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Articles de revues sur le sujet « Social sciences -> psychology -> general »

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Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 28 juillet 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 (décembre 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

Roeckelein, Jon E. « Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences ». Psychological Reports 81, no 3 (décembre 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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Batel, Susana, et Rita Guerra. « Social psychology as a social science ». Portuguese Journal of Social Science 18, no 2 (1 juin 2019) : 133–36. http://dx.doi.org/10.1386/pjss_00001_2.

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Resch, Mária, et Tamás Bella. « Political psychology ». Orvosi Hetilap 154, no 16 (avril 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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Roeckelein, Jon E. « Psychology among the Sciences : Comparisons of Numbers of Theories and Laws Cited in Textbooks ». Psychological Reports 80, no 1 (février 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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James, Keith. « Social Psychology ». Social Science Computer Review 18, no 2 (mai 2000) : 196–213. http://dx.doi.org/10.1177/089443930001800208.

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Sjöström, Arne, Alexandra Sowka, Mario Gollwitzer, Christoph Klimmt et Tobias Rothmund. « Exploring Audience Judgments of Social Science in Media Discourse ». Journal of Media Psychology 25, no 1 (janvier 2013) : 27–38. http://dx.doi.org/10.1027/1864-1105/a000077.

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In contrast to research on the communication of “hard” sciences (e.g., nanotechnology), research on public assessments of social science’s role in media discourse is rare. Extending previous work on how the general audience perceives and assesses the quality of journalistic news reports about scientific research programs and their respective results, the present study explored how the lay audience perceives and evaluates the visibility of social sciences in the media discourse on controversial public issues (in this particular case, the violent video games debate). The results revealed that the public audience recognizes a high visibility of social sciences and furthermore believes that social sciences can substantially contribute to the public debate about violent video games and their effects. Moreover, we found a positive association between people’s recognition of social sciences in the debate and the quality of journalistic coverage on the violent video games debate. These findings are discussed with regard to their implications for research on public understanding of, and public engagement with, science.
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Kanke, Victor Andreevich, Natalya Ilinichna Kiseleva, Tatiana Nikolaevna Seregina, Elena Vitalievna Tarakanovskaya et Ilya Vadimovich Opryshko. « The complementarity of sociology and psychology and their general scientific significance ». LAPLAGE EM REVISTA 7, no 1 (4 janvier 2021) : 390–95. http://dx.doi.org/10.24115/s2446-6220202171747p.390-395.

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The nature of sociology and psychology is clarified accounting for the achievements of modern philosophy of science. The general scientific significance of these sciences is determined in accordance with said clarification. Any scientific theory functions, in particular, in the form of group and individual theories. In this connection, the general scientific significance of sociology and psychology becomes evident. The status of sociology is primarily determined by the study of group theories that have general scientific significance. The status of psychology is determined by individual theories. Its priority in this area is also indisputable. Therefore, same as sociology, psychology presents a science of auxiliary nature. Auxiliary sciences are necessary for the development of the content of the independent sciences. Unfortunately, the mainstream tendency is that both sociology and psychology are considered independent branches of science. In this regard, the status of sociology is determined by a certain class of social phenomena, and the status of psychology is determined by mental processes.
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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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Bollen, Kenneth A. « Latent Variables in Psychology and the Social Sciences ». Annual Review of Psychology 53, no 1 (février 2002) : 605–34. http://dx.doi.org/10.1146/annurev.psych.53.100901.135239.

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

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Durrheim, Kevin. « Social Constructionism, Discourse, and Psychology ». South African Journal of Psychology 27, no 3 (septembre 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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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 (décembre 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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14

Scott, Bernard. « Cybernetics for the Social Sciences ». Brill Research Perspectives in Sociocybernetics and Complexity 1, no 2 (15 avril 2021) : 1–128. http://dx.doi.org/10.1163/25900587-12340002.

