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Journal articles on the topic 'Psychological sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 March 2025

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1

Morawski, Jill. "Description in the Psychological Sciences." Representations 135, no. 1 (2016): 119–39. http://dx.doi.org/10.1525/rep.2016.135.1.119.

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This essay uses the case of scientific psychology to explore modes of description and the broader objectives underlying these modes, reporting on both the complexities and potentials of psychological description. It examines the description techniques of the classic Milgram experiment and offers a redescription of the resulting data to show both how psychology’s practices of description entail more than objective accounts of observed behavior and how these descriptions can influence the social world and our understandings of ourselves. The case of Stanley Milgram’s experiments in obedience suggest the material and social powers of the descriptions psychologists “give away” for human benefit.

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Petrović, Jelena. "Psychological warfare and military sciences." Bastina, no. 55 (2021): 267–78. http://dx.doi.org/10.5937/bastina31-33489.

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In this paper the brief development and contemporary trends in modern military psychology, in theory and praxis, were presented. The origins and concepts of psychological warfare and its basic characteristics were discussed. Also, similar terms, modified with conceptual frameworks and contemporary development of military sciences, like special warfare, hybrid warfare, asymmetric warfare, cyber warfare, low-intensity conflict, public diplomacy, total warfare, were disucssed. The development of modern weapons and technologies brings changes in the perception of importance of psychological warfare of itself, but also different possibilities of use of modern techniques in it. The special opportunity presents social networks, characterized by hugh speed, wide spread network, different modes, adaptibility, avaliability and simplicity of use. All these changes also broght some changes in definition of psychological warfare inside military psychology of itself, but also changes the definition of perception of terms and modus of war, so as the polity of the states, geopolitical situation and gobal economy.

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3

Bakhchina, A. "International congress on psychological sciences." Psikhologicheskii zhurnal 40, no. 4 (June 2019): 116–21. http://dx.doi.org/10.31857/s020595920005512-9.

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4

Han, Duke. "JOURNAL OF GERONTOLOGY: PSYCHOLOGICAL SCIENCES." Innovation in Aging 8, Supplement_1 (December 2024): 279. https://doi.org/10.1093/geroni/igae098.0908.

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5

Llewelyn, Sue. "FUTURE OF THE PSYCHOLOGICAL SCIENCES." Clinical Psychology Forum 1, no. 8 (April 1987): 39–40. http://dx.doi.org/10.53841/bpscpf.1987.1.8.39.

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6

Khan, Muhmmad Usman. "SPORTS SCIENCE: ENHANCING VERSATILITY IN REHABILITATION SCIENCES." Pakistan Journal of Rehabilitation 8, no. 2 (January 9, 2020): 1–2. http://dx.doi.org/10.36283/pjr.zu.8.2/001.

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Being relatively fresh discipline, sports science has gained popularity in the last quarter of the 20th century; it reflects the seriousness with which sports and fitness are approached in the present day. Sports science is quite multidisciplinary field that sightsees the biomechanical, physiological and anatomical variations happening in sportsperson psychological effects to scrutinize the performance nutritional values to significantly prepare the body and also managing the financial and operational needs to enhance the business in sports industry.

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7

Davis-Stober, Clintin P., Jason Dana, and Jeffrey N. Rouder. "Estimation accuracy in the psychological sciences." PLOS ONE 13, no. 11 (November 26, 2018): e0207239. http://dx.doi.org/10.1371/journal.pone.0207239.

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Kaplunovich, Ilya Yakovlevich, Svetlana Mikhailovna Kaplunovich, and Valerii Leonidovich Sitnikov. "Theory, terminology and language of psychological and pedagogical sciences." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2014): 3–12. http://dx.doi.org/10.51314/2073-2635-2014-3-3-12.

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The study is grounded in ineffectiveness and even harmfulness of the use of everyday language and terminology regarding psychological and pedagogical sciences. The authors deny the differentiation of exact and inexact sciences. The study proves that psychological and pedagogical sciences are not much inferior to mathematics and physics in scientific nature and rigor. The authors suggest the use of firm alphabet notion building and adequate terminology level explanation to increase the authority and prestige of psychological and pedagogical disciplines.

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9

Bertenthal, Bennett I. "Challenges and opportunities in the psychological sciences." American Psychologist 57, no. 3 (2002): 215–18. http://dx.doi.org/10.1037/0003-066x.57.3.215.

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Davis-Stober, Clintin P., Jason Dana, and Jeffrey N. Rouder. "Correction: Estimation accuracy in the psychological sciences." PLOS ONE 14, no. 2 (February 28, 2019): e0213461. http://dx.doi.org/10.1371/journal.pone.0213461.

