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Journal articles on the topic 'Ecological Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 March 2025

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1

Shamshetova, Anjim Karamaddinovna, Pokiza Shamsiyevna Isamova, and Muattar Gaffarovna Milieva. "ECOLOGICAL CRISES AND POPULATION PSYCHOLOGY." International Journal of Pedagogics 03, no. 05 (May 1, 2023): 4–10. http://dx.doi.org/10.37547/ijp/volume03issue05-02.

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This article explains the information about the occurrence of a number of negative environmental conditions as a result of the drying of the Aral Sea, the deterioration of living conditions, and the sharp aggressive impact of environmental stress on the behaviour of individuals. that they negatively affect personality traits.

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2

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

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

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3

Oishi, Shigehiro, and Kazuya Horike. "Socio-ecological Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): SL—003—SL—003. http://dx.doi.org/10.4992/pacjpa.82.0_sl-003.

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4

Haslam, Nick. "An Ecological Psychology." Contemporary Psychology: A Journal of Reviews 43, no. 6 (June 1998): 435–36. http://dx.doi.org/10.1037/001696.

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5

Gosling, Samuel D. "Another route to broadening the scope of social psychology: Ecologically valid research." Behavioral and Brain Sciences 27, no. 3 (June 2004): 339–40. http://dx.doi.org/10.1017/s0140525x04330086.

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An imbalance is identified in social psychology between controlled experimental studies (which are common) and real-world, ecologically valid studies (which are rare). The preponderance of experimental studies (which provide mere existence proofs and lack realism) helps fuel social psychology's fault-finding focus. Laboratory experiments and ecological studies should be pursued jointly to examine social life in the real world.

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6

Burke, Tom. "Ecological Psychology in Context." Newsletter of the Society for the Advancement of American Philosophy 32, no. 99 (2004): 54–57. http://dx.doi.org/10.5840/saap2004329936.

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7

Schouborg, Gary. "Big Brother's ecological psychology." American Psychologist 56, no. 5 (2001): 458–59. http://dx.doi.org/10.1037/0003-066x.56.5.458.

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8

de Jong, Huib Looren. "Ecological Psychology and Naturalism." Theory & Psychology 5, no. 2 (May 1995): 251–69. http://dx.doi.org/10.1177/0959354395052005.

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9

Charles, Eric P. "Ecological Psychology and Social Psychology: Continuing Discussion." Integrative Psychological and Behavioral Science 46, no. 2 (August 3, 2011): 249–58. http://dx.doi.org/10.1007/s12124-011-9182-7.

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10

Luo, Zeng Rang. "Post-Traumatic Psychological Resilience in an Eco-Psychology Perspective." Advanced Materials Research 664 (February 2013): 331–36. http://dx.doi.org/10.4028/www.scientific.net/amr.664.331.

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The ecological psychology is interdisciplinary between ecology, psychology and ecological philosophy. Ecological psychology made trying to find the relationship of human minds crisis and the Earth's ecological crisis, and looking for the psychological roots of the ecological crisis. The ecological psychology has opened up a whole new perspective and research methods for post-traumatic psychological recovery and correctly handle the relationship between man and nature. Post-traumatic psychological resilience in an eco-psychology perspective should be as a guided by the theory of ecological psychology, starting from ecological psychology of post-traumatic resilience, to build eco-psycho- therapy system of green eco led, to achieve harmony between man and nature; reconstruction positive life philosophy, pay attention to trauma ,continue to growing. Ecological Psychology rise in the 1990s.Ecological psychology is within historical context of increasingly serious global environmental problems, influenced by trend of thought of post-modernism, guided by values of ecological philosophy, to explore the solution of the ecological crisis by the psychological and behavioral dimensions. Ecological psychology is an interdisciplinary between ecology, psychology and ecological philosophy. Ecological psychology made trying to find the relationship of human minds crisis and the Earth's ecological crisis, and looking for the psychological roots of the ecological crisis. Ecological psychology made positively efforts to explore the root causes of these crises encountered by the human society and human psychology.As a new crossed research areas, ecological psychology has opened up a new perspective and research methods for post-traumatic psychological recovery and correctly handle the relationship between man and nature, it has a significant value to deepen environmental awareness, strengthen environmental education and research and application of expand psychology.

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11

Mishima, Hiroyuki, Naohisa Mori, Tetsuya Kono, Shogo Tanaka, Takashi Shibata, and Masayoshi Someya. "Ecological psychology about online media." Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): SS—014—SS—014. http://dx.doi.org/10.4992/pacjpa.84.0_ss-014.

