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Journal articles on the topic 'Reference - psychology'

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Author: Grafiati

Published: 25 July 2024

Last updated: 26 July 2024

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1

Harinarayana, N. S., and J. Manjunatha. "Reference Accuracy in Psychology Theses." Pearl : A Journal of Library and Information Science 10, no. 3 (2016): 176. http://dx.doi.org/10.5958/0975-6922.2016.00024.3.

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2

Guernina, Zoubida. "Reference library on Counselling Psychology." Counselling Psychology Review 13, no. 3 (August 1998): 22–23. http://dx.doi.org/10.53841/bpscpr.1998.13.3.22.

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3

Milton, Martin, and Adrian Coyle. "Reference Library on Counselling Psychology." Counselling Psychology Review 13, no. 4 (November 1998): 36–40. http://dx.doi.org/10.53841/bpscpr.1998.13.4.36.

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4

Guernina, Zoubida. "Reference Library on Counselling Psychology." Counselling Psychology Review 11, no. 2 (May 1996): 23–26. http://dx.doi.org/10.53841/bpscpr.1996.11.2.23.

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5

Whitehead, George I., Stephanie H. Smith, and Marta Losonczy-Marshall. "Core References in Introductory Social Psychology and Developmental Psychology Textbooks." Psychology Learning & Teaching 16, no. 1 (November 17, 2016): 6–18. http://dx.doi.org/10.1177/1475725716672948.

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The purpose of the present study was to identify the core references in introductory textbooks in two sub-disciplines of psychology: social psychology and developmental psychology. One research question was the extent to which the common references in these textbooks present the trends in contemporary research in each sub-discipline. An analysis of the reference sections of 10 introductory social psychology textbooks and 15 developmental psychology textbooks found a small set of common references for each subject area. The results yielded three additional effects. First, there were more common references across social psychology textbooks than across developmental psychology textbooks. Second, authors of social psychology textbooks used journal articles as common references more often than books, whereas authors of developmental psychology textbooks used books as common references more than journal articles. Third, the majority of the core references were published prior to 2000. Implications of these findings for teachers of psychology were discussed.

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6

Zadorozhniuk, Ivan, and Sergei Malakhov. "Economic Psychology: Reference Points and Possibilities." Problems of Economic Transition 36, no. 5 (September 1, 1993): 37–52. http://dx.doi.org/10.2753/pet1061-1991360537.

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7

Kimble, Gregory A. "A frame of reference for psychology." American Psychologist 49, no. 6 (1994): 510–19. http://dx.doi.org/10.1037/0003-066x.49.6.510.

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8

Baxy, Dr Rekha. "Effect of Noise Pollution on Behavior (with Reference to Environmental Psychology)." International Journal of Scientific Research 3, no. 1 (June 1, 2012): 433–34. http://dx.doi.org/10.15373/22778179/jan2014/150.

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9

Allen, Mary Beth. "Authorship in Sport Psychology: A Reference List." Sport Psychologist 8, no. 1 (March 1994): 94–99. http://dx.doi.org/10.1123/tsp.8.1.94.

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10

Parker, Ian. "Reference Points for Critical Theoretical Work in Psychology." Theory & Psychology 6, no. 3 (August 1996): 395–99. http://dx.doi.org/10.1177/0959354396063003.

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11

Foos, Paul W. "A Self-Reference Exercise for Teaching Life Expectancy." Teaching of Psychology 28, no. 3 (July 2001): 199–201. http://dx.doi.org/10.1207/s15328023top2803_06.

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A group of volunteer general psychology students completed a self-reference exercise on life expectancy. The exercise involved adding or subtracting years from their life expectancy based on personal habits (e.g., smoking) and characteristics (e.g., being firstborn) that influence life expectancy. Prior work has shown that individuals remember items better when they are referenced to their personal lives. Students who completed this exercise performed significantly better on a later test than students who read about the same factors even though no prior performance difference between these 2 groups was evident. The results suggest further uses of self-reference exercises to improve student memory and test performance in other classes.