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11

El Hafiz, Subhan, Puti Archianti Widiasih, and Alvin Eryandra. "Maker Education Challenge in Social Sciences." International Journal of Online Pedagogy and Course Design 12, no. 3 (July 1, 2022): 1–11. http://dx.doi.org/10.4018/ijopcd.304085.

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The present article aims to explain the challenges of maker education in social science, specifically in psychological courses. Three distinctive but inseparable challenges are the products, the professional competencies, and technology. The present articles show that the challenges can be overcome since the barrier is mainly in the back of educators’ minds. This paper argues that maker education should be cultivated in psychological courses to enhance meta-competencies, i.e., creativity in problem-solving, and to appreciate a prominent scholar in Psychology who creates a psychological product, i.e., counseling couch, namely Sigmund Freud. Further, a subject of maker education has been applied in psychological courses that show the benefit of making tangible products. The subject, i.e., creative and innovative, has successfully trained students to develop their creativity through making a product to address daily psychological issues. Finally, the course design and the effect on the students were discussed.

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12

D’Amico, Robert. "Are There Laws in the Social Sciences?" Journal of Sport and Exercise Psychology 17, s1 (January 1995): S116—S127. http://dx.doi.org/10.1123/jsep.17.s1.s116.

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The psychological and social sciences search for laws of human behavior. Traditionally, this search has been seen as an empirical or methodological issue. But the philosophers Donald Davidson and John Searle have each argued that such laws are conceptually impossible. If their views are sound, the search for social or psychological laws is not merely very difficult, it is futile. Their cases against such laws are outlined; however, neither Davidson nor Searle has supported the radical version of his conclusion—that psychological and social sciences cannot be sciences. Some concluding comments on the nature of modem philosophy and philosophical debate are provided.

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Collisson, Brian, and David Rusbasan. "Psychology or Psychological Science?" Teaching of Psychology 45, no. 2 (March 11, 2018): 164–71. http://dx.doi.org/10.1177/0098628318762903.

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The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name change was often perceived as unnecessary, nonrepresentative, or intimidating to science-averse students. Within psychological science programs, a name change was often perceived as better conveying the science of psychology to others, a scientific/research focus, or interdisciplinary partnerships. Differences of opinion may be due to psychological science, as compared to psychology, faculty’s greater concern about conveying psychological science to others, clarifying their program’s focus, and partnering with other sciences.

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Fernández-Ballesteros, Rocío. "Psychological Assessment." European Psychologist 4, no. 4 (December 1999): 248–62. http://dx.doi.org/10.1027//1016-9040.4.4.248.

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Psychological assessment is one of the key disciplines of scientific psychology. During this century it has been confused with psychology itself. The activity of any psychologist—whether in basic and applied fields, with sophisticated equipment in the laboratory, or when employing psychological tests or other assessment methods in applied fields—involves assessment at some stage. In this article, a series of challenges at the end of 20th century and avenues for development for the forthcoming decades are described. First of all, a continuation of the progress made during this century can be expected. A second avenue reviewed is related to the relationships between new technologies and the cognitive and neuropsychological sciences. Moreover, it can be expected that new social needs will produce several challenges. Finally, it can be predicted that there will be advances in the control of the assessor's as well as of the subject's behaviors during the assessment process.

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15

Mathieson, Darryl. "Psychological Epiphenomenalism." Journal of Consciousness Studies 31, no. 3 (April 1, 2024): 120–43. http://dx.doi.org/10.53765/20512201.31.3.120.

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Researchers in the psychological sciences have put forward the thesis that various sources of psychological, cognitive, and neuroscientific evidence demonstrate that being conscious of our mental states does not make any difference to our behaviour. In this paper, I argue that the evidence marshalled in support of this view — which I call psychological epiphenomenalism — is subject to major objections, relies on a superficial reading of the relevant literature, and fails to engage with the more precise ways in which philosophers understand mental states to be conscious. I then appeal to work on implementation intentions to demonstrate that an intention's being 'access conscious' enhances its functional role, which makes it more likely that we will successfully carry out our intended behaviour. The result is that consciousness in at least one relevant sense is not epiphenomenal, with further work remaining to be done to show how other kinds of consciousness cause behaviour too.

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Jasem, Zeena Khaled, and Omar Khalid Yasser. "Obesity and its relationship with psychological inactivity in female students of the college of physical education and sports sciences." Wisdom Journal For Studies & Research 4, no. 04 (July 15, 2024): 1411–19. http://dx.doi.org/10.55165/wjfsar.v4i04.279.