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Abstract This publication meets a long-felt need to show the relevance of cybernetics for the social sciences (including psychology, sociology, and anthropology). User-friendly descriptions of the core concepts of cybernetics are provided, with examples of how they can be used in the social sciences. It is explained how cybernetics functions as a transdiscipline that unifies other disciplines and a metadiscipline that provides insights about how other disciplines function. An account of how cybernetics emerged as a distinct field is provided, following interdisciplinary meetings in the 1940s, convened to explore feedback and circular causality in biological and social systems. How encountering cybernetics transformed the author’s thinking and his understanding of life in general, is also recounted.
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Goldman, Alvin. « Social epistemics and social psychology ». Social Epistemology 5, no 2 (avril 1991) : 121–25. http://dx.doi.org/10.1080/02691729108578607.

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Schubert, András, et Anikó Somogyi. « Information flow between medical and social sciences ». Orvosi Hetilap 155, no 52 (décembre 2014) : 2093–96. http://dx.doi.org/10.1556/oh.2014.30033.

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In order to reveal impacts of natural and social sciences on each other, the authors examined connections between fields of medical and social sciences using a search for references and citations of scientific publication. 1. The largest affinity between the medical and social sciences was found between neurosciences and psychology, but there was a significant affinity between clinical sciences and general social sciences, as well. 2. The example of General & Internal Medicine papers in the topics of “diabetes” suggests that in the period 2001–2010 the share of references to social sciences was significantly increased. In the meantime, social science papers in the same topics contained references to Clinical Medicine papers in a constantly high percentage. 3. In the sample under study, the age distribution of social science papers in the references did not differ significantly from that of the other sources. 4. Share of references to social science papers was found to be extremely high among Hungarian General & Internal Medicine papers in the topics of “diabetes”. This finding still requires clarification, nevertheless, since e.g. it was not supported by an institutional comparison including the largest Hungarian medical research university. 5. The intensity of the reference/citation mediated information flows between the Hungarian Medical Journal, Orvosi Hetilap and social sciences appears to be in accordance with the current international trends. Orv. Hetil., 2014, 155(52), 2093–2096.
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Schmitt, Frederick. « Social epistemology and social cognitive psychology ». Social Epistemology 5, no 2 (avril 1991) : 111–20. http://dx.doi.org/10.1080/02691729108578606.

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

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Osmanaga, Fatbardha. « Self-Efficacy Impact on Students Academic Performance ». European Journal of Social Sciences Education and Research 5, no 1 (30 décembre 2015) : 191. http://dx.doi.org/10.26417/ejser.v5i1.p191-198.

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In this paper it is treated the self-efficacy topic. Self-efficacy is important for the people. It is, also, important for the students. Self-efficacy has great impact on students motivation, on their academic performance, on their expectations. The paper aims to measure self-efficacy of students of Psychology branch of the Faculty of Educational Sciences,Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree. The paper aims, also, to analyze opinions of these students about the self-efficacy in general and about their self-efficacy. The research questions are: 1. What is the self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree? 2. What are the opinions of these students about the self- efficacy in general? 3. What are the opinions of these students about their self-efficacy? This study made use of the technique of questionaire. The measuring instrument is the General Self Efficacy Scale (GSE) (R.Schwarzer, M. Jerusalem (1995)). The GSE is a 10-item scale with a score for each question ranging from 1 to 4. Higher scores indicate stronger student’s belief in self-efficacy. It is used, also, the the interview technique in order to understand the opinions of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree, about the self- efficacy in general and about their self-efficacy. The data collected from the questionnaire was analyzed by means of the SPSS program, variant 20. There are given the appropriate conclusions and suggestions about self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree.
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Pettigrew, Thomas F. « Applying Social Psychology to International Social Issues ». Journal of Social Issues 54, no 4 (janvier 1998) : 663–75. http://dx.doi.org/10.1111/j.1540-4560.1998.tb01242.x.

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Lubinski, David, et Lloyd G. Humphreys. « Incorporating general intelligence into epidemiology and the social sciences ». Intelligence 24, no 1 (janvier 1997) : 159–201. http://dx.doi.org/10.1016/s0160-2896(97)90016-7.

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

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Węgrzecki, Janusz. « Personalizm jako perspektywa teoretyczna nauk o polityce ». Politeja 19, no 2(77) (14 juillet 2022) : 163–77. http://dx.doi.org/10.12797/politeja.19.2022.77.07.