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12

Kuhn, James L. "Toward an Ecological Humanistic Psychology." Journal of Humanistic Psychology 41, no. 2 (April 2001): 9–24. http://dx.doi.org/10.1177/0022167801412003.

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13

Goldfield, Eugene C. "TOWARD A DEVELOPMENTAL ECOLOGICAL PSYCHOLOGY." Monographs of the Society for Research in Child Development 62, no. 3 (June 1997): 152–58. http://dx.doi.org/10.1111/mono.1997.62.4.152.

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14

Heft, Harry. "An Ecological Approach to Psychology." Review of General Psychology 17, no. 2 (June 2013): 162–67. http://dx.doi.org/10.1037/a0032928.

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15

Garr, Anna, Susan Curry, Jim Engle-Warnick, Paul Fedoroff, Natasha Knack, Rebekah Ranger, and Ian Gold. "The Limits of Ecological Psychology." AJOB Neuroscience 4, no. 2 (April 2013): 21–22. http://dx.doi.org/10.1080/21507740.2013.782916.

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16

Michaels, Claire, and Peter Beek. "The State of Ecological Psychology." Ecological Psychology 7, no. 4 (December 1995): 259–78. http://dx.doi.org/10.1207/s15326969eco0704_2.

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17

Gupta, Sarni. "Ecological Psychology: Images of Childhood." Journal of Educational Thought / Revue de la Pensée Educative 11, no. 1 (May 11, 2018): 33–44. http://dx.doi.org/10.55016/ojs/jet.v11i1.43735.

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This paper argues that human behaviour cannot be understood without considering the cultural, political and economic dimensions of life. Attention is drawn to numerous erroneous conclusions drawn by behaviourists, with specific reference to the study of childhood and early adolescence. To know human behaviour in its total milieu, it is contended that some of the richest sources are films, short stories and art work by and about children.

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18

Annan, Jean. "Ecological practice: Illustrations from educational psychology in New Zealand." Kairaranga 6, no. 2 (July 1, 2005): 10–18. http://dx.doi.org/10.54322/kairaranga.v6i2.26.

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Educational psychologists in most parts of the world report that they take ecological approaches to their work. But what does working ecologically mean? How do we recogniseecological practice? This article discusses some salient aspects of the practice of psychologists who say they work ecologically. The first section of the paper presents a global perspective oncurrent practice, considering critical points of the journey of educational psychology from its inception to the present day. This brief history highlights important features of currentpractice by contrasting them with previous ways of working. It makes reference to a selected number of the many theories that have influenced the progression of educationalpsychology. The history is followed by more detailed discussion of the particular theory currently emphasised in educational psychology literature. This discussion is builtaround four emerging themes in ecological practice:1. Multi-systemic units of analysis.2. Collaboration in multiple relationships.3. Supportive learning environments.4. Evidence-based practice.To illustrate the practical application of each of these elements, the article refers to examples of New Zealand practice in which the ecological themes are evident.

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19

Sears, David O. "The Ecological Niche of Political Psychology." Political Psychology 10, no. 3 (September 1989): 501. http://dx.doi.org/10.2307/3791363.

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20

Burns, Matthew K., Kristy Warmbold-Brann, and Anne F. Zaslofsky. "Ecological Systems Theory inSchool Psychology Review." School Psychology Review 44, no. 3 (September 1, 2015): 249–61. http://dx.doi.org/10.17105/spr-15-0092.1.

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21

Yunt, Jeremy D. "Jung’s Contribution to an Ecological Psychology." Journal of Humanistic Psychology 41, no. 2 (April 2001): 96–121. http://dx.doi.org/10.1177/0022167801412007.

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22

Panov, Viktor I., and Shamil R. Khisambeyev. "Climate Change and the Ecological Psychology." Psychology in Russia: State of Art 5, no. 1 (2011): 62. http://dx.doi.org/10.11621/pir.2011.0005.

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23

Besthorn, Fred H. "Transpersonal Psychology and Deep Ecological Philosophy." Social Thought 20, no. 1-2 (January 2001): 23–44. http://dx.doi.org/10.1300/j131v20n01_03.

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24

Charles, Eric P. "Ecological Psychology and Social Psychology: It is Holt, or Nothing!" Integrative Psychological and Behavioral Science 45, no. 1 (May 4, 2010): 132–53. http://dx.doi.org/10.1007/s12124-010-9125-8.

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25

Szokolszky, Agnes, and Catherine Read. "Developmental Ecological Psychology and a Coalition of Ecological–Relational Developmental Approaches." Ecological Psychology 30, no. 1 (January 2, 2018): 6–38. http://dx.doi.org/10.1080/10407413.2018.1410409.