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12

Rahma, Atiqah Ainur. "Pemanfaatan Jurnal Psikologi Dalam Penyusunan Tesis Mahasiswa Psikologi UGM Tahun 2012 Kajian Analisis Sitiran." Berkala Ilmu Perpustakaan dan Informasi 13, no. 1 (June 26, 2017): 12. http://dx.doi.org/10.22146/bip.16950.

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This study aimed to examine the use, utilization ratio, and recency of journal publications in the country and abroad that are used as references in the thesis of Psychology UGM 2012. This quantitative descriptive study using documentation method for data collection. Study subjects such as Psychology UGM thesis in 2012, with the object of study of the entire bibliography contained in this thesis. The analysis was performed on 163 thesis, and data analysis using frequency tables and the counting frequency using a percentage formula. The process of data analysis with MS Excel 2010 program. The results showed that the use of psychology journals published abroad subscribed (12.72%) was higher than psychology journals published in the country (2.44%). Both of these percentages included in the low category yet. Comparison between the use of psychology journals published abroad and domestic use as a reference the result that the journal published abroad 94%, and journals published in the country of 6%. Thus the utilization ratio of journals published abroad are higher than journal publications in the country. Recency of the journal is used as a reference thesis Faculty of Psychology in 2012 included in the category of advanced as much as 67.76%, while the category is not advanced as much as 31.81%.

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13

Wolach, Allen H. "Journal Reference Assistance." Behavior Research Methods, Instruments, & Computers 24, no. 3 (September 1992): 495. http://dx.doi.org/10.3758/bf03203590.

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14

Quinn, Brian. "A Survey of Notable Recent Reference Books in Psychology." Behavioral & Social Sciences Librarian 15, no. 1 (February 7, 1997): 37–52. http://dx.doi.org/10.1300/j103v15n01_04.

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15

Jylkkä, Jussi Wiljami. "Theories of natural kind term reference and empirical psychology." Philosophical Studies 139, no. 2 (May 31, 2007): 153–69. http://dx.doi.org/10.1007/s11098-007-9107-y.

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16

M, Dr Shanmugathai. "A Conceptual Review on Present Age Media Audiences with Reference to Psychology & Sociological Perspectives." International Journal of Research in Arts and Science 5, Special Issue (August 30, 2019): 200–207. http://dx.doi.org/10.9756/bp2019.1002/18.

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17

Bruner, Jerome S. "Routes to reference." Pragmatics and Cognition 6, no. 1-2 (January 1, 1998): 209–27. http://dx.doi.org/10.1075/pc.6.1-2.11bru.

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However one conceives of the relation between a sign and its significate, referring is a communicative act in which a speaker must intentionally direct the attention of an interlocutor to some object, event, or state of affairs that the speaker has in mind. This article examines the ontogenesis and phylogenesis of acts of referring, with special concern for the possible nature of sign-significate relationships. Findings from developments psychology indicate that a group of abilities and skills underlie the ability to refer. Infants follow the gaze of others to objects of attention, and enjoy joint attention with others. Interactions with caregivers in routines well known to the child enable her to achieve joint attention with the adult on a particular ingredient in the routine. In this way, the ability to refer develops from certain "language games ", interactions that combine goal-seeking and joint attention.

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18

Heck, Richard G. "Speaker’s Reference, Semantic Reference, and Intuition." Review of Philosophy and Psychology 9, no. 2 (September 13, 2017): 251–69. http://dx.doi.org/10.1007/s13164-017-0362-3.

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19

Koss, Mary P. "The Secret Reference." Contemporary Psychology: A Journal of Reviews 32, no. 10 (October 1987): 897–98. http://dx.doi.org/10.1037/026451.

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20

Westbrook, Lynn. "Virtual Reference Training: The Second Generation." College & Research Libraries 67, no. 3 (May 1, 2006): 249–59. http://dx.doi.org/10.5860/crl.67.3.249.

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First-generation digital reference training centered on technology, policies, procedures, and basic online communication tactics. Recent research and theoretical developments in adult education, digital communication, cognitive psychology, and human–computer interaction can move digital reference training into its second generation. Synthesizing current interdisciplinary developments, this paper presents four overarching guidelines and essential training principles for each stage of the reference interview.

