44–49. http://dx.doi.org/10.1177/030857599602000209.
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A large part of the success (or failure) of any given placement rests on the quality of relationship between birth parents, foster carers and professionals. Breakdowns in communication — perhaps due to conflicting attitudes towards a child's behaviour, or intolerance or misunderstanding of a birth parent's circumstances — can make an already sensitive situation even more problematic for all concerned. Eileen Munro draws from psychology and, in particular, the insights provided by attribution theory to show how such difficulties might be avoided or at least resolved should they arise. She advocates training both foster carers and social workers toward developing a more tolerant view, where possible, replacing blame with compassion based on appreciation of the social and psychological forces that are outside a person's conscious control. Central to this process is the sharing of clear and accurate information so that carers can be fully aware of what they are taking on and social workers, in turn, have a realistic perception of the child's well-being, including relations with his or her birth family.
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HOLTKAMP, ANNETTE, and W. MECKLENBURG. "FLAT DIRECTIONS AND THE GOLDSTONE THEOREM." International Journal of Modern Physics A 06, no. 03 (January 30, 1991): 445–61. http://dx.doi.org/10.1142/s0217751x91000277.
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We discuss the possibility that systems with flat directions do not display a Goldstone phenomenon. No formal proof is offered. However, a number of difficulties are displayed which are encountered when one defines a perturbative quantum field theory for systems with flat directions.
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Menskii, M. B. "The difficulties in the mathematical definition of path integrals are overcome in the theory of continuous quantum measurements." Theoretical and Mathematical Physics 93, no. 2 (November 1992): 1262–67. http://dx.doi.org/10.1007/bf01083524.
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Kovács, Asztrik, Virág Mezőfi, V. Anna Gyarmathy, and József Rácz. "Rehabilitation From Addiction and Chronic Illnesses: A Comparative Analysis of the Narratives of Hungarian Patients." Research and Theory for Nursing Practice 34, no. 1 (January 1, 2020): 65–80. http://dx.doi.org/10.1891/1541-6577.34.1.65.
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BackgroundIn Hungary the psychological care provided during the rehabilitation of patients with chronic illnesses is insufficient. Patients with addiction, on the other hand, appear to make more use of psychological services. Narratives of patients recovering from addiction and patients with various chronic illnesses were examined in order to gain a better understanding of psychological phenomena during rehabilitation.MethodsSemi-structured interviews were carried out. Narrative and thematic analysis was used in order to determine the structure and characteristics of patients' narratives.ResultsThe narratives of patients recovering from addiction were found to be more structured and uniform; they identified with their illness and played an active role in their recovery. Patients with a chronic illness mainly recounted passive events and physical difficulties. Stigmatization was mentioned by both groups.Implications for practiceThe level of stigmatization experienced by patients with a chronic illness may be one of the reasons why they use healthcare services more frequently than patients with an addiction. The authors believe that teaching patients to provide good narratives about suffering from and recovering from chronic illnesses may aid them in the rehabilitation process. An adaptive mixture of different illnesses and addiction narratives might be beneficial in the recovery process of various patient groups.
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Telcharov, Oleksandr. "METHODOLOGICAL APPROACHES TO THE STUDY OF THE IMPLICIT MIND THEORY AT PEOPLE DEPENDENT ON PSYCHOACTIVE SUBSTANCES." PSYCHOLOGICAL JOURNAL 7, no. 2 (February 28, 2021): 70–78. http://dx.doi.org/10.31108/1.2021.7.2.6.
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The article presents the psychological analysis of the implicit mind theory and its research methods. The main problems of empirical research in psychology are briefly described. The main problems of research of the mind theory are highlighted; and the status of this phenomenon’s in scientific psychology is defined. The implicit mind theory is defined as a psychological quality expressed in the ability to explain and attribute mental states – beliefs, desires, emotions, knowledge, etc. – to themselves and others; as well as understanding that others have different beliefs, desires, intentions, and attitudes. Current difficulties in the research on the implicit mind theory are described. Age-related features of formation of the implicit mind theory are depicted. The latest scientific studies on the implicit mind theory are highlighted. Biological correlates of the theory are shown. It is also described that in the case of an alcohol addiction, certain brain areas that are known to be neurological correlates of the implicit mind theory are damaged. The main research methods, which are separated into three groups, are highlighted. The first group includes methods that study the implicit mind theory using behavioural experiment with special tasks. The second group includes methods that use semi-structured interview. The third group includes methods where respondents are asked to identify an emotion or an affective state of another person based on the visual stimuli (photo, picture etc.).The main methods of research of this psychological phenomenon, features, procedure, advantages, and disadvantages are described in detail. The most appropriate methods to examine addicts’ implicit mind theory are proposed. The procedure of investigation and psychological assessment of the implicit mind theory for people dependent on psychoactive substances is offered.