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PERSONALISM AS AN APPROACH IN POLITICAL SCIENCES Social sciences such as political sciences, psychology, and sociology formulate two types of theories: more general approaches and specific theories build within this domain. The article presents dominant approaches in psychology, sociology, and political sciences. In psychology, the approaches include psychoanalysis, behaviorism, and humanistic psychology. In political sciences, there are seven main approaches: behavioralism, rational choice, institutionalism, feminism, interpretative theory, Marxism, and normative theory. Every approach encompasses many specific theories regarding individual problems. The article defends the idea that we need to accept personalism as an approach in political sciences. There are many studies and theories developed in personalistic approach that legitimate this stance. Next, the article analyzes the dispute over anthropology. The last part contains implications of dignity anthropology to formulate detailed political theories.
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Koletsi, Maria. « Psychology and Cybernetics ». Homo Virtualis 5, no 1 (17 mai 2022) : 1–11. http://dx.doi.org/10.12681/homvir.30312.

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Cyberpsychology is an emerged field in Social Sciences concerned with control and communication of humans and machines focusing on Psychology and Communication Studies. In its generalized form operates as a thematic “umbrella” for all branches of Psychology and Communication employing different methodologies, methods and techniques related to interactive, cognitive and behavioral phenomena that are observed on the internet and social media. As a special science, in the form of Cybernetic Psychology, is focusing on the mechanisms of cognitive control of perception, information and behavior. It targets the programmable simulation of these phenomena; their algorithmic representation and the feedback learning processes that allow adaptation in cyberspace. Issues as integration of everyday life in digital context, management in governance, problem-solving in human-machine interaction, consulting and therapy assistance to practitioners, establish Cyberpsychology and Cybernetic Psychology as areas that contribute and furthering the scientific knowledge of successful or failed human evolutionary processes and strategies. Homo Virtualis as cybernetic organism seeks to maintain and strengthen control over itself, the others and machines, in digital environments, through cognitive, behavioral and affective processes. The paper attempts an introduction to questions regarding the dimensions of the ontological basis of Cybernetic Psychology as foundation of general Cyberpsychology. The special issue “Initiation to Cyber-Psychology: A Students’ Research Anthology” is dedicated to the work of undergraduate students of the Psychology Department of Panteion University of Social and Political Sciences. Students’ papers were prepared within the “Cyberpsychology” course, taught, for the first time as a compulsory, during the spring semester of the academic year 2020-2021.
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Elman, Cheryl. « The Social Sciences and Aging ». Contemporary Psychology : A Journal of Reviews 42, no 10 (octobre 1997) : 929–30. http://dx.doi.org/10.1037/000115.

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Uleman, James S. « Social Psychology as a Cognitive Science ». Contemporary Psychology : A Journal of Reviews 40, no 9 (septembre 1995) : 839–40. http://dx.doi.org/10.1037/003938.

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Lacerda, Fernando. « Insurgency, Theoretical Decolonization and Social Decolonization : Lessons From Cuban Psychology ». Journal of Social and Political Psychology 3, no 1 (21 août 2015) : 298–323. http://dx.doi.org/10.5964/jspp.v3i1.154.

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This paper describes how Cuban Psychology is related to the longstanding process of social insurgency against colonialism in Cuba. The paper suggests that the emergence of critical ideas in Psychology does not depend only upon intellectual developments; rather, social struggles can be a driving force that catalyze the development of critical ideas in Psychology. The paper is divided in three parts. First, the text briefly touches the issue of the intrinsic ties between insurgent activity, decolonization, and critical social sciences. Second, the paper presents a general historical description of Latin America and the challenges faced during and after the Cuban Revolution. Finally, the last part the paper offers a general overview of the historical development of Cuban Psychology history in order to analyze the dialectical relations between social and theoretical decolonization. Four developments of Cuban Psychology are presented: (a) how patriotism changed studies of national identity and History of Psychology; (b) professional practices that developed to better address social issues; (c) theoretical debates about the "new human" and the active nature of subjectivity; and (d) the influence of Soviet Psychology and the turn to Latin American Critical Psychology. Concluding notes consider the dialectical relation between, on one side, struggles for socialization of power and, on the other side, theoretical production of Critical Psychologies.
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Pettigrew, Thomas F. « Influencing Policy with Social Psychology ». Journal of Social Issues 44, no 2 (juillet 1988) : 205–19. http://dx.doi.org/10.1111/j.1540-4560.1988.tb02071.x.