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21

Wagner, Richard V., and Arline L. Bronzaft. "Sprinkling Psychology Courses with Peace." Teaching of Psychology 14, no. 2 (April 1987): 75–81. http://dx.doi.org/10.1207/s15328023top1402_2.

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The field of psychology has paid little attention to the most crucial issue facing our world: the threat of nuclear devastation. We propose that psychology teachers help to promote a more active consideration of psychology and peace/war in the nuclear age by including the topic in their courses. We suggest specific ways to incorporate this issue into psychology courses, with special reference to courses in social psychology and personality.

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22

Frank, George. "Clinical Psychology in a New Context." Psychological Reports 60, no. 1 (February 1987): 3–8. http://dx.doi.org/10.2466/pr0.1987.60.1.3.

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Applied psychology began by melding 19th Century psychology (that is, the laboratory study of sensation and perception) and the needs of the community for assistance in the assessment of children. Thus, general psychology within a developmental context constituted the ground out of which clinical work was developed. Participation by psychologists in two world wars rendering service to military personnel pulled applied psychologists into work with adults but also into a psychiatric (as opposed to a developmental) frame of reference. The 1949 Boulder Conference on training in clinical psychology was held not only to actualize the proposal that there be a separate doctoral program for clinical training but, also, that that clinical training should be grounded in and on psychology. That intent has not been satisfactorily actualized. The reasons for such an outcome and ways of rectifying this situation are discussed. The recommendation is made to return to a psychological (as opposed to the current psychiatric) frame of reference, one which emphasizes focus on social and cognitive development.

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23

Kleiman, Lawrence S., and Charles S. White. "Opinions of Human Resource Professionals on Candor of Reference-Givers." Psychological Reports 74, no. 1 (February 1994): 345–46. http://dx.doi.org/10.2466/pr0.1994.74.1.345.

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This study surveyed the views of 131 human resource professionals regarding the candidness of information given during the reference-checking process. Analysis indicated that most reference-givers are less than fully candid when describing the qualifications of a job applicant. Implications for those seeking references are discussed.

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24

Meyer, Meredith, and Susan A. Gelman. "Generic Reference is Less Marked Than Specific Reference in Children’s Gestures." Journal of Nonverbal Behavior 40, no. 1 (October 16, 2015): 65–79. http://dx.doi.org/10.1007/s10919-015-0220-x.

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25

Johnson, Craig, Orly Gadon, Don Carlson, Sarah Southwick, Myles Faith, and Julie Chalfin. "Self-reference and group membership: evidence for a group-reference effect." European Journal of Social Psychology 32, no. 2 (2002): 261–74. http://dx.doi.org/10.1002/ejsp.83.

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26

Faunce, Gavin J., and R. F. Soames Job. "The accuracy of reference lists in five experimental psychology journals." American Psychologist 56, no. 10 (2001): 829–30. http://dx.doi.org/10.1037/0003-066x.56.10.829.

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27

Littlewood, Roland, and Simon Dein. "Did Christianity lead to schizophrenia? Psychosis, psychology and self reference." Transcultural Psychiatry 50, no. 3 (June 2013): 397–420. http://dx.doi.org/10.1177/1363461513489681.

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28

Woody, Robert Henley. "Truthfulness in Human Behavior, With Special Reference to Forensic Psychology." Contemporary Psychology: A Journal of Reviews 43, no. 9 (September 1998): 647–48. http://dx.doi.org/10.1037/001783.

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29

Klipfel, Kevin Michael. "Authenticity and Learning: Implications for Reference Librarianship and Information Literacy Instruction." College & Research Libraries 76, no. 1 (January 1, 2015): 19–30. http://dx.doi.org/10.5860/crl.76.1.19.

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This article articulates and defends a student-centered approach to reference and instructional librarianship defined by authentic engagement with students’ interests. A review of the history of the construct of authenticity in philosophy, humanistic and existential psychology, and contemporary educational psychology is traced. Connections are drawn between the philosophy of authentic engagement and the tradition in librarianship of “Counselor Librarianship.” Recommendations for applications to the library context are then outlined.

