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Journal articles on the topic 'Social sciences -> psychology -> social psychology'

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Author: Grafiati

Published: 25 July 2024

Last updated: 31 July 2024

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1

Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy." Seminare. Poszukiwania naukowe 2021(42), no. 4 (December 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.

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2

James, Keith. "Social Psychology." Social Science Computer Review 18, no. 2 (May 2000): 196–213. http://dx.doi.org/10.1177/089443930001800208.

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3

Batel, Susana, and Rita Guerra. "Social psychology as a social science." Portuguese Journal of Social Science 18, no. 2 (June 1, 2019): 133–36. http://dx.doi.org/10.1386/pjss_00001_2.

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4

Crozier, Ivan. "Social Psychology." Social Studies of Science 30, no. 4 (August 2000): 633–39. http://dx.doi.org/10.1177/030631200030004006.

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5

Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences." Psychological Reports 81, no. 3 (December 1997): 739–46. http://dx.doi.org/10.2466/pr0.1997.81.3.739.

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A variable called index of terminological sharing that measures the extent to which one science shares lawful concepts from another science was used to assess hypotheses concerning the concept of an hierarchy of sciences and psychology's terminological relationship with other sciences. (1) The values of the index will be relatively small for the natural sciences (physics, chemistry, biology) as compared to the relatively large values for the social sciences (anthropology, sociology), and (2) the index's value for psychology will be closer to the mean value of the social sciences than to that of the natural sciences. Analysis showed only a 17% agreement between the present data and the relative ordering of the sciences assumed by the hierarchy. Hypothesis 1 was confirmed, but not Hypothesis 2. Index values for psychology were closer to those of the natural sciences than to those of the social sciences. Psychology appears to have a relatively high terminological independence concerning citation of shared lawful concepts in textbooks as compared to other sciences, but also psychology shows a large and disproportionate use of eponyms in references to shared lawful concepts. It was suggested that new quantitative-comparative measures, in addition to the present index, be developed to understand further psychology's relationships with other sciences.

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6

Cohen, G. L. "Social Psychology and Social Change." Science 334, no. 6053 (October 13, 2011): 178–79. http://dx.doi.org/10.1126/science.1212887.

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7

Goldman, Alvin. "Social epistemics and social psychology." Social Epistemology 5, no. 2 (April 1991): 121–25. http://dx.doi.org/10.1080/02691729108578607.

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8

Chin, G. "PSYCHOLOGY: Social Preferences." Science 320, no. 5881 (June 6, 2008): 1262a. http://dx.doi.org/10.1126/science.320.5881.1262a.

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9

KRUGLANSKI, A. W. "Social Psychology: Attribution." Science 232, no. 4750 (May 2, 1986): 665–66. http://dx.doi.org/10.1126/science.232.4750.665.

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10

Minton, Henry L. "Social psychology and its commitment / La psychologie sociale et son engagement." Sociétés contemporaines 13, no. 1 (1993): 121–27. http://dx.doi.org/10.3406/socco.1993.1104.

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11

L., Henry. "Social psychology and its commitment/[la psychologie sociale et son engagement]." Sociétés contemporaines 13, no. 1 (January 1, 1993): 121–27. http://dx.doi.org/10.3917/soco.p1993.13n1.0121.

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Résumé [La psychologie sociale et son engagement] : On examine la question de la psychologie sociale et de son engagement par rapport à des questions sociales inscrites dans la réalité du monde àpartir d'un certain nombre d'incidents critiques dans le développement de la discipline aux Etats-Unis. Au début du 20ème siècle, John Dewey avait souhaité que la psychologie sociale ait une visée reflexive morale mais, dans son ensemble, son plaidoyer a été ignoré. Le tournant récent en faveur du post-modernisme est peut-être l 'indication que la vision de Dewey arrive à maturité et qu'une psychologie sociale plus critique et plus engagée est envisageable dans le futur.

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12

Morasch, Bruce. "Electronic Social Psychology." Serials Review 12, no. 2-3 (June 1986): 113–17. http://dx.doi.org/10.1080/00987913.1986.10763700.