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26

Kihlstrom, John F. "Ecological Validity and “Ecological Validity”." Perspectives on Psychological Science 16, no. 2 (February 16, 2021): 466–71. http://dx.doi.org/10.1177/1745691620966791.

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Egon Brunswik coined the term ecological validity to refer to the correlation between perceptual cues and the states and traits of a stimulus. Martin Orne adapted the term to refer to the generalization of experimental findings to the real world outside the laboratory. Both are legitimate uses of the term because the ecological validity of the cues in an experiment determines the ecological validity of the experiment itself.

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27

Annan, Jean, Anna Priestley, and Roger Phillipson. "Narrative psychology: A tool for ecological practice." Kairaranga 7, no. 2 (July 1, 2006): 20–27. http://dx.doi.org/10.54322/kairaranga.v7i2.53.

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This article suggests that while educational psychology espouses an ecological view of human development, the implementation of practices that reflect this perspective has often been obstructed. In many circumstances, practices that attribute problems to individuals, or groups of individuals, continue. These contrast with ecological practices that position problems in the interaction between people with various needs and their particular worlds. The article suggests that many educational and community systems operate to maintain individual-centred practices and that many tools currently available to educational psychologists were developed for more traditional approaches. Narrative inquiry is recommended in this article as one available toolthat supports ecological practice. The article, presented in two parts, discusses the shared theoretical foundations of ecological practice and narrative inquiry. It illustrates one way in which narrative inquiry integrates with familiar patterns of practice in educational psychology. The narrative approach to psychology is presented here as a way of thinking and talking about practice rather than as a therapy or a method of scientific research.

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28

Chipman, Abram. "Ecological Approaches to Clinical and Community Psychology." American Journal of Psychotherapy 39, no. 4 (October 1985): 597–98. http://dx.doi.org/10.1176/appi.psychotherapy.1985.39.4.597a.

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29

Heft, Harry. "Ecological psychology and religious meaning: strange bedfellows?" Religion, Brain & Behavior 4, no. 2 (August 15, 2013): 152–54. http://dx.doi.org/10.1080/2153599x.2013.816341.

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30

Mace, William M. "Discussion: The Roots of Emerging Ecological Psychology." Ecological Psychology 12, no. 4 (October 2000): 345–52. http://dx.doi.org/10.1207/s15326969eco1204_08.

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31

Hodges, Bert H. "Righting language: a view from ecological psychology." Language Sciences 41 (January 2014): 93–103. http://dx.doi.org/10.1016/j.langsci.2013.08.010.

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32

Andean, James. "Ecological Psychology and the Electroacoustic Concert Context." Organised Sound 16, no. 2 (June 28, 2011): 125–33. http://dx.doi.org/10.1017/s1355771811000070.

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An application of ecological psychology, based on the work of James J. Gibson, to electroacoustic music would consider the listener in relationship with both the work and the environment, in a dynamic and mutually informing relationship. This perspective is applied to various electroacoustic concert paradigms, demonstrating a wide range of listening experiences; the implications for electroacoustic music as a genre are examined. Several qualities of acousmatic music are used to explore some potential limitations of Gibson's theories. Finally, some relative strengths and weaknesses of ecological psychology are considered, as well as some potentially fruitful cooperations with other, somewhat divergent, theoretical approaches.

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33

Edelstein, Michael R. "Ecological Survival as a Problem for Psychology." Contemporary Psychology: A Journal of Reviews 36, no. 9 (September 1991): 806. http://dx.doi.org/10.1037/030185.

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34

Oskamp, Stuart. "Applying Social Psychology to Avoid Ecological Disaster." Journal of Social Issues 51, no. 4 (January 1995): 217–39. http://dx.doi.org/10.1111/j.1540-4560.1995.tb01356.x.

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35

Uskul, Ayse K., and Shigehiro Oishi. "Editorial overview: What is socio-ecological psychology?" Current Opinion in Psychology 32 (April 2020): 181–84. http://dx.doi.org/10.1016/j.copsyc.2020.01.001.

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36

Shalaginov, Denis. "The Psychology of Bardo." Sotsiologicheskoe Obozrenie / Russian Sociological Review 19, no. 2 (2020): 392–402. http://dx.doi.org/10.17323/1728-192x-2020-2-392-402.

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37

Kaiser, Florian G., and Anders Biel. "Assessing General Ecological Behavior." European Journal of Psychological Assessment 16, no. 1 (January 2000): 44–52. http://dx.doi.org/10.1027//1015-5759.16.1.44.