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30

Gärling, Tommy, Erik Lindberg, Manuel Carreiras, and Böök Anders. "Reference systems in cognitive maps." Journal of Environmental Psychology 6, no. 1 (March 1986): 1–18. http://dx.doi.org/10.1016/s0272-4944(86)80031-7.

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31

Carr, Richard, and Elaine A. Blechman. "A Valuable Reference Book." Contemporary Psychology: A Journal of Reviews 34, no. 10 (October 1989): 939. http://dx.doi.org/10.1037/030674.

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32

Verstraelena, Leopold. "Psychology and geometry: I. On the geometry of the human kind." Filomat 29, no. 3 (2015): 545–52. http://dx.doi.org/10.2298/fil1503545v.

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In this note an attempt is made to describe a personal look at some of the main steps in the history of geometry from a psychological point of view, hereby basing on and sometimes merely formulating again parts of some previous papers, like [1-11]. For general references on elementary differential geometry, pseudo Riemannian geometry and geometry of submanifolds, see e.g. [12-22]. In reference [23], part II of some of the author?s reflections on psychology and geometry, an attempt is made to describe relativistic spacetimes in a way as kind of a supplement to the contents of the present part I.

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33

Weaver, Nancy Evans, and Estelle Barnard. "Source Use by Second Year Psychology Students in Online Distance Learning." Journal of Open, Flexible and Distance Learning 23, no. 1 (July 2, 2019): 33–49. http://dx.doi.org/10.61468/jofdl.v23i1.349.

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Previously we used citation analysis on reference lists from beginning psychology students in online distance learning (ODL). Now we examined second year students’ source use. Sources increased across assignments. Most used were the textbook, instructor and library sources. The mark achieved increased with number of sources, instructor sources, and library sources. Instructor and library sources were frequently referenced by both sets of students, and source use related positively to mark. This research expands the literature by comparing beginning and more advanced students; by replicating results from other researchers; and by examining two assignments from ODL students.

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34

Vasudev, Shaunda. "Book Review: Dreams: Understanding Biology, Psychology, and Culture." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 138. http://dx.doi.org/10.5860/rusq.59.2.7287.

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Dreams: Understanding Biology, Psychology, and Culture is a two-volume reference work that aims to educate readers about sleep and dream research. According to the editors, the work covers “evolutionary perspectives on sleep and dreaming to the most current research into the neuroscience, as well as current psychological theory, therapeutic application, and the artistic and cultural treatment of dreams” (xii). Intended for students and researchers interested in current understandings of dreams and how we study them, this is a valuable addition to the literature, as most dream reference guides focus primarily on artistic and cultural responses to dreams.

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35

Liu, Zhijun, Lin Wu, and Chunna Hou. "Social Identity: The Cause of Distinction Between Group-Reference and Self-Reference Effects." Social Behavior and Personality: an international journal 43, no. 9 (October 16, 2015): 1409–18. http://dx.doi.org/10.2224/sbp.2015.43.9.1409.

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We used a subliminal priming procedure to explore whether or not the intensity of identity salience facilitates the advantage of memory in distinguishing between the strength of the group-reference effect and that of the self-reference effect. In Experiment 1 (N = 124), participants were primed with in-group, out-group, or combined salience conditions before encoding adjectives with reference to the in-group and out-group, and were then subsequently given a surprise free-recall test. These results showed that the intensity of social identity could predict the memory advantage of group-reference tasks; moreover, the memory effect of group-reference tasks was strongest in the combined salience condition compared with in-group or out-group salience alone. In Experiment 2 (N = 81), we used different referential conditions and found that the intensity of social identity changed with identity salience and was a possible cause of differences between the intensity of the group-reference effect and that of the self-reference effect.

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36

Bleichrodt, Han. "Reference-dependent utility with shifting reference points and incomplete preferences." Journal of Mathematical Psychology 51, no. 4 (August 2007): 266–76. http://dx.doi.org/10.1016/j.jmp.2007.04.003.

