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Journal articles on the topic 'Knowledge, psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CA

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2

Furnham, Adrian. "Prospective Psychology Students' Knowledge of Psychology." Psychological Reports 70, no. 2 (1992): 375–82. http://dx.doi.org/10.2466/pr0.1992.70.2.375.

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Prospective psychology students completed three published tests to ascertain their psychological knowledge. Despite certain problems associated with the tests, it was possible to ascertain students' knowledge or lack thereof. Their knowledge of psychology was very uneven yet on average fewer than half knew the correct answers to questions. These results are discussed in terms of the wider area of lay knowledge and theories.

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3

Medina Liberty, Adrián. "Psychology, Interpretation and Knowledge." Pensamiento y Cultura 18, no. 2 (2015): 162–83. http://dx.doi.org/10.5294/pecu.2015.18.2.8.

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4

Tiller, Glenn A. "Self-Knowledge and Psychology." Overheard in Seville: Bulletin of the Santayana Society 19, no. 19 (2001): 8–10. http://dx.doi.org/10.5840/200119193.

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5

Evans, Lorraine. "The Knowledge of Psychology." Behavioral & Social Sciences Librarian 20, no. 2 (2002): 59–64. http://dx.doi.org/10.1300/j103v20n02_06.

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6

Grimm, Lisa R. "Psychology of knowledge representation." Wiley Interdisciplinary Reviews: Cognitive Science 5, no. 3 (2014): 261–70. http://dx.doi.org/10.1002/wcs.1284.

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7

Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.

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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variabil

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Vasconcelos-Raposo, José. "Psychology, Technology and Knowledge Dissimination." PSYCHTECH & HEALTH JOURNAL 2, no. 1 (2018): 1–3. http://dx.doi.org/10.26580/pthj.ed3-2018.

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9

Adams-webber, Jack. "Constructivist psychology and knowledge elicitation." Journal of Constructivist Psychology 8, no. 3 (1995): 237–49. http://dx.doi.org/10.1080/10720539508410806.

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10

Maibom, Heldi L. "TACIT KNOWLEDGE AND FOLK PSYCHOLOGY." DANISH YEARBOOK OF PHILOSOPHY 35, no. 1 (2000): 95–114. http://dx.doi.org/10.1163/24689300_0350106.

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11

Teo, Thomas. "Functions of knowledge in psychology." New Ideas in Psychology 17, no. 1 (1999): 1–15. http://dx.doi.org/10.1016/s0732-118x(98)00008-7.

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12

Langford, Simon. "Knowledge judgements and cognitive psychology." Synthese 197, no. 8 (2018): 3245–59. http://dx.doi.org/10.1007/s11229-018-1880-y.

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13

Martens, Rainer. "Science, Knowledge, and Sport Psychology." Sport Psychologist 1, no. 1 (1987): 29–55. http://dx.doi.org/10.1123/tsp.1.1.29.

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Two sport psychologies have emerged—academic sport psychology and practicing sport psychology—which presently are on diverging courses because of an unjustified belief in orthodox science as the primary source of knowledge. To support this contention, the basic assumptions of orthodox science are examined, with the doctrine of objectivity singled out as fallacious and especially harmful in that it attempts to remove the person from the process of knowing. Polanyi’s (1958) heuristic philosophy of knowledge, which places humans in the center of the process of knowing, is recommended as an altern

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14

van Lill, J. B. "Tradisionele navorsingsielkunde se epistemologiese verleentheid." South African Journal of Psychology 19, no. 3 (1989): 153–61. http://dx.doi.org/10.1177/008124638901900306.

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The epistemological embarrassment of traditional research psychology. Although psychology's traditional research methodology and philosophy of science have over the years been blamed by various authors for the inadequate knowledge of humankind, I demonstrate in the present article that psychology's epistemological problems more probably stem from higher order metatheoretical assumptions. On this metatheoretical level (called ‘justificationism’ here) the concepts of knowledge, proof and authority are confused and equated. A statement is not regarded as knowledge unless the necessary proof is fu

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15

Jumayeva, Mashxura O'tkirovna. "THE ROLE OF PSYCHOLOGY IN SOCIETY." Eurasian Journal of Academic Research 1, no. 2 (2021): 1045–47. https://doi.org/10.5281/zenodo.4904206.

