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Artículos de revistas sobre el tema "Psychology - theory"

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Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 26 de julio de 2024

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1

Janabaevna, Kokkozova Janar. "HISTORY AND THEORY OF PSYCHOLOGY". American Journal of Social Science and Education Innovations 6, n.º 3 (1 de marzo de 2024): 119–21. http://dx.doi.org/10.37547/tajssei/volume06issue03-20.

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The study concludes that while social networks have a significant impact on adolescent personality development, the nature of this influence is complex and multifaceted. These insights contribute to a deeper understanding of the digital dimension of adolescent development, offering implications for parents, educators, and policymakers in supporting positive online experiences.

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2

Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory". International Journal of Psychosocial Rehabilitation 24, n.º 4 (28 de febrero de 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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3

Stam, Henderikus J. "Theory & Psychology: The Re-Emergence of Theory in Psychology". Theory & Psychology 1, n.º 1 (febrero de 1991): 5–11. http://dx.doi.org/10.1177/0959354391011001.

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4

Breckman, Brigid. "Health Psychology – Theory, Research and PracticeHealth Psychology – Theory, Research and Practice". Nursing Standard 20, n.º 9 (9 de noviembre de 2005): 37. http://dx.doi.org/10.7748/ns2005.11.20.9.37.b399.

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5

Gray, Peter. "Incorporating Evolutionary Theory into the Teaching of Psychology". Teaching of Psychology 23, n.º 4 (diciembre de 1996): 207–14. http://dx.doi.org/10.1207/s15328023top2304_1.

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The purpose of this article is to encourage teachers of psychology to make greater explicit use of evolutionary theory in their courses. Examples and arguments are presented to show that evolutionary theory can help students (a) think critically about classic psychological theories; (b) understand psychology's recent shift away from general theories toward narrower, domain-specific theories; (c) think about the possible adaptive functions of psychological phenomena that are often considered only as pathologies; and (d) understand the rationales behind cross-species comparisons in psychology. The article also exposes three mis-beliefs that seem to have helped dissuade many psychologists from taking advantage of evolutionary theory in their thinking and teaching.

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6

Yang, Seokwon. "The Dynamic Psychology of Mental Energy: Rediscovering Pierre Janet’s Trauma Theory". Criticism and Theory Society of Korea 28, n.º 2 (30 de junio de 2023): 193–222. http://dx.doi.org/10.19116/theory.2023.28.2.193.

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Recent scholarly attention to the affinity of neuroscience and Pierre Janet’s psychology has led to his reassessment as a precursor of neuroscientific trauma studies. This essay examines Janet’s trauma theory in the context of this reappraisal of his psychology in the age of neuroscience. Janet’s resurgence is primarily due to the fact that he constructed his psychological system on his keen observations of the inseparable connection and dynamic interaction between the mind and the body. Janet’s observation of hysterical patients’ unconscious automatic activities enables an understanding of human activity as a psychological phenomenon, leading him to the discovery of the subconscious which is dissociated from the normal consciousness and holds fixed ideas that cause symptoms of involuntary movement and paralysis. Dissociation results from the narrowing of consciousness and its failure to integrate perceptions. Traumatic events, together with heredity factors, induce the retraction of consciousness, precipitating the mind’s lower function such as psychological automatism, and impairing its higher function of integration. Janet’s theory of psychological healing aims to reintegrate dissociated consciousness by finding and liquidating fixed ideas through suggestion, but it also substitutes those ideas for positive re-conceptualization of traumatic events and even dismantling and excising traumatic memories. Unable to assimilate traumatic events into the narrative of his life history, the patient repeatedly and unwittingly re-enacts them. Accordingly, healing involves “presentification” which empowers the patient to narrate traumatic events as past accidents from the vantage point of the present. Adaptation is accomplished by economically assessing the level of patient’s mental energy, which has been depleted by trauma, and promoting diverse methods to prevent further exhaustion and reinvest psychological “force” into higher “tendencies” of the mind. Janet also proposes the therapist’s “moral guidance” that balances the therapist’s active intervention and his support of the patient’s psychological independence, which reminds neuroscientific traumatologists of the importance of the subject’s agency and human interaction in the healing process.