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13

Reitzes, Donald C., S. L. Albrecht, B. A. Chadwick, and C. K. Jacobson. "Social Psychology." Teaching Sociology 15, no. 2 (April 1987): 226. http://dx.doi.org/10.2307/1318050.

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14

Hayes, Harriet E., M. Kearl, and C. Gordon. "Social Psychology." Teaching Sociology 22, no. 4 (October 1994): 358. http://dx.doi.org/10.2307/1318936.

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15

Mills, C. Wright. "Psychology and Social Science." Monthly Review 61, no. 7 (December 5, 2009): 47. http://dx.doi.org/10.14452/mr-061-07-2009-11_5.

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16

Heft, Harry. "Ecological psychology as social psychology?" Theory & Psychology 30, no. 6 (December 2020): 813–26. http://dx.doi.org/10.1177/0959354320934545.

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Several articles published in this journal over a number of years have examined the social dimensions of Gibsonian ecological psychology. The present paper picks up several of their themes, with an emphasis on the social developmental consequences of individuals participating in community structures and engaging the affordances that support them. From this perspective, the situated nature of activity in everyday settings is examined, which in turn highlights the role of places as higher order emergent eco-psychological structures (or behavior settings) in everyday life. Moreover, ecological psychology’s discovery of occluding edge effects, which demonstrates that objects that have gone out of sight are experienced as persisting in awareness, serves as the basis for a proposal that the awareness of social structures of a conceptual nature may arise from the pragmatics of perception–action from an ecological perspective.

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17

Schmitt, Frederick. "Social epistemology and social cognitive psychology." Social Epistemology 5, no. 2 (April 1991): 111–20. http://dx.doi.org/10.1080/02691729108578606.

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18

Celikay Soyler, Hande, and Meryem Karaaziz. "Social Media Psychology." ADDICTA: The Turkish Journal on Addictions 10, no. 2 (September 1, 2023): 101–7. http://dx.doi.org/10.5152/addicta.2023.23051.

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19

van der Vlist, René. "Psychology." Concepts and Transformation 5, no. 2 (December 31, 2000): 213–36. http://dx.doi.org/10.1075/cat.5.2.04vli.

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I present here my views on psychology as a science. The article is the result of an ongoing discussion between ‘academic’ and ‘professional’ psychology in The Netherlands. Many proponents of ‘academic’ psychology are in favor of a psychology as if it is one of the disciplines of the natural sciences. Other psychologists, mostly those found in the professional field, hold the view that psychology is one of the social sciences and should not renounce such human capabilities as empathy, introspection, and dialogue. Without these we would not be able to understand others and eventually help them. This article is a plea for a ‘social’ psychology rather than a ‘natural scientific’ psychology. A social psychology that can play a role in action research.

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20

Durrheim, Kevin. "Social Constructionism, Discourse, and Psychology." South African Journal of Psychology 27, no. 3 (September 1997): 175–82. http://dx.doi.org/10.1177/008124639702700308.

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This paper serves as an introduction to social constructionist approaches to psychology. It outlines the arguments which have prompted a shift away from empiricism in the social sciences. Harré's (1992) distinction between behaviourism and the first and second cognitive revolution is used to provide a broad historical framework to develop contrasts between mainstream empiricist psychology and constructionist approaches. The central claim is that theories of meaning are embodied in theories of science, and that we need a new (constructionist) theory of science to underpin a psychology which takes the meaningful nature of human activity as its object of study. Finally, the paper introduces discourse analysis as a methodology which can sustain a constructionist, post-empiricist analysis.

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21

Resch, Mária, and Tamás Bella. "Political psychology." Orvosi Hetilap 154, no. 16 (April 2013): 619–26. http://dx.doi.org/10.1556/oh.2013.29582.

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In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters’ attitudes, leaders’ personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects. Orv. Hetil., 2013, 154, 619–626.

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22

Pettigrew, Thomas F. "Applying Social Psychology to International Social Issues." Journal of Social Issues 54, no. 4 (January 1998): 663–75. http://dx.doi.org/10.1111/j.1540-4560.1998.tb01242.x.