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Summary: The General Ecological Behavior (GEB) scale was developed for cross-cultural applications ( Kaiser & Wilson, in press ). The present study compares ecological behavior in Sweden and Switzerland. Questionnaire data from 247 Swedish and 445 Swiss participants are presented. Reliability and internal consistency analyses revealed that the GEB scale was applicable to both the Swedish and Swiss samples. In general, Swiss behave more ecologically than Swedes. Nevertheless, several ecological behaviors turned out to be easier to conduct in Sweden than in Switzerland and vice versa. The GEB scale takes differential behavior difficulties into account that are most likely caused by situational influences. At the same time, the proposed behavior measurement approach guides the search for potentially useful political actions that make it easier for people to behave ecologically in some societies and, thus, can be adopted by others.

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38

Zeoli, April M., Jennifer K. Paruk, Jesenia M. Pizarro, and Jason Goldstick. "Ecological Research for Studies of Violence: A Methodological Guide." Journal of Interpersonal Violence 34, no. 23-24 (September 12, 2019): 4860–80. http://dx.doi.org/10.1177/0886260519871528.

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Ecological research is important to the study of violence in communities. The phrases “ecological research” and “ecologic study” describe those research studies that use grouped or geographic units of analysis, such as zip codes, cities, or states. This type of research allows for the investigation of group-level effects and can be inexpensive and relatively quick to conduct if the researcher uses existing data. And, importantly, ecological studies are an efficient means for hypothesis generation prior to, and can be used to justify, costlier individual-level studies. Ecological research designs may be employed to study violence outcomes when the research question is at the population level, either for theoretical reasons, or when an exposure or intervention is at the population level, or when individual-level studies are not feasible; however, ecological research results must not be used to make individual-level inferences. This article will discuss reasons to conduct ecological-level research, guidelines for choosing the ecological unit of analysis, frequently used research designs, common limitations of ecological research, including the ecological fallacy, and issues to consider when using existing data.

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39

Butsykin, Yehor. "Ecological, phenomenological and embodied approach in psychotherapy and its significance for the education of psychotherapists." Filosofiya osvity. Philosophy of Education 27, no. 2 (March 2, 2022): 228–39. http://dx.doi.org/10.31874/2309-1606-2021-27-2-13.

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The article is devoted to the basic elements of ecological and phenomenological approach in psychology, psychiatry and psychotherapy, as they are present in the philosophy of the famous German psychiatrist-philosopher Thomas Fuchs, as well as to justificate the translation strategy of Fuchs' philosophy and description of the most difficult terms. The originality of Fuchs' attitude is shown, which is a combination of different modern research approaches: phenomenology, enactivism, ecological psychology, ecological psychotherapy, topological, vector psychology and field psychology, as well as existential psychiatry and psychotherapy. It is proposed to interpret the theoretical and methodological attitude of Thomas Fuchs as based in part on the enactivist guidelines of two-dimensional consideration of the embodied subject, in part on the rehabilitation of philosophical anthropology and Naturphilosophie of Helmut and the natural philosophy of Helmut Plessner and his version of the idea of two-dimensional embodied subject in the methodology of humanities and natural sciences. In particular, the possibility of interpreting Professor Fuchs' approach as a modern Naturphilosophie within the general project of naturalization of phenomenology is shown. In addition, the article shows the difference between the ecological approach and ecological methodology. The emphasis on the fact that Fuchs uses an ecological approach in his philosophy justifies the use, at first glance, of such contradictory methodologies as phenomenology, ecological and topological psychology, enactivism, and so on. Along with this, the ecological approach is considered as a project of radicalization of the phenomenological attitude or as a radical phenomenological stance.

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40

Earle, Bo. "From ecological to moral psychology: Morality and the psychology of Egon Brunswik." Journal of Theoretical and Philosophical Psychology 20, no. 2 (2000): 196–207. http://dx.doi.org/10.1037/h0091209.

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41

Mace, William M. "The primacy of ecological realism." Behavioral and Brain Sciences 25, no. 1 (February 2002): 111. http://dx.doi.org/10.1017/s0140525x0237002x.

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Whether or not the correspondence of dorsal stream functions to Gibsonian ecological psychology and the ventral stream functions to “constructivism” hold up, the overall goal of capturing a pragmatic realism should not be forgotten.

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42

Szokolszky, Agnes. "Perceiving Metaphors: An Approach From Developmental Ecological Psychology." Metaphor and Symbol 34, no. 1 (January 2, 2019): 17–32. http://dx.doi.org/10.1080/10926488.2019.1591724.