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<em>The article discusses the concepts of psychology, the development of society and the role, significance, objectives and role of psychological knowledge in the development of personality. After all, the importance of psychological knowledge in the formation of a person as a mature person is incomparable. This, in turn, has a direct impact on the development of society and the country.</em>

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16

Pataki, Ferenc. "On the psychology of self knowledge." Magyar Pszichológiai Szemle 68, no. 2 (2013): 301–27. http://dx.doi.org/10.1556/mpszle.68.2013.2.7.

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Annak ellenére, hogy a pszichológia egy népszerű fogalma, az önbelátás nem vált középponti szervező témakörré az empirikus pszichológiában (Wilson és Dunn, 2004). A fogalom tanulmányozása során tapasztalható nehézségek az önmegismerésre irányuló törekvés és a tükröződő én kettőssége miatt merülnek fel. A szerző az alábbi kapcsolódó témák szisztematikus áttekintésére vállalkozik: a megismerő folyamatok közvetlen elérhetetlensége (Nisbett és Wilson, 1977), az önmegismerés paradoxona, az önreflexív cselekedetek motivációs és egyéb komponensei, illetve a szelfről szerzett információ szerveződéséne

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17

Osterkamp, Ute. "Knowledge and Practice in Critical Psychology." Theory & Psychology 19, no. 2 (2009): 167–91. http://dx.doi.org/10.1177/0959354309103538.

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This article outlines the essential characteristics of a psychology from the subject standpoint that starts from the principal unity of self-determination and determining the relations that determine one's own actions. The main research object in subject science understood in this way is the many forms of hindrances and obstacles, both in theory and in practice, that prevent us from realizing this unity. In contrast to standard research, where one attempts to grasp the dependency of the individual agency of others on societal structures and their cultural meanings, psychology from a subject st

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18

Kimmerle, Joachim, Katrin Wodzicki, and Ulrike Cress. "The social psychology of knowledge management." Team Performance Management: An International Journal 14, no. 7/8 (2008): 381–401. http://dx.doi.org/10.1108/13527590810912340.

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19

Gama, Uberto Afonso Albuquerque da. "The contribution of developmental psychology in the teaching and learning process." Núcleo do Conhecimento 01, no. 08 (2022): 157–206. https://doi.org/10.32749/nucleodoconhecimento.com.br/psychology/psychology-in-the-teaching.

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Pedagogical action is essential in the search for theoretical foundations and practical knowledge of knowledge and needs to be a permanent accomplishment in the work of the educator, so that he can resize his performance in an attempt to improve the teaching-learning process, contributing to the development of the human being. From this perspective, this article was based on the guiding question: what theoretical assumptions about Developmental Psychology applied to the teaching and learning process are in force in the literature? With this, the objective was to present an introductory and syn

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20

Kitova, Juliet A., and Natalia R. Aprelikova. "Yandex Users’ Needs in Knowledge on Psychology." RUDN Journal of Psychology and Pedagogics 16, no. 4 (2019): 618–33. http://dx.doi.org/10.22363/2313-1683-2019-16-4-618-633.

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Modern information technology space provides people with new opportunities for learning about the world, acquiring additional knowledge and satisfying cognitive needs. The paper analyzes the requests and characteristic features of the needs for knowledge on psychology of the Internet users in the Russian Federation. The study was conducted on the basis of the search queries in Yandex. The speciﬁc user requests demonstrate a heterogeneous level of interest in various branches of psychology, which allows highlighting the structural and substantial features of the respondents’ needs in psychology

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21

Pires, Sergio Fernandes Senna. "AMPLIANDO HORIZONTES: Integração de saberes para além do consultório psicológico." Psicologia e Saúde em Debate 10, no. 1 (2024): 261–71. http://dx.doi.org/10.22289/2446-922x.v10n1a16.