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Fedorov, Alexandr A. « The place of psychology in Whittaker’s circular classification of the sciences ». Theory & ; Psychology 29, no 6 (4 novembre 2019) : 820–32. http://dx.doi.org/10.1177/0959354319884637.

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This article discusses the place of psychology in Whittaker’s circular classification of the sciences. It is shown that it was Thomas Whittaker who undertook the first attempt to build a closed circular scheme on the basis of a linear series of sciences in 1903, fifteen years before Piaget. Whittaker decomposed psychology into two independent fundamental sciences (animal psychology and human psychology) and was able to preserve psychology’s connection with philosophy, social, and natural sciences. Whittaker’s approach shows that psychology may not be a holistic science. The fruitfulness of this approach is related to the fact that considering “psychological sciences” as different disciplines we are not obliged to construct a single subject matter of psychology.
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Robins, Garry, et Yoshi Kashima. « Social psychology and social networks : Individuals and social systems ». Asian Journal Of Social Psychology 11, no 1 (mars 2008) : 1–12. http://dx.doi.org/10.1111/j.1467-839x.2007.00240.x.

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Eidelson, Roy J. « Complex Adaptive Systems in the Behavioral and Social Sciences ». Review of General Psychology 1, no 1 (mars 1997) : 42–71. http://dx.doi.org/10.1037/1089-2680.1.1.42.

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This article examines applications of complexity theory within the behavioral and social sciences. Specific attention is given to the fundamental characteristics of complex adaptive systems (CAS)—such as individuals, groups, and societies—including the underlying structure of CAS, the internal dynamics of evolving CAS, and how CAS respond to their environment. Examples drawn from psychology, sociology, economics, and political science include attitude formation, majority–minority relations, social networks, family systems, psychotherapy, norm formation, organizational development, coalition formation, economic instabilities, urban development, the electoral process, political transitions, international relations, social movements, drug policy, and criminal behavior. The discussion also addresses the obstacles to implementing the CAS perspective in the behavioral and social sciences and implications for research methodology.
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Lozynskyi, Oleg. « SOCIAL AND PSYCHOLOGICAL COMPONENT IN THE TRAINING OF SOCIAL WORKERS ». Social work and social education, no 2(11) (31 octobre 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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Joffe, Hélène. « Social Representations and Health Psychology ». Social Science Information 41, no 4 (décembre 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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Kaidesoja, Tuukka, Matti Sarkia et Mikko Hyyryläinen. « Arguments for the cognitive social sciences ». Journal for the Theory of Social Behaviour 49, no 4 (29 novembre 2019) : 480–98. http://dx.doi.org/10.1111/jtsb.12226.

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Reiter, Bernd. « Fuzzy epistemology : Decolonizing the social sciences ». Journal for the Theory of Social Behaviour 50, no 1 (10 décembre 2019) : 103–18. http://dx.doi.org/10.1111/jtsb.12229.

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Heft, Harry. « Ecological psychology as social psychology ? » Theory & ; Psychology 30, no 6 (décembre 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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Krawczyk, Zbigniew. « Theoretical Conceptions in Sport Social Sciences ». Physical Culture and Sport. Studies and Research 47, no 1 (1 décembre 2009) : 5–10. http://dx.doi.org/10.2478/v10141-009-0026-9.

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Theoretical Conceptions in Sport Social SciencesIn the presented study we assume, after Piotr Sztompka that a sociological theory is every set of ontological, epistemological and methodological assumptions, abstract notions and general propositions concerning social reality which is to provide with explanation of existing descriptive knowledge about it and orient future research (Sztompka 1985, p. 12). In the discussed theory there have developed hitherto the following orientations: the systemic-functional one, the ethnomethodological one, symbolic interactionism, theory of conflict, socio-historical theory and positivist theory. They have together shaped theoretical conceptions in sociology of sport and — indirectly — in other social physical culture sciences.Interpreting the issue in a prospective way, it can be assumed that in the future there will appear other theories, such as the theory of behaviour, the theory of rational choice, the sociobiological theory, the theory of power, the theory of neo-institutionalism and others.Sociology, however, need not to be the only source of inspiration for sociohumane sports sciences. An equally important role can be played there by philosophy and psychology. Moreover, that thesis can be referred to other humanities, especially to history and pedagogy, as well as to philosophical, sociological and pedagogical versions of theory of physical culture — or to multidisciplinary theories, as e.g. postmodernist and globalist ones.
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Vlasceanu, Madalina, Karalyn Enz et Alin Coman. « Cognition in a Social Context : A Social-Interactionist Approach to Emergent Phenomena ». Current Directions in Psychological Science 27, no 5 (18 septembre 2018) : 369–77. http://dx.doi.org/10.1177/0963721418769898.