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43

Montero, Maria, and Daniel Stokols. "Psychology and the Internet: A Social Ecological Analysis." CyberPsychology & Behavior 6, no. 1 (January 2003): 59–72. http://dx.doi.org/10.1089/109493103321167974.

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44

Kulikowich, Jonna M., and Michael F. Young. "Locating an Ecological Psychology Methodology for Situated Action." Journal of the Learning Sciences 10, no. 1-2 (April 2001): 165–202. http://dx.doi.org/10.1207/s15327809jls10-1-2_7.

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45

Neisser, Ulric. "The ecological approach and the future of psychology." Psychology: the Journal of the Hellenic Psychological Society 4, no. 2 (October 15, 2020): 95–105. http://dx.doi.org/10.12681/psy_hps.24219.

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46

Bertarelli Gimenes Toffolo, Rael. "Contributions of Gibson's Ecological Psychology to the Creation of Interactive Sound Installations." Revista Vórtex 12 (December 1, 2024): 1–29. https://doi.org/10.33871/vortex.2024.12.9513.

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This article explores the potential contributions of Gibson's Ecological Psychology to artistic creation within the scope of Interactive Sound Installations. It provides a historical overview of the evolution of this form of art, highlighting the growing emphasis on the role of space and body (audience action) in shaping interactive art concepts. The article delves into how ecological acoustics research has integrated interdisciplinary perspectives from sociology, anthropology, and cognitive science to promote a more equitable and fair acoustic environment. Considering that the concept of the body embedded in the world is both central to interactive arts and Cognitive Science, particularly to Gibson's Ecological Psychology, this text presents its main aspects. It then discusses how these aspects can be applied in Interactive Sound Installations. In conclusion, it suggests that applying Ecological Psychology concepts to Interactive Sound Installations can contribute to the goals of recent acoustic ecology in creating a fairer acoustic environment.

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47

Szokolszky, Agnes, Catherine Read, Zsolt Palatinus, and Kinga Palatinus. "Ecological approaches to perceptual learning: learning to perceive and perceiving as learning." Adaptive Behavior 27, no. 6 (June 13, 2019): 363–88. http://dx.doi.org/10.1177/1059712319854687.

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In this theoretical review article, our primary goal is to contribute to the post-cognitivist understanding of learning to perceive and perceiving as learning, by discussing a framework for perception and perceptual learning initiated by James J Gibson, and extended by Eleanor J Gibson and others. This Ecological Psychology has a coherent set of assumptions based on the concept of mutualism between the perceiving organism and its surroundings, and the idea of affordances as action possibilities of the surround that are perceptible by the organism. At the same time, Ecological Psychology, broadly construed, consists of different perspectives that take different routes to address questions related to the core concepts of perceptual learning. In this article, we focus on three theoretical stances within Ecological Psychology on the issue of perceptual learning: that of Eleanor J Gibson, the current theory of direct learning by Jacobs and Michaels, and the “organicist” approach based on ideas of organicist biology and developments in evolutionary biology. We consider perceptual learning as embedded in development and evolution, and we explore perceptual learning in more depth in the context of tool use and language development. We also discuss the relation between Ecological Psychology and Enactivism on the nature of perception. In conclusion, we summarize the benefits of Ecological Psychology, as a robust but still developing post-cognitivist framework, for the study of perceptual learning and cognitive science in general.

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48

Toribio, Josefa. "Ecological content." Pragmatics and Cognition 5, no. 2 (January 1, 1997): 253–81. http://dx.doi.org/10.1075/pc.5.2.04tor.

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The paper has a negative and a positive side. The negative side argues that the classical notions of narrow and wide content are not suitable for the purposes of psychological explanation. The positive side shows how to characterize an alternative notion of content (ecological content) that is suitable for those purposes. This account is supported by (a) a way of conceptualizing computation that is constitutively dependent upon properties external to the system and (b) empirical research in developmental psychology. My main contention is that an adequate computational explanation of the behavior involved in cognitive activities should invoke a concept of content that can capture the intimate dynamical relationship between the inner and the outer. The notion of content thus reaches out to include the set of skills, abilities and know-hows that an agent deploys in a constantly variable environment. The assumption underlying my attempt to characterize this ecological notion of content is that cognition is better understood when treated as embedded cognition and that the idea of cognitive significance ought to be cashed out in non-individualistic and pragmatic terms.

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49

Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.

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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.

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50

Welch, Marshall. "Ecological Assessment." Intervention in School and Clinic 29, no. 3 (January 1994): 160–64. http://dx.doi.org/10.1177/105345129402900306.

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