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23

REICH, JAMES. "Seminars in Psychology and the Social Sciences." American Journal of Psychiatry 152, no. 7 (July 1995): 1091–92. http://dx.doi.org/10.1176/ajp.152.7.1091.

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24

Jacobs, Harold, S. Worchel, J. Cooper, and G. R. Goethals. "Understanding Social Psychology." Teaching Sociology 17, no. 1 (January 1989): 107. http://dx.doi.org/10.2307/1317953.

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25

Thye, Shane R., and David G. Meyers. "Exploring Social Psychology." Teaching Sociology 23, no. 1 (January 1995): 78. http://dx.doi.org/10.2307/1319387.

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26

Edwards, Derek, and Jerzy Stachowiak. "Psychologia dyskursowa." Przegląd Socjologiczny 72, no. 2 (June 15, 2023): 17–42. http://dx.doi.org/10.26485/ps/2023/72.2/2.

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

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27

Smith, David Horton. "Students' Applications of Social Psychology in Introductory Social Psychology Classes." Teaching Sociology 19, no. 2 (April 1991): 193. http://dx.doi.org/10.2307/1317851.

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28

Sacks, Howard L., and Philip Wexler. "Critical Social Psychology." Social Forces 63, no. 4 (June 1985): 1087. http://dx.doi.org/10.2307/2578614.

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29

Henwood, Karen, and Ian Parker. "Qualitative social psychology." Journal of Community & Applied Social Psychology 4, no. 4 (October 1994): 219–23. http://dx.doi.org/10.1002/casp.2450040402.

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30

Fuchs, Stephan, William R. Shadish, and Steve Fuller. "The Social Psychology of Science." Contemporary Sociology 24, no. 3 (May 1995): 391. http://dx.doi.org/10.2307/2076530.

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31

Rose, Nikolas. "Psychology as a Social Science." Subjectivity 25, no. 1 (November 14, 2008): 446–62. http://dx.doi.org/10.1057/sub.2008.30.

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32

Özakpınar, Yılmaz. "Is Psychology a Social Science?" International Journal of the Humanities: Annual Review 8, no. 1 (2010): 327–36. http://dx.doi.org/10.18848/1447-9508/cgp/v08i01/42827.

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33

Tsvetkova, L. A. "Social Psychology of Health." Social Psychology and Society 14, no. 2 (July 10, 2023): 5–8. http://dx.doi.org/10.17759/sps.2023140201.

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34

Robins, Garry, and Yoshi Kashima. "Social psychology and social networks: Individuals and social systems." Asian Journal Of Social Psychology 11, no. 1 (March 2008): 1–12. http://dx.doi.org/10.1111/j.1467-839x.2007.00240.x.

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35

Allwood, Carl Martin, and Jan Bärmark. "Situating the Social Psychology of Science." Social Studies of Science 25, no. 3 (August 1995): 600–608. http://dx.doi.org/10.1177/030631295025003009.

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36

Roeckelein, Jon E. "Psychology among the Sciences: Comparisons of Numbers of Theories and Laws Cited in Textbooks." Psychological Reports 80, no. 1 (February 1997): 131–41. http://dx.doi.org/10.2466/pr0.1997.80.1.131.

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A measure called “theories-to-laws ratio” (number of cited theories divided by number of cited laws in textbooks) was used to assess hypotheses concerning the concept of an “hierarchy of sciences” and psychology's place among the sciences. (1) The ratio will be well-balanced, i.e., show low values, for the “natural” sciences (physics, chemistry, biology) and be poorly balanced, i.e., show high values, for the “social” sciences (anthropology, sociology). (2) The theories-to-laws ratio of psychology will be closer to the mean of the “social” sciences than to the mean of the “natural” sciences. Analysis showed a 67% agreement between the present data and the predicted “hierarchy of sciences” relative ordering of the sciences so Hypotheses 1 and 2 were confirmed. Other quantitative measures, in addition to this ratio, might be developed to evaluate further psychology's place among the sciences.