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7

Reginster. "Philosophy, Psychology, and Theory". Journal of Nietzsche Studies 49, n.º 2 (2018): 260. http://dx.doi.org/10.5325/jnietstud.49.2.0260.

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8

Hartley, Jean y Kate MacKenzie Davey. "I. Organizational Psychology: Theory". Feminism & Psychology 7, n.º 2 (mayo de 1997): 214–23. http://dx.doi.org/10.1177/0959353597072005.

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9

Boyle, Mary. "III. Clinical Psychology: Theory". Feminism & Psychology 7, n.º 2 (mayo de 1997): 231–38. http://dx.doi.org/10.1177/0959353597072007.

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10

Nicolson, Paula. "V. Social Psychology: Theory". Feminism & Psychology 7, n.º 2 (mayo de 1997): 248–54. http://dx.doi.org/10.1177/0959353597072009.

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11

Parker, Ian. "Psychoanalytic Theory and Psychology". Theory & Psychology 18, n.º 2 (abril de 2008): 147–65. http://dx.doi.org/10.1177/0959354307087877.

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12

Mills, John A. "Evolutionary Theory and Psychology". Theory & Psychology 4, n.º 1 (febrero de 1994): 155–60. http://dx.doi.org/10.1177/0959354394041010.

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13

Glöckner, Andreas y Susann Fiedler. "“Theory Specification and Theory Building in Psychology”". Zeitschrift für Psychologie 232, n.º 1 (enero de 2024): 68–70. http://dx.doi.org/10.1027/2151-2604/a000541.

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14

Lidan, Ma. "PSYCHOLOGY, THEORY, AND VALUES: THREE LEVELS OF CULTURAL CONFIDENCE". World of academia: Culture, Education, n.º 6 (31 de agosto de 2023): 113–18. http://dx.doi.org/10.18522/2658-6983-2023-6-113-118.

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15

Mehdiabadi, Parichehr. "Critique of attachment theory: A positive psychology perspective". Journal of Personality and Psychosomatic Research 1, n.º 2 (2023): 1–8. http://dx.doi.org/10.61838/kman.jppr.1.2.1.

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This study seeks to critically examine attachment theory, delving into various aspects where the theory may fall short. By exploring its methodological challenges, cultural biases, potential for oversimplification of complex human behaviors and its deterministic approach to human development, and from the perspective of positive psychology, this critique aims to present a balanced view that acknowledges both the contributions and limitations of attachment theory in the broader landscape of psychological understanding. This critical examination serves as an invitation for continued discourse, fostering the evolution and refinement of attachment theories in the ever-evolving landscape of psychological research and understanding. From a positive psychology perspective, the critique of attachment theory revolves around its potential underestimation of human resilience, adaptability, and the capacity for positive development despite early challenges. By incorporating the strengths and positive adaptation mechanisms that individuals display, particularly in diverse cultural contexts, a more holistic understanding of human development emerges. This approach aligns with the positive psychology's emphasis on growth, resilience, and the potential for flourishing across the lifespan, providing a more comprehensive and optimistic view of human relationships and emotional well-being. To a greater extent, integrating positive psychology principles with attachment theory could lead to a more comprehensive and holistic understanding of human development and relationships.

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16

Hill, Peter C. "Living on the Boundary: Scriptural Authority and Psychology". Journal of Psychology and Theology 33, n.º 2 (junio de 2005): 98–112. http://dx.doi.org/10.1177/009164710503300203.

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For Christian psychologists to move from their marginalized position with mainstream psychology, they must be able to substantively demonstrate the unique insights that the integration of psychology with Christian theology offers to the discipline. To do this, Christian psychologists must be able to show, not just claim, the authority of Scripture by demonstrating its explanatory power on psychology's terms. Three factors in psychology's new zeitgeist provide both opportunities and challenges to demonstrating Scriptural authority: a growing cultural interest in spirituality, postmodernism, and novel approaches to cognitive science. Cognitive-Experiential Self Theory (CEST) is provided as a concrete example where Christian thinking provides greater understanding of an emerging psychological theory, thus demonstrating explanatory power and providing Scripture a more authoritative position.