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The study aimed to study the relationship between obesity and psychological lethargy among the fourth stage students, faculty of physical education and Sports Sciences, University of Baghdad, the importance of research lies in the fact that psychological lethargy is one of the most important pillars on which obesity disease is based, and the current study seeks to contribute to enrich an important aspect of psychological and physiological studies, namely obesity and psychological, The researchers used the descriptive approach, with the survey method and correlational relationships, as it is the most appropriate approach to the nature of the research problem, as the research community was chosen in a deliberate way, as the research sample was chosen in a random way, and the sample number was (70) of the female students of the Faculty of physical education and sports sciences fourth stage out of (140 ) female students from the Faculty of physical education and sports sciences, to achieve the research goals, the body mass index was measured as well as the use of a psychological inactivity scale, and the researchers concluded that psychological inactivity has a high correlation with obesity to the female students of the fourth stage in the Faculty of physical education and sports sciences, out of the (140) female students from the Faculty of physical education and sports sciences, and the psychological inactivity scale was used, and the researchers concluded that psychological inactivity has a high correlation with obesity to the female students of the fourth stage in the Faculty of physical education and sports sciences, out of the (140) female students from the Faculty of physical education and sports sciences, out of the (140) female students from the Faculty of physical education and Sports Sciences Sports University of Baghdad.

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Kesawa, Agil Halis, Inas Khildah Fatmawati, Diah Pitaloka Puspitasari, Budi Prastyo, and Hujjatullah Fazlurrahman. "The Effect of Psychological Well-Being and Psychological Empowerment on Job Satisfaction in Intitusion X." International Journal of Advances in Management and Economics 8, no. 6 (October 30, 2019): 11–15. http://dx.doi.org/10.31270/ijame/v08/i06/2019/2.

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This study aims to analyze the effect of psychological well-being and psychological empowerment on job satisfaction in institutions x. The sampling technique uses saturated samples with a total of 36 educators working under 10 years. This type of research is quantitative research. The statistical analysis used in this study is the Statistical Package for the Social Sciences (SPSS) with the help of SPSS IBM Version 20.0 software. The results of this study indicate that psychological well-being has no significant effect on job satisfaction. But psychological empowerment has a significant and positive effect on job satisfaction, and psychological well-being and psychological empowerment have a significant and positive effect on job satisfaction. Keywords: Psychological well-being, Psychological Empowerment, Job Satisfaction.

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18

Zaid, Tiba, and Ali Khalif. "The Impact of the Guidance Technique of Stopping Negative Thinking on reducing Psychological Reluctance in Swimming Lessons among Female Students of Physical Education and Sports Science." Journal of Physical Education 36, no. 3 (September 28, 2024): 765–81. http://dx.doi.org/10.37359/jope.v36(3)2024.2153.

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The significance of the current research lies in studying the impact of the Guidance Technique (Stopping Negative Thinking) to reduce psychological reluctance in swimming lessons among female students of Physical Education and Sports Sciences highlighting the concept of psychological reluctance and how to confront it in the swimming lessons. The research provides a comprehensive and integrated theoretical framework that benefits the guiding process, contributing to the development of guiding programs that help reduce or eliminate psychological reluctance. Additionally, this research offers a psychological reluctance scale, aiding in the evaluation and diagnosis of students for the purpose of guiding them. The research addressed an important segment represented by female students of the College of Physical Education and Sports Sciences, so the aim of the current research is to identify the impact of the guidance program according to the method (stopping negative thinking) to reduce psychological reluctance in the swimming lesson among female students of Physical Education and Sports Sciences, and achieving the research goal required the construction of two tools, namely: Firstly, a psychological reluctance scale in swimming lessons for female students of Physical Education and Sports Sciences. Secondly, a guiding program using the (Stopping Negative Thinking) method, consisting of 12 guiding sessions for female students of the College of Physical Education and Sports Sciences at the University of Baghdad, who exhibited high scores on the psychological reluctance scale in swimming lessons. To achieve this objective, the researchers employed the descriptive survey approach in developing the psychological reluctance scale and used the experimental method, with a pre-test and post-test design, for both the experimental and control groups, aligning with the research problem. The results indicated that the guiding method (Stopping Negative Thinking) had a significant effect in reducing psychological reluctance among female students of Physical Education and Sports Sciences, with a statistically significant difference compared to the control group.