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In this theoretical essay, we explore the imperative to reposition Clinical Psychology, emphasizing the challenges it faces due to limitations imposed by biases that restrict the utilization of its knowledge to conventional therapeutic settings. We contemplate the necessity to, at least partially, overcome the fragmentation of psychological knowledge to foster the emergence of more integrative approaches. We underscore the resistance that emerges from the broad association of Clinical Psychology with the medical model or the dichotomy of health versus disease. To address this misconception, we

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22

Supratiknya, Augustinus. "From Critical Psychology and Cultural-Historical Psychology to “Culturally-Turned” Psychology." Retorik: Jurnal Ilmu Humaniora 11, no. 1 (2023): 75–107. http://dx.doi.org/10.24071/ret.v11i1.6360.

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Critical psychology and cultural-historical psychology are two approaches emerging as critiques to mainstream psychology that is often perceived to be hedonistic and individualistic. Adopting the spirit of critical psychology and cultural-historical psychology that strive to break the grips of mainstream psychology as well as absorbing the inspiration from Thomas Teo’s psychological humanities, Svend Brinkmann’s cultural psychology, Richard Johnson’s cultural circuit, and Stuart Hall’s cultural studies, as a critical review this article proposes an approach coined as psikologi berhampiran buda

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23

Trofimovs, Igors. "OPERATIONAL PSYCHOLOGY." Administrative and Criminal Justice 1, no. 78 (2017): 37. http://dx.doi.org/10.17770/acj.v1i78.2798.

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The author deals with the history of formation of operational psychology as a field of knowledge influencing the national security. The author discloses in details some psychological essentials of the application of this knowledge in everyday activities of employees of special forces units, police, prosecutor’s office, courts, punishment execution system and other law enforcement institutions. The author also notes as important that during operational activities, in the process of determination of the truth, officers have not only to help in the reproduction of the facts, but also to try to ac

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24

Valsiner, Jaan. "Dangerous Curves in Knowledge Construction within Psychology." Theory & Psychology 16, no. 5 (2006): 597–612. http://dx.doi.org/10.1177/0959354306067439.

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25

Fine, Philip, and Constantinos Hadjichristidis. "Reviews: Biological Psychology, Knowledge, Concepts, and Categories." Perception 28, no. 3 (1999): 405–8. http://dx.doi.org/10.1068/p2803rvw.

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26

Thomas, Kyle A., Peter DeScioli, Omar Sultan Haque, and Steven Pinker. "The psychology of coordination and common knowledge." Journal of Personality and Social Psychology 107, no. 4 (2014): 657–76. http://dx.doi.org/10.1037/a0037037.

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27

Furnham, Adrian, Bahman Baluch, and Fiona Starr. "Research Report: Students' knowledge of abnormal psychology." Counselling Psychology Quarterly 16, no. 4 (2003): 331–36. http://dx.doi.org/10.1080/09515070310001638128.

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28

Fabbri, Donata, and Alberto Munari. "Cultural Psychology a New Relationship with Knowledge." Cultural Dynamics 3, no. 4 (1990): 327–48. http://dx.doi.org/10.1177/092137409000300401.

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29

McCabe, Jennifer A., Kelsey L. Osha, Jennifer A. Roche, and Jonathan A. Susser. "Psychology Students’ Knowledge and Use of Mnemonics." Teaching of Psychology 40, no. 3 (2013): 183–92. http://dx.doi.org/10.1177/0098628313487460.

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30

Eberle, Thomas Samuel. "Social Psychology and the Sociology of Knowledge." Revista de Psicología Social 8, no. 1 (1993): 5–13. http://dx.doi.org/10.1080/02134748.1993.10821666.

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31

Valsiner, Jaan. "Beyond Compartmentalization: Generalizing Clinical Knowledge in Psychology." RIVISTA DI PSICOLOGIA CLINICA, no. 2 (January 2023): 92–102. http://dx.doi.org/10.3280/rpc2-2022oa14892.