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17

Kapasi, Aamena y Jacqueline Pei. "Mindset Theory and School Psychology". Canadian Journal of School Psychology 37, n.º 1 (27 de octubre de 2021): 57–74. http://dx.doi.org/10.1177/08295735211053961.

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Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

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18

Monroe, Kristen Renwick y Kristen Hill Maher. "Psychology and Rational Actor Theory". Political Psychology 16, n.º 1 (marzo de 1995): 1. http://dx.doi.org/10.2307/3791447.

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19

John‐Steiner, Vera. "A Sociohistorical Theory of Psychology". Review of Education 12, n.º 4 (septiembre de 1986): 267–72. http://dx.doi.org/10.1080/0098559860120405.

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20

Walker, Gavin. "Sociological theory and Jungian psychology". History of the Human Sciences 25, n.º 1 (13 de enero de 2012): 52–74. http://dx.doi.org/10.1177/0952695111427360.

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21

Krippner, Stanley. "Humanistic Psychology and Chaos Theory". Journal of Humanistic Psychology 34, n.º 3 (julio de 1994): 48–61. http://dx.doi.org/10.1177/00221678940343005.

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22

Maras, Pam y Louise Archer. "VII. Developmental/Educational Psychology: Theory". Feminism & Psychology 7, n.º 2 (mayo de 1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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23

Hill, Darryl B. "Theory in Applied Social Psychology". Theory & Psychology 16, n.º 5 (octubre de 2006): 613–40. http://dx.doi.org/10.1177/0959354306067440.

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24

Duffy, Ryan D., David L. Blustein, Matthew A. Diemer y Kelsey L. Autin. "The Psychology of Working Theory." Journal of Counseling Psychology 63, n.º 2 (2016): 127–48. http://dx.doi.org/10.1037/cou0000140.

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25

Hoffman, William C. "Group theory and geometric psychology". Behavioral and Brain Sciences 24, n.º 4 (agosto de 2001): 674–76. http://dx.doi.org/10.1017/s0140525x01410089.

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The commentary is in general agreement with Roger Shepard's view of evolutionary internalization of certain procedural memories, but advocates the use of Lie groups to express the invariances of motion and color perception involved. For categorization, the dialectical pair is suggested. [Barlow; Hecht; Kubovy & Epstein; Schwartz; Shepard; Todorovič]

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26

Johnson, Marnie L. "Vantage theory meets cognitive psychology". Language Sciences 24, n.º 5-6 (septiembre de 2002): 639–65. http://dx.doi.org/10.1016/s0388-0001(01)00008-0.

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27

Burns, Candace W. "Judgment theory and school psychology". Journal of School Psychology 28, n.º 4 (diciembre de 1990): 343–49. http://dx.doi.org/10.1016/0022-4405(90)90023-z.

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28

Butterworth, George. "Theory building in developmental psychology". Biological Psychology 25, n.º 1 (agosto de 1987): 98–100. http://dx.doi.org/10.1016/0301-0511(87)90091-3.

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29

Stedmon, Alex W. y Glyn Lawson. "Terrorism Psychology: Theory & Application". Journal of Police and Criminal Psychology 28, n.º 2 (4 de julio de 2012): 91–93. http://dx.doi.org/10.1007/s11896-012-9108-4.

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30

Winter, Michael y John Tauer. "Virtue Theory and Social Psychology". Journal of Value Inquiry 40, n.º 1 (22 de mayo de 2007): 73–82. http://dx.doi.org/10.1007/s10790-006-9003-2.

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31

Safyer, Andrew W. "Ego psychology theory and practice". Child & Adolescent Social Work Journal 11, n.º 4 (agosto de 1994): 343–46. http://dx.doi.org/10.1007/bf01876559.

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32

Shaver, Philip R. y Adrienne J. Norman. "Attachment Theory and Counseling Psychology". Counseling Psychologist 23, n.º 3 (julio de 1995): 491–500. http://dx.doi.org/10.1177/0011000095233007.