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The formation of collective memories, emotions, and beliefs is a fundamental characteristic of human communities. These emergent outcomes are thought to be the result of a dynamical system of communicative interactions among individuals. But despite recent psychological research on collective phenomena, no programmatic framework to explore the processes involved in their formation exists. Here, we propose a social-interactionist approach that bridges cognitive and social psychology to illuminate how microlevel cognitive phenomena give rise to large-scale social outcomes. It involves first establishing the boundary conditions of cognitive phenomena, then investigating how cognition is influenced by the social context in which it is manifested, and finally studying how dyadic-level influences propagate in social networks. This approach has the potential to (a) illuminate the large-scale consequences of well-established cognitive phenomena, (b) lead to interdisciplinary dialogues between psychology and the other social sciences, and (c) be more relevant for public policy than existing approaches.
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Weinberg, Thomas S. « Sadomasochism and the Social Sciences ». Journal of Homosexuality 50, no 2-3 (2 mai 2006) : 17–40. http://dx.doi.org/10.1300/j082v50n02_02.

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Clark, John R. « The Psychology & ; Behavioral Sciences Collection ». Behavioral & ; Social Sciences Librarian 21, no 1 (septembre 2002) : 77–79. http://dx.doi.org/10.1300/j103v21n01_08.

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García Dauder, Silvia. « Cross fertilizations between social Psychology of science and science feminist' studies ». Athenea Digital. Revista de pensamiento e investigación social 1, no 4 (1 novembre 2003) : 109. http://dx.doi.org/10.5565/rev/athenea.89.

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Edwards, Derek, et Jerzy Stachowiak. « Psychologia dyskursowa ». Przegląd Socjologiczny 72, no 2 (15 juin 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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Feingold, Alan. « Assessment of journals in social science psychology. » American Psychologist 44, no 6 (1989) : 961–64. http://dx.doi.org/10.1037/0003-066x.44.6.961.

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Sieber, Joan E. « Openness in the Social Sciences : Sharing Data ». Ethics & ; Behavior 1, no 2 (juin 1991) : 69–86. http://dx.doi.org/10.1207/s15327019eb0102_1.

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Cross, Emily S., Ruud Hortensius et Agnieszka Wykowska. « From social brains to social robots : applying neurocognitive insights to human–robot interaction ». Philosophical Transactions of the Royal Society B : Biological Sciences 374, no 1771 (11 mars 2019) : 20180024. http://dx.doi.org/10.1098/rstb.2018.0024.

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Amidst the fourth industrial revolution, social robots are resolutely moving from fiction to reality. With sophisticated artificial agents becoming ever more ubiquitous in daily life, researchers across different fields are grappling with the questions concerning how humans perceive and interact with these agents and the extent to which the human brain incorporates intelligent machines into our social milieu. This theme issue surveys and discusses the latest findings, current challenges and future directions in neuroscience- and psychology-inspired human–robot interaction (HRI). Critical questions are explored from a transdisciplinary perspective centred around four core topics in HRI: technical solutions for HRI, development and learning for HRI, robots as a tool to study social cognition, and moral and ethical implications of HRI. Integrating findings from diverse but complementary research fields, including social and cognitive neurosciences, psychology, artificial intelligence and robotics, the contributions showcase ways in which research from disciplines spanning biological sciences, social sciences and technology deepen our understanding of the potential and limits of robotic agents in human social life. This article is part of the theme issue ‘From social brains to social robots: applying neurocognitive insights to human–robot interaction’.
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Guseltseva, Marina S. « MAN AND THE WORLD IN A SITUATION OF CHANGE : A TRANSDISCIPLINARY APPROACH ». RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no 1 (2022) : 12–34. http://dx.doi.org/10.28995/2073-6398-2022-1-12-34.

