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Articles de revues sur le sujet « Psychology - theory »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 22 juin 2025

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1

Janabaevna, Kokkozova Janar. "HISTORY AND THEORY OF PSYCHOLOGY." American Journal of Social Science and Education Innovations 6, no. 3 (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, no. 4 (2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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3

Kokkozova, Janar Janabaevna. "THEORY OF PSYCHOLOGY." Results of National Scientific Research International Journal 3, no. 4 (2024): 5–9. https://doi.org/10.5281/zenodo.10938659.

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In the digital age, social networks have become integral to adolescent life, influencing various aspects of personality development. This thesis investigates the impact of social networks on the formation of personality identity among adolescents, addressing the gap in understanding how online interactions contribute to or detract from this critical developmental phase.

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4

Stam, Henderikus J. "Theory & Psychology: The Re-Emergence of Theory in Psychology." Theory & Psychology 1, no. 1 (1991): 5–11. http://dx.doi.org/10.1177/0959354391011001.

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Breckman, Brigid. "Health Psychology – Theory, Research and PracticeHealth Psychology – Theory, Research and Practice." Nursing Standard 20, no. 9 (2005): 37. http://dx.doi.org/10.7748/ns2005.11.20.9.37.b399.

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6

Gray, Peter. "Incorporating Evolutionary Theory into the Teaching of Psychology." Teaching of Psychology 23, no. 4 (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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Yang, Seokwon. "The Dynamic Psychology of Mental Energy: Rediscovering Pierre Janet’s Trauma Theory." Criticism and Theory Society of Korea 28, no. 2 (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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8

Reginster. "Philosophy, Psychology, and Theory." Journal of Nietzsche Studies 49, no. 2 (2018): 260. http://dx.doi.org/10.5325/jnietstud.49.2.0260.

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Hartley, Jean, and Kate MacKenzie Davey. "I. Organizational Psychology: Theory." Feminism & Psychology 7, no. 2 (1997): 214–23. http://dx.doi.org/10.1177/0959353597072005.

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Boyle, Mary. "III. Clinical Psychology: Theory." Feminism & Psychology 7, no. 2 (1997): 231–38. http://dx.doi.org/10.1177/0959353597072007.

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Nicolson, Paula. "V. Social Psychology: Theory." Feminism & Psychology 7, no. 2 (1997): 248–54. http://dx.doi.org/10.1177/0959353597072009.

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Parker, Ian. "Psychoanalytic Theory and Psychology." Theory & Psychology 18, no. 2 (2008): 147–65. http://dx.doi.org/10.1177/0959354307087877.

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13

Mills, John A. "Evolutionary Theory and Psychology." Theory & Psychology 4, no. 1 (1994): 155–60. http://dx.doi.org/10.1177/0959354394041010.

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14

Glöckner, Andreas, and Susann Fiedler. "“Theory Specification and Theory Building in Psychology”." Zeitschrift für Psychologie 232, no. 1 (2024): 68–70. http://dx.doi.org/10.1027/2151-2604/a000541.

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15

Mehdiabadi, Parichehr. "Critique of attachment theory: A positive psychology perspective." Journal of Personality and Psychosomatic Research 1, no. 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, no. 2 (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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Lidan, Ma. "PSYCHOLOGY, THEORY, AND VALUES: THREE LEVELS OF CULTURAL CONFIDENCE." World of academia: Culture, Education, no. 6 (August 31, 2023): 113–18. http://dx.doi.org/10.18522/2658-6983-2023-6-113-118.

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18

Kiiko, Yurii. "Evolution of commitment theory: global approaches." Bulletin of Postgraduate education (Series Social and Behavioral Sciences; Management and Administration) 30, no. 59 (2024): 65–82. https://doi.org/10.58442/3041-1858-2024-30(59)-65-82.

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Commitment is a fundamental aspect of interpersonal relationships that is actively studied across various fields of psychology. This article explores the origins of the phenomenon of commitment within different scientific psychological paradigms, specifically: general psychology, organizational psychology, and economic psychology. Through a theoretical analysis of relevant literature, we compare how these disciplines conceptualize the phenomenon of commitment. In the general psychological perspective, the subjects and objects of study are individuals or groups, with commitment manifesting as either unilateral or reciprocal. In contrast, organizational and economic psychology focus primarily on individuals or groups as subjects, while the objects include economic organizations, their divisions, trademarks, goods, services, consumer habits, and ideas. Commitment plays a crucial role in stabilizing interpersonal relationships, enabling individuals to be predictable for one another and fulfill their responsibilities even when faced with better alternatives or challenging circumstances. In organizational psychology, commitment contributes to employees' positive attitudes toward their employers (organization), reduces staff turnover, and can enhance the efficiency of an organization's economic activities. While the classical concept of commitment is rarely employed in economic psychology and behavioral economics, the term is often applied to brands, companies, products, and services. This interpretation is viewed as a critical factor in establishing long-term, mutually beneficial relationships between economic entities. The article underscores the significance of examining commitment from various psychological perspectives to develop effective strategies for managing interpersonal relationships. Additionally, it considers avenues for future research, including the exploration of cross-cultural differences in commitment formation mechanisms, the stages and characteristics of developing a sense of commitment throughout a person’s ontological development, as well as the relationships, similarities, and differences in the commitment and loyalty of customers across various organizations in their consumer behavior

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19

Tybur, Joshua M., Angela D. Bryan, and Ann E. Caldwell Hooper. "An Evolutionary Perspective on Health Psychology: New Approaches and Applications." Evolutionary Psychology 10, no. 5 (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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20

Kapasi, Aamena, and Jacqueline Pei. "Mindset Theory and School Psychology." Canadian Journal of School Psychology 37, no. 1 (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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21

Monroe, Kristen Renwick, and Kristen Hill Maher. "Psychology and Rational Actor Theory." Political Psychology 16, no. 1 (1995): 1. http://dx.doi.org/10.2307/3791447.