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33

Mallinckrodt, Brent. "Attachment Theory and Counseling Psychology". Counseling Psychologist 23, n.º 3 (julio de 1995): 501–5. http://dx.doi.org/10.1177/0011000095233008.

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34

van Knippenberg, Daan. "Advancing theory in organizational psychology". Organizational Psychology Review 1, n.º 1 (febrero de 2011): 3–8. http://dx.doi.org/10.1177/2041386610386427.

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35

Stam, Henderikus J. "Theory & Psychology: Year Four". Theory & Psychology 4, n.º 2 (mayo de 1994): 163–64. http://dx.doi.org/10.1177/0959354394042001.

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36

Gardiner, Judith Kegan. "Self Psychology as Feminist Theory". Signs: Journal of Women in Culture and Society 12, n.º 4 (julio de 1987): 761–80. http://dx.doi.org/10.1086/494365.

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37

Forsterling, Friedrich. "ATTRIBUTION THEORY IN CLINICAL PSYCHOLOGY". Clinical Psychology Forum 1, n.º 30 (diciembre de 1990): 46.3–47. http://dx.doi.org/10.53841/bpscpf.1990.1.30.46b.

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38

Power, Mick. "Attribution theory in clinical psychology". Behaviour Research and Therapy 28, n.º 1 (1990): 101. http://dx.doi.org/10.1016/0005-7967(90)90068-t.

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39

Payne, Robert W. "Reliability theory and clinical psychology". Journal of Clinical Psychology 45, n.º 2 (marzo de 1989): 351–53. http://dx.doi.org/10.1002/1097-4679(198903)45:2<351::aid-jclp2270450228>3.0.co;2-w.

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40

Peterson, Christopher. "Attribution theory in clinical psychology". Clinical Psychology Review 10, n.º 5 (enero de 1990): 609–10. http://dx.doi.org/10.1016/0272-7358(90)90102-g.

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41

Tybur, Joshua M., Angela D. Bryan y Ann E. Caldwell Hooper. "An Evolutionary Perspective on Health Psychology: New Approaches and Applications". Evolutionary Psychology 10, n.º 5 (1 de diciembre de 2012): 147470491201000. http://dx.doi.org/10.1177/147470491201000508.

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Although health psychologists' efforts to understand and promote health are most effective when guided by theory, health psychology has not taken full advantage of theoretical insights provided by evolutionary psychology. Here, we argue that evolutionary perspectives can fruitfully inform strategies for addressing some of the challenges facing health psychologists. Evolutionary psychology's emphasis on modular, functionally specialized psychological systems can inform approaches to understanding the myriad behaviors grouped under the umbrella of “health,” as can theoretical perspectives used by evolutionary anthropologists, biologists, and psychologists (e.g., Life History Theory). We detail some early investigations into evolutionary health psychology, and we provide suggestions for directions for future research.

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42

Kőszegi, Botond. "Behavioral Contract Theory". Journal of Economic Literature 52, n.º 4 (1 de diciembre de 2014): 1075–118. http://dx.doi.org/10.1257/jel.52.4.1075.

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This review provides a critical survey of psychology-and-economics (“behavioral-economics”) research in contract theory. First, I introduce the theories of individual decision making most frequently used in behavioral contract theory, and formally illustrate some of their implications in contracting settings. Second, I provide a more comprehensive (but informal) survey of the psychology-and-economics work on classical contract-theoretic topics: moral hazard, screening, mechanism design, and incomplete contracts. I also summarize research on a new topic spawned by psychology and economics, exploitative contracting, that studies contracts designed primarily to take advantage of agent mistakes. (JEL A12, D03, D82, D86)

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43

Hayes, Grahame. "Psychology and Ideology: The Case of Althusser". South African Journal of Psychology 19, n.º 2 (junio de 1989): 84–90. http://dx.doi.org/10.1177/008124638901900204.