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I expand the efforts to overcome compartmentalization of clinical psychology by reversing the notion of causality to that of resistance, and specify the structure of such resistance. Clinical practices produce psychological knowledge of general kind that leads to the adoption of the basic world view of idiographic science as the basic framework for systemic analysis of generic cases and thus feeds forward to further improvement of the clinical practices. Three directions for the future are outlined: clinical psychology builds on the systemic efforts of idiographic science, used historically st

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32

Goldsmith, Timothy H. "How Scandalous Is Knowledge of Evolutionary Psychology?" Society 46, no. 4 (2009): 341–46. http://dx.doi.org/10.1007/s12115-009-9214-9.

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33

Gaines, Brian R., and Mildred L. G. Shaw. "Knowledge acquisition tools based on personal construct psychology." Knowledge Engineering Review 8, no. 1 (1993): 49–85. http://dx.doi.org/10.1017/s0269888900000060.

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AbstractKnowledge acquisition research supports the generation of knowledge-based systems through the development of principles, techniques, methodologies and tools. What differentiates knowledge-based system development from conventional system development is the emphasis on in-depth understanding and formalization of the relations between the conceptual structures underlying expert performance and the computational structures capable of emulating that performance.Personal construct psychology is a theory of individual and group psychological and social processes that has been used extensivel

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34

Graham, Tanya M. "Where is community psychology in South African psychology? A knowledge-based perspective." PINS-Psychology in Society 61, no. 1 (2022): 80–108. https://doi.org/10.57157/pins2021vol61iss1a5593.

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Prior to 1994 community psychologists played a significant role in South African psychology as a distinct critically oriented grouping advocating for social change. However, the more widespread endorsement of social justice principles in the democratic period shifted the focus of many community-oriented psychologists to participating in more widespread national transformation initiatives. This article highlights changes in the knowledge landscape of community psychology through a comparative analysis of articles published in the SAJP and PINS from 2000 and 2009. This analysis synthesises autho

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35

Patil, Surekha Vinod. "Effect of Knowledge of Psychology on Mental Health of Trainee Teachers." Mind and Society 10, no. 01-02 (2021): 50–53. http://dx.doi.org/10.56011/mind-mri-101-2-20219.

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This study aimed to find the effect of knowledge of psychology on mental health of trainee teachers. Purpose of the study was to assess the mental health of trainee teachers on the basis of their psychology knowledge. For assessment of mental health a Mental health scale developed by Dr. Kamlesh Sharma has been administered on 40 trainee teachers of fourth semester and their scores in psychology subject has been taken for assessment of their psychology knowledge. Data collected, analysed , Mean Sd. And ,’t’ value calculated, it has been observed that the person having high score of psychology

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36

Ilyina, N. A. "Ontological approach to knowledge of the legal psychology value system." Psychology and Law 10, no. 1 (2020): 143–51. http://dx.doi.org/10.17759/psylaw.2020100113.

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The article reflects the individual results of the process of knowledge of the value system of legal psychology. The value system of legal psychology is considered as a set of interconnected ideals and meanings developed on the basis of the integration of legal and psychological knowledge, which is a singular formation and setting the goal and objectives of legal psychology. The question of the search for approaches and methods of systematizing the values of legal psychology is recognized as relevant. The author’s opinion is that the ontology (the philosophical study of being) and the ontologi

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37

Hutchison, Ashley N., Lawrence H. Gerstein, Ashley Millner, Eliah M. Reding, and Lindsay Plumer. "Counseling Psychology Trainees’ Knowledge of Cultural Display Rules." Counseling Psychologist 48, no. 5 (2020): 685–715. http://dx.doi.org/10.1177/0011000020915968.