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37

Lozynskyi, Oleg. "SOCIAL AND PSYCHOLOGICAL COMPONENT IN THE TRAINING OF SOCIAL WORKERS." Social work and social education, no. 2(11) (October 31, 2023): 162–72. http://dx.doi.org/10.31499/2618-0715.2(11).2023.291892.

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30–35% of the competencies of higher education students (defined by the standard for specialty 231 «Social work») can be formed in the process of studying social and psychological educational disciplines. Therefore, the article analyzes the educational and professional programs of eleven Ukrainian institutions of higher education, which provide training in the specialty 231 «Social work». The purpose of the study was: 1) to analyze the weight of social-psychological competences in the standard of higher education of specialty 231; 2) to analyze the socio-psychological educational offers of institutions of higher education in the specialty «Social work»; 3) to propose the structure of educational disciplines of social and psychological topics for this specialty. It was found that Ukrainian institutions of higher education do not have a single strategy regarding the location of social-psychological training courses for the training of specialists in the «Social Work» specialty. The number of social and psychological disciplines ranges from 6 to 12 (for the «bachelor» educational level). We offered socio-psychological educational disciplines, adhering to the principles of systematicity and sequence of the educational process. Future social workers are offered to study «Fundamentals of personality psychology, age and differential psychology» and «Social psychology in social work» in the 1st year. In the second year – «Psychodiagnostics», «Game and artistic methods of social work», «Social prevention of deviant behavior», «Family psychology». In the third year – «Child and gerontological psychology», «Communication training», «Management psychology», «Mediation in conflict resolution». In the fourth year – «Intercultural communication and social work with migrants», «Criminal psychology, penitentiary and post-penitentiary social work», «Psychology of social work with deviant behavior of children and adolescents». For the master's degree, we suggest mastering the issues of «Organizational Psychology», «Psychology of Creativity», and «Social and Psychological Work in the Community».

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38

Joffe, Hélène. "Social Representations and Health Psychology." Social Science Information 41, no. 4 (December 2002): 559–80. http://dx.doi.org/10.1177/0539018402041004004.

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The author examines the specific contribution that social representations research has made to health psychology. In particular, the approach highlights the symbolic, emotive and social aspects of how lay people make meaning of facets of health and illness, and emphasizes the importance of the evolution of these meanings. Empirical work on health and illness is used to cast light on the specific workings of social representations and on the enrichment of the health field offered by this naturalistic perspective. Distinctions are drawn between the social representations approach and other social constructionist approaches in the health field. In addition, the differentiation between social representations and more mainstream approaches to health issues is examined. Primarily, the social representations approach eschews the notion of human thought as analogous to information processing, with the attendant individualist, cognitivist and rationalist assumptions, and recognizes the importance of non-verbal material in the study of the human psyche.

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39

Ash, Mitchell G. "Historicizing Mind Science: Discourse, Practice, Subjectivity." Science in Context 5, no. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psychology, at least in the United States, remains the only discipline that makes historical representations of itself in the form of “history and systems” courses an official part of its pedagogical canon, required, interestingly enough, for the license in clinical practice (see Ash 1983).1In the meantime, the professionalization of scholarship in history of psychology has proceeded apace. All of the trends visible in historical and social studies of other sciences, as well as in general cultural and intellectual history, are noe present in the historical study of psychology. Yet despite the visibility and social importance of psychology's various applications, and the prominence of certain schools of psychological thought such as behaviorism and psychoanalysis in contemporary cultural and political debate, the historiography of psychology has continued to hold a marginal position in history and social studies of science.

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40

Pettigrew, Thomas F. "Influencing Policy with Social Psychology." Journal of Social Issues 44, no. 2 (July 1988): 205–19. http://dx.doi.org/10.1111/j.1540-4560.1988.tb02071.x.

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41

Guerin, Bernard. "Individuals as Social Relationships: 18 Ways that Acting Alone can be thought of as Social Behavior." Review of General Psychology 5, no. 4 (December 2001): 406–28. http://dx.doi.org/10.1037/1089-2680.5.4.406.