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Psychology's silence is noted in some of the major debates in the philosophy of science at the moment. It is suggested that psychology's participation in issues of the philosophy of science could meaningfully contribute to a critical theoretical psychology. This article focuses on the question of ideology. Two ways of addressing ideology in psychology are identified: a critical dimension and a substantive dimension. The article develops the substantive dimension which tries to account for the operations of ideology at the level of the individual. This is an important corrective as theories of ideology, derived mainly from social theory, have been weak in explaining the operations of ideology at the level of the individual. It is suggested that Althusser's work is able to contribute, if read in a psychological way, to an understanding of the operations of ideology in its more individual manifestations. After a brief presentation of Althusser's work, four central aspects of his theory of ideology are critically discussed. It is argued that a critical understanding of Althusser's theory of ideology opens up theoretical and empirical space for a psychological analysis of the constitution and development of human individuality.

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44

Hermann, Isabella. "Psychology, Political Psychology and International Relations". Politikon: The IAPSS Journal of Political Science 18 (1 de noviembre de 2012): 56–65. http://dx.doi.org/10.22151/politikon.18.5.

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Psychology and international relations theory (IR) share an ambivalent relationship. On the one side psychology is neglected within the theory building of IR, on the other side there exists a large history of psychological approaches within the discipline, as well as interdisciplinary research in the field of political psychology. However, leaving psychology out of IR is not understandable from a psychological point of view since the differentiation between “rationality” on the one side and “irrationality” as psychology on the other side is artificial and contra-empirical. Systematically and naturally incorporating psychology – as for example motives and emotions – in IR would mean to understand international phenomena more profoundly and closer to reality.

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45

Strijbos, Derek W. y Leon C. de Bruin. "Universal belief-desire psychology? A dilemma for theory theory and simulation theory". Philosophical Psychology 26, n.º 5 (octubre de 2013): 744–64. http://dx.doi.org/10.1080/09515089.2012.711034.

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46

Beenfeldt, Christian. "INTROSPECTION, THEORY AND INTROSPECTIONISM". DANISH YEARBOOK OF PHILOSOPHY 46, n.º 1 (2 de agosto de 2011): 25–35. http://dx.doi.org/10.1163/24689300_0460103.

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Modern psychology, it is widely held, was born as a “science of mental life” based almost exclusively on the method of introspection. The most salient example is E.B. Titchener’s influential system of psychology known as “introspectionism.” Early in the twentieth century, this approach fell into disfavor—and, in turn, introspection as such also came to be seen as a dead end in psychology. As this paper argues, Titchener’s psychology was based on the key notions of elementism, reductionism and sensationism. His philosophical commitment to these suppositions was deep and the general aim was to deliver a comprehensive scientific account of human mental life in accordance with that pre-experimental, theoretical agenda. The scientific goal of introspectionism was thus not to describe mental phenomena as they naturally and plainly form part of the subject’s experience. Here, Titchener’s approach contrasts rather starkly with contemporary introspective approaches, such as Descriptive Experience Sampling, that aim to bracket assumptions and theory. In sum, this paper calls into question the assumption that introspectionism in psychology should be regarded as an archetypal instantiation in the history of science, of a psychological system built on a fundamental commitment to introspection.

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47

Davies, Paul Sheldon. "Preface: Evolutionary theory in cognitive psychology". Minds and Machines 6, n.º 4 (noviembre de 1996): 445–62. http://dx.doi.org/10.1007/bf00389653.

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48

Oberauer, Klaus y Stephan Lewandowsky. "Addressing the theory crisis in psychology". Psychonomic Bulletin & Review 26, n.º 5 (12 de septiembre de 2019): 1596–618. http://dx.doi.org/10.3758/s13423-019-01645-2.

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49

Dickins, David W. "Psychology and the grand unified theory". Journal of Evolutionary Psychology 7, n.º 4 (diciembre de 2009): 359–65. http://dx.doi.org/10.1556/jep.7.2009.4.10.

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50

Burns, Matthew K., Kristy Warmbold-Brann y Anne F. Zaslofsky. "Ecological Systems Theory inSchool Psychology Review". School Psychology Review 44, n.º 3 (1 de septiembre de 2015): 249–61. http://dx.doi.org/10.17105/spr-15-0092.1.

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