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Social norms that shape people’s emotional expression are called cultural display rules (CDRs). Training in counseling psychology emphasizes cultural context in understanding clients, but it is unclear the degree of training specifically focused on students acquiring skills in emotional expression systems connected to diverse cultures. This qualitative study investigated 99 counseling psychology trainees’ knowledge and experiences of CDRs. Based on thematic analysis, we found four superordinate themes: (a) General Knowledge and Awareness, (b) Therapy Elements and Processes, (c) Personal Experi

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38

Johnson, Benjamin, and Grace Caskie. "RELATIONSHIP OF AGING KNOWLEDGE TO AGE BIAS VARIES ACROSS KNOWLEDGE DOMAIN FOR DOCTORAL PSYCHOLOGY TRAINEES." Innovation in Aging 8, Supplement_1 (2024): 1012. https://doi.org/10.1093/geroni/igae098.3258.

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Abstract Doctoral psychology trainees often express low interest in clinical work with older adults, which may be attributed to ageist stereotypes they hold. Levy’s (2018) PEACE model states that one of the two most effective ways to reduce age bias is to increase accuracy of knowledge about aging. Few studies have examined psychology trainees’ aging knowledge or whether it relates to their age bias. We assessed the aging knowledge of 192 doctoral psychology trainees (aged 21-30 years), using Palmore’s Facts on Aging Quiz (FAQ), which includes three domains (biological, psychological, social).

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39

Tjeltveit, Alan C. "The Impossibility of a Psychology of the Christian Religion: A Theological Perspective." Journal of Psychology and Theology 17, no. 3 (1989): 205–12. http://dx.doi.org/10.1177/009164718901700301.

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Does theology have a legitimate role to play in the psychology of the Christian religion? Several strands of thought within scholarly disciplines which study religion say “Yes.” Those perspectives are reviewed and a particular theological perspective on the definition of the Christian religion is set forth. In light of that perspective, an argument for the appropriate limits of psychology's attempts to provide knowledge about the Christian religion is made. It is concluded that, although a psychology of religious experience and behavior can and ought to be pursued, it is, in several regards, i

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40

Anihkin, E. S., and D. V. Kashirskiy. "Constitutional Psychology as a Field of Scientific Knowledge and Cultural Phenomenon." Psychology and Law 9, no. 2 (2019): 130–40. http://dx.doi.org/10.17759/psylaw.2019090209.

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The article focuses on the formation of a new scientific branch – constitutional psychology. Тwo articulated forms of constitutional psychology are justified: first, as a field of scientific knowledge that contains its own subject, objectives and research methods; second, as a cultural phenomenon which is observed at the level of the individual psychology and personality. The importance to distinguish these two capacities of constitutional psychology is underlined; their mismatch, mutual transitions and ontological unity is noted. The authors highlight the place of constitutional psychology as

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41

Lawson, Timothy J. "The Media Assignment: Enhancing Psychology Students’ Ability to Apply Their Knowledge of Psychology." Teaching of Psychology 21, no. 3 (1994): 157–59. http://dx.doi.org/10.1177/009862839402100307.

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In this study, I explore whether a media assignment, similar to that used by Rider (1992), increased introductory psychology students’ ability to apply their knowledge of psychological concepts to examples of real-world events. Students collected examples from the popular media that illustrated either operant-or classical-conditioning concepts. Afterward, they took a quiz that contained factual and applied multiple-choice questions on these concepts. Students who collected examples of operant-conditioning concepts performed better than other students on quiz questions designed to assess their

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42

Azambuja, Marcos Adegas de, Carolina dos Reis, Neuza Maria de Fátima Guareschi, and Simone Maria Hüning. "Mapping out the subject of Brazilian social psychology in the production of the national association of research and post-graduate studies in psychology." Psicologia & Sociedade 25, spe (2013): 3–12. http://dx.doi.org/10.1590/s0102-71822013000500002.

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This paper problematizes the Brazilian Social Psychology and its knowledge production on the registers of the Work Group (WG) of symposiums of the National Association of Research and Post-Graduation in Psychology (ANPEPP), during 1988 to 2010. Using Michel Foucault's archeo-genealogical perspective and the contributions by Ian Hacking about the historical ontology of subjects, we analyzed technologies of power and knowledge in the disciplines of Social Psychology. We selected the WG abstracts in which circulate the utterances that make up the discursive field of Brazilian Social Psychology. U

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43

Lawson, Timothy J. "The media assignment: Enhancing psychology students' ability to apply their knowledge of psychology." Teaching of Psychology 21, no. 3 (1994): 157–59. http://dx.doi.org/10.1207/s15328023top2103_6.