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37

Beveridge, Allan. "Psychology of compulsory detention." Psychiatric Bulletin 22, no. 2 (February 1998): 115–17. http://dx.doi.org/10.1192/pb.22.2.115.

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The compulsory detention and treatment of patients against their will is unique to psychiatry. It is arguably the most stressful event in psychiatric practice, both for the doctor and for the patient, and yet, although much has been written about the details of mental health legislation (Clare, 1980; Fennell, 1995), very little has been said about the psychological impact that this procedure has on either the doctor or the patient (exceptions are Mills, 1962; Rogers et al, 1993). This paper will examine the emotional factors involved when a patient is deprived of his or her liberty, and will take as its point of reference the Scottish Mental Health Act.

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38

Wilson, Glenn. "TESTS: a comprehensive reference for assessment in psychology, education and business." Personality and Individual Differences 6, no. 1 (January 1985): 149. http://dx.doi.org/10.1016/0191-8869(85)90050-9.

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39

Wilson, Glenn. "Tests: a comprehensive reference for assessment in psychology, education and business." Personality and Individual Differences 6, no. 2 (January 1985): 287. http://dx.doi.org/10.1016/0191-8869(85)90123-0.

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40

Kim, Ji-myeong. "A Study on the Establishment of the System of the Buddhist Psychology: With Reference to modern psychology." Journal of Eastern-Asia Buddhism and Culture 46 (June 2021): 433–67. http://dx.doi.org/10.21718/eabc.2021.46.14.

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41

Van Leeuwen, Mary Stewart. "Of Hoggamus and Hogwash: Evolutionary Psychology and Gender Relations." Journal of Psychology and Theology 30, no. 2 (June 2002): 101–11. http://dx.doi.org/10.1177/009164710203000202.

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Evolutionary psychologists argue that genes determine not just human physical, but human behavioral tendencies to a much greater degree than many people want to believe. In particular, they argue that certain behavioral tendencies distinguishing men from women are reflective of different male and female reproductive strategies which evolved during the early history of the human race. In this article, evolutionary psychology's claims to be a rigorous science are questioned, with particular reference to its conclusions about gender relations. In addition, evolutionary psychology as a metaphysical world view is contrasted with the biblical creation account, which calls for gender co-operation, not competition, and which does not see pair-bonding as a reductionistic strategy for getting individuals' genes copied in the next generation.

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42

Wynne Jones, Mervyn. "Military psychologists' desk reference." Counselling and Psychotherapy Research 14, no. 1 (December 12, 2013): 80–81. http://dx.doi.org/10.1080/14733145.2013.864798.

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43

Kahn, Helen J., and Robert E. Till. "Pronoun reference and aging." Developmental Neuropsychology 7, no. 4 (January 1991): 459–75. http://dx.doi.org/10.1080/87565649109540505.

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44

Jagieła, Jarosław. "Reference frameworks in transactional analysis." Philosophical Discourses 3 (2021): 41–51. http://dx.doi.org/10.16926/pd.2021.03.03.

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The presence of reference frameworks in psychology is complemented by the existence of this concept in transactional analysis. In their current understanding, they are the structure of interrelated responses from the integrated ego-state to specific stimuli. Reference frameworks provide an individual with the opportunity to develop a general perceptual, intellectual and emotional system that influences his behaviour. They constitute a system used to define oneself, other people and the world. The system of reference is present in the individual’s script, his psychological games and transactions. As far as transactions are concerned, they are often tangential, blocking, or refracted. Apart from individual reference frameworks, transactional analysis is interested in their broader social and cultural contexts, which constitute their subsystem functioning as a source of identity. It reveals itself during intercultural exchanges or confrontations. Reference frameworks, being a kind of a window to the world, influence interpersonal relations and the links that exist within them

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45

Íñiguez-Rueda, Lupicinio, Luz María Martínez-Martínez, Juan Manuel Muñoz-Justicia, Mª Carmen Peñaranda-Cólera, Miguel Angel Sahagún-Padilla, and José Gerardo Alvarado. "The Mapping of Spanish Social Psychology through its Conferences: A Bibliometric Perspective." Spanish Journal of Psychology 11, no. 1 (May 2008): 137–58. http://dx.doi.org/10.1017/s1138741600004194.