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The problem of studying the transformations of modernity is relevant today in psychology and social sciences. The most well-founded changes in man and the world were considered in international anthropology, starting from the second half of the twentieth century. At the specific scientific level of methodology, research strategies were developed here and new directions arose – anthropology of contemporary, anthropology of globalization, anthropology of the future. At the general scientific level of methodology, the instrument for studying the transformations of man and the world is a transdisciplinary approach that integrates the studies of psychology and social sciences. At the same time, transdisciplinarity manifests itself today not only as a conscious methodological strategy, but also as a spontaneous practice in a problem-oriented cognitive space. The issues of identity formation, socialization of the younger generations, personal development in the context of globalization and in a situation of change constitute today the general problem field of psychology, anthropology and other social sciences. Psychology in this cognitive context is able to expand the horizon of ideas about man and the world, including through the reception of modern anthropological concepts. One of the problems that is being considered today in psychology, sociology, and anthropology is the clash in one socio-cultural space of different values, lifestyles and worldviews. Discussed in the context of the anthropology of contemporary, the forms of socialization are united by a transdisciplinary approach, which, integrating these studies at the general scientific level of methodology, at the specific scientific level, reveals the antinomies of simplicity and complexity, commonality and differences, constancy and change, structures and processes. Normative diversity is introduced as a construct that reflects the idea of positive socialization in modern society, characterized by increased sociocultural mobility, creolization (cultural mixing) phenomena, and diversification of life strategies.
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Saville, Bryan K. « Reminiscences, Reasons, and Recommendations : An Interview with Charles L. Brewer ». Teaching of Psychology 28, no 3 (juillet 2001) : 231–34. http://dx.doi.org/10.1207/s15328023top2803_11.

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Bryan K. Saville is a doctoral student in psychology at Auburn University. He has taught statistics for the social and behavioral sciences, social psychology, introductory psychology, individual and society, and principles of behavior. His primary research interests are in the teaching of psychology, experimental social psychology, and sport psychology. In addition to coauthoring several journal articles, he recently coauthored a book chapter on the elements of master teaching. Charles L. Brewer has taught at The College of Wooster and Elmira College and is now the Kenan Professor of Psychology at Furman University. He teaches general psychology, experimental and statistical methods, learning, and history and systems. After editing Teaching of Psychology for 12 years, he was named Editor Emeritus in 1996. He has coedited several handbooks for teachers of introductory psychology, statistics, and research methods. His numerous articles and book chapters cover a wide range of topics, including the life and work of John B. Watson. His work has received numerous accolades, including the American Psychological Foundation's Distinguished Teaching Award in 1989.
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No authorship indicated. « The Science Game : An Introduction to Research in the Social Sciences (4th ed.). » Contemporary Psychology : A Journal of Reviews 33, no 10 (octobre 1988) : 923. http://dx.doi.org/10.1037/026175.

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Kinzler, Katherine D. « Language as a Social Cue ». Annual Review of Psychology 72, no 1 (4 janvier 2021) : 241–64. http://dx.doi.org/10.1146/annurev-psych-010418-103034.

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Social groups are a pervasive feature of human life. One factor that is often understudied in the literature on person perception and social categorization is language. Yet, someone's language (and accent) provides a tremendous amount of social information to a listener. Disciplines across the social and behavioral sciences—ranging from linguistics to anthropology to economics—have exposed the social significance of language. Less social psychological research has historically focused on language as a vehicle for social grouping. Yet, new approaches in psychology are reversing this trend. This article first reviews evidence, primarily from psycholinguistics, documenting how speech provides social information. Next it turns to developmental psychology, showing how young humans begin to see others’ language as conveying social group information. It then explores how the tendency to see language as a social cue has vast implications for people's psychological processes (e.g., psychological essentialism and trust) and also for society, including education and the law.
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Gutek, Barbara A. « The Social Psychology of Service Interactions ». Journal of Social Issues 55, no 3 (janvier 1999) : 603–17. http://dx.doi.org/10.1111/0022-4537.00136.

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