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44

Tomcho, Thomas J., and Rob Foels. "Psychological Literacy in Applied Psychology Disciplines." Teaching of Psychology 44, no. 2 (2017): 108–16. http://dx.doi.org/10.1177/0098628317692613.

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Undergraduate psychology majors need a broad base of knowledge in order to be viewed as competent graduates. In addition to acquiring basic knowledge, the American Psychological Association (APA) has guidelines for applied knowledge as well. In order to ensure a broad base of knowledge, teachers therefore need to know what the important psychological concepts are not only in both basic and applied areas of psychology. We examined key concepts across five applied areas of psychology and identified 30 key concepts that occur in two or more applied areas of psychology. It is evident from our find

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45

Furnham, Adrian, Charlotte Thompson, and Bahman Baluch. "Measuring Psychological “Knowledge” by Means of Instructors' Test Manuals." European Psychologist 3, no. 3 (1998): 185–91. http://dx.doi.org/10.1027/1016-9040.3.3.185.

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American social psychology textbooks often provide instructors' manuals that include Multiple Choice Quizzes (MCQ's) used by researchers examining the extent to which “lay people” could predict the outcomes of psychological research and theories. This study examined the extent to which students could choose a correct answer from social psychology instructors' manuals without having attended a related course. Three different manuals were used to look at tests of 57, 46, and 36 items, chosen to avoid technical jargon, real names, and experimental details, as well as to cover the broad range of s

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46

Juriana, Juriana, Kurnia Tahki, and Gerdy Zulfitranto. "PENGETAHUAN PSIKOLOGI OLAHRAGA PADA PELATIH RENANG INDONESIA." Jurnal Ilmiah Sport Coaching and Education 2, no. 1 (2018): 31–38. http://dx.doi.org/10.21009/jsce.02104.

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This study aims to determine the level of knowledge about the sport psychology which is owned by the swimming coach in Indonesia. Data is collected at the time of Kejuaraan Renang Antar Perkumpulan Se-Indonesia (KRAPSI) held in Surabaya, East Java on December 2016. This study used incidental sampling technique with the number of 76 coaches. The instrument used in this study a questionnaire that had been tested for validity (0,360-0,756) and reliability (r=0,713).  Data were analyzed using descriptive statistics for each dimension of sports psychology knowledge. Results of the research ab

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47

Rezwan, Roksana Binte, and Yoshi Takahashi. "The Psychology behind Knowledge Hiding in an Organization." Administrative Sciences 11, no. 2 (2021): 57. http://dx.doi.org/10.3390/admsci11020057.

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This study aimed to understand the psychological process behind employees’ knowledge hiding (KH) behaviors in organizations. KH is an intentional act of concealing knowledge when it is requested by a colleague and can lead to counterproductive consequences for the organization. Therefore, this study synthesized previous studies (n = 88) on KH through a systematic literature review. We used the cognitive–motivational–relational (CMR) theory of emotion to create a framework for the studies’ findings. Based on the framework, the psychological process behind KH has two stages—personal goal generat

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48

Matveychuk, Wasyl M. "The production and reproduction of knowledge in psychology." World Futures 28, no. 1-4 (1990): 163–82. http://dx.doi.org/10.1080/02604027.1990.9972156.

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49

Willig, Carla. "What can qualitative psychology contribute to psychological knowledge?" Psychological Methods 24, no. 6 (2019): 796–804. http://dx.doi.org/10.1037/met0000218.

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50

Worrell, Frank C. "Psychology in the Caribbean: Broadening Our Knowledge Base." Journal of Black Psychology 45, no. 4 (2019): 219–21. http://dx.doi.org/10.1177/0095798419879218.

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