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22

John‐Steiner, Vera. "A Sociohistorical Theory of Psychology." Review of Education 12, no. 4 (1986): 267–72. http://dx.doi.org/10.1080/0098559860120405.

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23

Walker, Gavin. "Sociological theory and Jungian psychology." History of the Human Sciences 25, no. 1 (2012): 52–74. http://dx.doi.org/10.1177/0952695111427360.

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24

Krippner, Stanley. "Humanistic Psychology and Chaos Theory." Journal of Humanistic Psychology 34, no. 3 (1994): 48–61. http://dx.doi.org/10.1177/00221678940343005.

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25

Maras, Pam, and Louise Archer. "VII. Developmental/Educational Psychology: Theory." Feminism & Psychology 7, no. 2 (1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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26

Hill, Darryl B. "Theory in Applied Social Psychology." Theory & Psychology 16, no. 5 (2006): 613–40. http://dx.doi.org/10.1177/0959354306067440.

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27

Duffy, Ryan D., David L. Blustein, Matthew A. Diemer, and Kelsey L. Autin. "The Psychology of Working Theory." Journal of Counseling Psychology 63, no. 2 (2016): 127–48. http://dx.doi.org/10.1037/cou0000140.

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28

Hoffman, William C. "Group theory and geometric psychology." Behavioral and Brain Sciences 24, no. 4 (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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29

Johnson, Marnie L. "Vantage theory meets cognitive psychology." Language Sciences 24, no. 5-6 (2002): 639–65. http://dx.doi.org/10.1016/s0388-0001(01)00008-0.

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30

Burns, Candace W. "Judgment theory and school psychology." Journal of School Psychology 28, no. 4 (1990): 343–49. http://dx.doi.org/10.1016/0022-4405(90)90023-z.

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31

Butterworth, George. "Theory building in developmental psychology." Biological Psychology 25, no. 1 (1987): 98–100. http://dx.doi.org/10.1016/0301-0511(87)90091-3.

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32

Stedmon, Alex W., and Glyn Lawson. "Terrorism Psychology: Theory & Application." Journal of Police and Criminal Psychology 28, no. 2 (2012): 91–93. http://dx.doi.org/10.1007/s11896-012-9108-4.

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33

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

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34

Safyer, Andrew W. "Ego psychology theory and practice." Child & Adolescent Social Work Journal 11, no. 4 (1994): 343–46. http://dx.doi.org/10.1007/bf01876559.

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35

Shaver, Philip R., and Adrienne J. Norman. "Attachment Theory and Counseling Psychology." Counseling Psychologist 23, no. 3 (1995): 491–500. http://dx.doi.org/10.1177/0011000095233007.

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Mallinckrodt, Brent. "Attachment Theory and Counseling Psychology." Counseling Psychologist 23, no. 3 (1995): 501–5. http://dx.doi.org/10.1177/0011000095233008.

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van Knippenberg, Daan. "Advancing theory in organizational psychology." Organizational Psychology Review 1, no. 1 (2011): 3–8. http://dx.doi.org/10.1177/2041386610386427.

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38

Stam, Henderikus J. "Theory & Psychology: Year Four." Theory & Psychology 4, no. 2 (1994): 163–64. http://dx.doi.org/10.1177/0959354394042001.

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39

Gardiner, Judith Kegan. "Self Psychology as Feminist Theory." Signs: Journal of Women in Culture and Society 12, no. 4 (1987): 761–80. http://dx.doi.org/10.1086/494365.

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40

Forsterling, Friedrich. "ATTRIBUTION THEORY IN CLINICAL PSYCHOLOGY." Clinical Psychology Forum 1, no. 30 (1990): 46.3–47. http://dx.doi.org/10.53841/bpscpf.1990.1.30.46b.

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41

Power, Mick. "Attribution theory in clinical psychology." Behaviour Research and Therapy 28, no. 1 (1990): 101. http://dx.doi.org/10.1016/0005-7967(90)90068-t.

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42

Payne, Robert W. "Reliability theory and clinical psychology." Journal of Clinical Psychology 45, no. 2 (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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Peterson, Christopher. "Attribution theory in clinical psychology." Clinical Psychology Review 10, no. 5 (1990): 609–10. http://dx.doi.org/10.1016/0272-7358(90)90102-g.

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44

Kőszegi, Botond. "Behavioral Contract Theory." Journal of Economic Literature 52, no. 4 (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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45

Hermann, Isabella. "Psychology, Political Psychology and International Relations." Politikon: The IAPSS Journal of Political Science 18 (November 1, 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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46

Hayes, Grahame. "Psychology and Ideology: The Case of Althusser." South African Journal of Psychology 19, no. 2 (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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Beenfeldt, Christian. "INTROSPECTION, THEORY AND INTROSPECTIONISM." DANISH YEARBOOK OF PHILOSOPHY 46, no. 1 (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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Strijbos, Derek W., and Leon C. de Bruin. "Universal belief-desire psychology? A dilemma for theory theory and simulation theory." Philosophical Psychology 26, no. 5 (2013): 744–64. http://dx.doi.org/10.1080/09515089.2012.711034.

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Davies, Paul Sheldon. "Preface: Evolutionary theory in cognitive psychology." Minds and Machines 6, no. 4 (1996): 445–62. http://dx.doi.org/10.1007/bf00389653.

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Oberauer, Klaus, and Stephan Lewandowsky. "Addressing the theory crisis in psychology." Psychonomic Bulletin & Review 26, no. 5 (2019): 1596–618. http://dx.doi.org/10.3758/s13423-019-01645-2.

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