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This article argues to replace individualistic explanations of behavior with descriptions of social and historical context. Eighteen ways are outlined that playing a guitar alone in a room can be thought of as socially controlled rather than dispositionally controlled. Despite having a skin containing a body, a “person” for the social sciences is a conglomerate of social relationships or interactions that spans space and time. Thinking of people and causes as within a body shapes individualistic biases in our explanations and interventions. Rather than propose a new philosophy, this article reviews 18 concrete ways to begin thinking about people as social interactions and not agentic individuals. This changes the interventions we propose, alters how we view cultural practices, prevents some perennial problems of psychology, and leads the way to integrate psychology in the social sciences. Moving from dispositional explanations to study the historical and social context of social relationships also requires that psychology seriously adapt some of the more intensive research methods from other social sciences.

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42

Verkuyten, Maykel, and Kumar Yogeeswaran. "The Social Psychology of Intergroup Toleration." Personality and Social Psychology Review 21, no. 1 (June 21, 2016): 72–96. http://dx.doi.org/10.1177/1088868316640974.

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The global increase in cultural and religious diversity has led to calls for toleration of group differences to achieve intergroup harmony. Although much social-psychological research has examined the nature of stereotyping, prejudice, and discrimination, and its impact on targets of these biases, little research has examined the nature and impact of toleration for intergroup relations. Toleration does not require that people give up their objections to out-group norms and practices but rather mutual accommodation. Integrating research from various social sciences, we explore the nature of intergroup tolerance including its three components—objection, acceptance, and rejection—while drawing out its implications for future social-psychological research. We then explore some psychological consequences to social groups that are the object of toleration. By doing so, we consider the complex ways in which intergroup tolerance impacts both majority and minority groups and the dynamic interplay of both in pluralistic societies.

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43

Bollen, Kenneth A. "Latent Variables in Psychology and the Social Sciences." Annual Review of Psychology 53, no. 1 (February 2002): 605–34. http://dx.doi.org/10.1146/annurev.psych.53.100901.135239.

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44

Sorokowski, Piotr, and Magdalena Wrembel. "Color studies in applied psychology and social sciences: An overview." Polish Journal of Applied Psychology 12, no. 2 (June 1, 2014): 9–26. http://dx.doi.org/10.1515/pjap-2015-0006.

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Abstract Our article presents a comprehensive overview of studies on colour from the perspective of applied psychology and social sciences. It discusses major findings from the psychology of colour applied to marketing, business, politics and sports as well as to problems connected with using color tests in psychological diagnoses. Moreover, we present an overview of particularly interesting colour studies on synaesthesia related to cognitive and applied psychology as well as psycholinguistics. Finally, we discuss the most recent trends in investigations into applied colour psychology as well as potential directions for further research.

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45

Winter, Michael, and John Tauer. "Virtue Theory and Social Psychology." Journal of Value Inquiry 40, no. 1 (May 22, 2007): 73–82. http://dx.doi.org/10.1007/s10790-006-9003-2.

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46

Minam, Hirofumi, and Kunio Tanaka. "Social and Environmental Psychology." Environment and Behavior 27, no. 1 (January 1995): 43–55. http://dx.doi.org/10.1177/001391659502700104.

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47

Campbell, Catherine, and Rupert Brown. "Prejudice: Its Social Psychology." British Journal of Sociology 48, no. 2 (June 1997): 322. http://dx.doi.org/10.2307/591756.

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48

Sweat, Jeffrey, and George Herbert Mead. "Essays on Social Psychology." Contemporary Sociology 31, no. 6 (November 2002): 792. http://dx.doi.org/10.2307/3090004.

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49

Menaghan, Elizabeth G. "Handbook of Social Psychology." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 679–80. http://dx.doi.org/10.1177/009430610403300625.

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50

Howard, Judith A. "Social Psychology of Identities." Annual Review of Sociology 26, no. 1 (August 2000): 367–93. http://dx.doi.org/10.1146/annurev.soc.26.1.367.

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