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This study of papers gathered from the proceedings presented at Spanish social psychology conferences explores the use of bibliometrics for studying scientific disciplines. A reference database of all the papers included in the conference proceedings of events held from 1983 to 2000 was generated and classified by thematic area, paper type and author institutional affiliation. The references were laid out on contingency tables and mapped with correspondence analysis. The results show that there is a growing number of co-authored papers and a predominance of empirical over theoretical paper types. Some institutions have a higher concentration of theoretical papers while others work mostly in the areas of organizational and health psychology. In terms of empirical papers, there is a tendency towards generating more qualitative-based studies over the span of time captured by this work. There are also a number of papers written about such areas as cultural psychology that points to the emergence of an interest in critical social psychology. Concluding remarks underline the role of conferences and scientific meetings as an important indicator of the dynamic development of a scientific discipline.

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46

Carlson-Radvansky, Laura A., and Yuhong Jiang. "Inhibition Accompanies Reference-Frame Selection." Psychological Science 9, no. 5 (September 1998): 386–91. http://dx.doi.org/10.1111/1467-9280.00072.

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Spatial relational terms are ambiguous because they can be defined by different and sometimes conflicting frames of reference. Previous research has suggested that multiple reference frames are simultaneously active before a reference frame is selected. Two experiments examined the on-line selection of a reference frame to determine whether it is assisted by inhibition. These experiments used a negative-priming paradigm in which access to a reference frame was assessed on trial n when that reference frame was either available but not selected or not available on trial n – 1. Significant negative priming was observed; it operated along the axis of the reference frame, encompassing both endpoints. In addition, reference-frame selection seems to be independent of object selection. We cast these findings within the view of negative priming as an inhibitory mechanism, and discuss their implications for the use of spatial relations.

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47

Wade, Jay C. "Male Reference Group Identity Dependence." Counseling Psychologist 26, no. 3 (May 1998): 349–83. http://dx.doi.org/10.1177/0011000098263001.

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This article presents a theory of male identity developed to address the question of why men vary in their masculinity ideology and in their conformity to standards of masculinity. The theory, male reference group identity dependence, is based on two other theories—reference group theory and ego identity development theory. Reference group identity dependence is defined as the extent to which males are dependent on a reference group for their gender role self-concept. An overview of relevant masculinity research, theoretical foundations for the construct of reference group identity dependence, theoretical postulates, and associated behavioral and psychological characteristics are presented. Research implications of the theory are discussed and future research directions are provided.

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48

Wade, Jay C., and Charles J. Gelso. "Reference Group Identity Dependence Scale." Counseling Psychologist 26, no. 3 (May 1998): 384–412. http://dx.doi.org/10.1177/0011000098263002.

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The purpose of this study was to develop a measure of male identity based on Wade's (1998) theory of male reference group identity dependence. The construct was operationalized in the form of a self-report instrument, the Reference Group Identity Dependence Scale (RGIDS), that assesses feelings of psychological relatedness to other males. A total of 344 undergraduate males from a large state university completed the RGIDS. Construct validity was evaluated by relating the RGIDS to measures of ego identity, gender role conflict, social anxiety, self-esteem, and anxiety and depression symptomatology. Results of the factor analysis indicated that a four-factor structure corresponded to three hypothesized levels of the construct. The four subscales of the RGIDS demonstrated sound internal consistency, and correlations found between the RGIDS and the other measures in the study indicated preliminary support for validity of the construct. The findings are discussed in terms of implications for the theory and future research on men and masculinity.

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49

Eisler, Richard M. "Male Reference Group Identity Dependence." Counseling Psychologist 26, no. 3 (May 1998): 422–26. http://dx.doi.org/10.1177/0011000098263004.

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50

Weiten, Wayne. "A Comprehensive, Well-Crafted Reference." Contemporary Psychology 48, no. 1 (February 2003): 27–30. http://dx.doi.org/10.1037/000702.

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