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March-Amengual, Jaume-Miquel, Irene Cambra Badii, Joan-Carles Casas-Baroy, Cristina Altarriba, Anna Comella Company, Ramon Pujol-Farriols, Josep-Eladi Baños, Paola Galbany-Estragués, and Agustí Comella Cayuela. "Psychological Distress, Burnout, and Academic Performance in First Year College Students." International Journal of Environmental Research and Public Health 19, no. 6 (March 12, 2022): 3356. http://dx.doi.org/10.3390/ijerph19063356.

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Background: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. Methods: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students’ grades for the first semester were collected. Results: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. Conclusions: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

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Carcea, Maria Ileana, Carmen Catalina Ioan, Magdalena Iorga, Smaranda Buju, and Ana Maria Hojbota. "ENVIRONMENTAL SCIENCES: A PSYCHOLOGICAL-BEHAVIORAL MODEL FOR RESEARCHERS." Environmental Engineering and Management Journal 9, no. 10 (2010): 1443–49. http://dx.doi.org/10.30638/eemj.2010.193.

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21

Callaway, Kutter, and Brad Strawn. "Experimental Theology: Theological Anthropology and the Psychological Sciences." Journal of Psychology and Theology 48, no. 1 (June 7, 2019): 3–17. http://dx.doi.org/10.1177/0091647119854117.

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The theology and psychology “conversation” is currently constrained by a series of seemingly intractable difficulties, ranging from competing methodological commitments to assumptions about theological projects not being vulnerable to empirical verification or falsifiability. This article suggests that a thoroughgoing experimental theology has the capacity to move beyond a conversational paradigm in ways that current approaches simply do not allow, especially as it concerns an interdisciplinary understanding of what it means to be human. It suggests that Experimental Theology (ET) conceives of “conversation” only as a starting point for interdisciplinary projects; grounds theological theories empirically; and advances both psychological and theological research in new and substantive ways, and toward new ends.

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Depaoli, Sarah, Stephanie Agtarap, Andrew Young Choi, Kathleen M. Coburn, and Jing Yu. "Advances in quantitative research within the psychological sciences." Translational Issues in Psychological Science 4, no. 4 (December 2018): 335–39. http://dx.doi.org/10.1037/tps0000183.

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23

Mustofa, Muhamad Amin. "Psychological Foundations of Science Learning." JUPE : Jurnal Pendidikan Mandala 8, no. 3 (September 29, 2023): 1038. http://dx.doi.org/10.58258/jupe.v8i3.5990.

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(Dalam kajian pendidikan, psikologis merupakan studi tentang usaha manusia belajar dalam pendidikian, efektifitas intervensi pendidikan. Pendidikan berhubungan dengan bagaimana siswa belajar dan berkembang, sehingga landasan psikilogi pendidikan membahas berbagai informasi tentang kehidupan manusia pada umumnya serta gejala yang berhubungan dengan aspek pribadi manusia setiap tahapan. Bentuk psikologi pendidikan meliputi : psikologi perkembangan, psikologi belajar, psikologi sosial, dan psikologi pembelajaran. Kontribusi psikologi pendidikan dapat memberikan manfaat terhadap pengembangan kurikulum, terhadap sistem pembelajaran dan sistem penilaian. Dan pada paper ini akan membahas berkaitan dengan landasan psikologis pembelajaran IPA (Sains) di tingkat dasar.

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Белопольский, В. И., А. Л. Журавлев, and А. А. Костригин. "THE USSR ACADEMY OF SCIENCES." Институт психологии Российской академии наук. Социальная и экономическая психология, no. 3(19) (October 28, 2020): 197–226. http://dx.doi.org/10.38098/ipran.sep.2020.19.3.008.

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Авторы обращаются к истории организации и становления сектора социальной психологии в структуре Института психологии АН СССР в 1972-1975 гг. Описывается социально-исторический и научный контекст возникновения сектора. Обнаруженные архивные материалы показывают, как происходило обособление социально-психологической проблематики в самостоятельное научное подразделение, и как развивались темы научно-исследовательской деятельности в первые годы работы сектора. Рассматривается научная деятельность первых сотрудников сектора социальной психологии (зав. сектором Е.В. Шороховой, С.С. Паповяна, К.К. Платонова, М.И. Бобневой, О.И. Зотовой, Е.В. Спивак, Н.В. Кучевской, Ю.М. Жукова, П.Н. Шихирева), перед которыми стояла задача разработки социально-психологических проблем, а также участие других сотрудников Института психологии (Л.И. Анцыферовой, Е.А. Будиловой) и внешних исследователей (А.Р. Лурии) в социально-психологических исследованиях. Описываются первые планы и отчеты о научно-исследовательской деятельности сектора за 1972-1975 гг. Основными направлениями научных исследований являлись: методологические проблемы социальной психологии, история отечественной и зарубежной социальной психологии, социально-психологические факторы формирования личности, психологическая структура личности в разных социальных группах, социально-психологические особенности коллектива, психологические механизмы социальной регуляции поведения. Показывается научно-организационная деятельность сектора социальной психологии в эти годы: семинар «Методологические проблемы социальной психологии» (рук. Е.В. Шорохова), конференция-совещание «Биологическое и социальное в развитии человека» (сентябрь 1975 г.). Научно-исследовательская и научно-организационная деятельность сектора позволила Институту психологии стать одним из крупнейших научных центров в стране, занимающихся вопросами социальной психологии. The authors address the history of the organization and formation of the sector of social psychology in the structure of the Institute of Psychology of the USSR Academy of Sciences in 1972-1975. The social-historical and scientific context of the emergence of the sector of social psychology at the Institute of Psychology is described. The discovered archival materials show how the social-psychological problems were separated into an independent scientific unit and how the topics of research activities developed in the first years of the sector's work. The authors examine the scientific activity of the first employees of the sector of social psychology (head of the sector E.V. Shorokhova, S.S. Papovyan, K.K. Platonov, M.I. Bobneva, O.I. Zotova, E.V. Spivak, N.V. Kuchevskaya, Yu.M. Zhukov, P.N. Shikhirev), who were faced with the task of developing social-psychological problems, as well as the participation of other employees of the Institute of Psychology (L.I. Antsyferova, E.A. Budilova) and external researchers (A.R. Luria) in social-psychological research. The first plans and reports on the sector's research activities for 1972-1975 are described. The main directions of scientific research were: methodological problems of social psychology, history of Russian and foreign social psychology, social-psychological factors of personality formation, psychological structure of a personality in different social groups, social-psychological characteristics of a collective, psychological mechanisms of social regulation of behavior. The scientific-organizational activity of the sector of social psychology in these years is shown: the seminar “Methodological problems of social psychology” (headed by E.V. Shorokhova), the conference-meeting “Biological and social in human development” (September 1975). The research and scientific-organizational activities of the sector of social psychology allowed the Institute of Psychology to become one of the largest scientific centers in the country dealing with issues of social psychology.

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Nagibovich, O. A., V. V. Yusupov, and T. V. Sambukova. "Professor Vladimir Alexandrovich Korzynin (to the 60th anniversary)." Bulletin of the Russian Military Medical Academy 19, no. 2 (June 15, 2017): 277–79. http://dx.doi.org/10.17816/brmma623445.

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May 20, 2017 marked the 60th anniversary of the birth of colonel of the medical service in reserve, senior researcher in the research department (medical and psychological support) of the research center, doctor of psychological sciences and candidate of medical sciences, Professor Vladimir Aleksandrovich Korzunin.

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Nuri, Nabi, and Ali Osman. "psychological adjustment with swimming among students of some colleges of physical ‎education and sport sciences in Kurdistan region.‎." Sports Culture 13, no. 2 (December 31, 2022): 72–89. http://dx.doi.org/10.25130/sc.22.2.38.

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The aim of the study is to: Building a measure of psychological reassurance for students of some faculties of physical education and sports sciences in the Kurdistan region. Identifying the relationship between psychological tranquility and psychological adjustment for students of some faculties of physical education and sports sciences in the Kurdistan Region. To verify the objectives of the research, the researcher assumed the following: There is a statistically significant correlation between psychological reassurance and psychological adjustment for students of some faculties of physical education and sports sciences in the Kurdistan Region. The researcher used the descriptive approach in the style of correlative studies, the research community was identified from the university students who numbered (247) representing some universities in the Kurdistan region of Iraq (Karmian, Salah al-Din, Sulaymaniyah, Koya, Halabja), distributed over (5) colleges. (160) students by random method and by lottery method as a construction sample and identify (20) exploratory samples and (50) students as a sample for application. After presenting, analyzing and discussing the findings of the researcher, several conclusions were reached: In light of the objectives of the research and the hypothesis and limits of the research sample, the method used and based on what the results of the statistical analysis in this study indicated, the researcher concluded from the following: The effectiveness of the psychological reassurance scale that the researcher built during the scientific research procedures, which indicated the ability of the scale in measuring psychological reassurance among students of some faculties of physical education and sports sciences in the Kurdistan Region. With the presence of significant differences between the students of the research sample, there is a relationship and a moral correlation between psychological reassurance and psychological adjustment in the research sample

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Chirkov, Valery. "Reflections on an application of realism in psychology." Theory & Psychology 31, no. 3 (June 2021): 455–59. http://dx.doi.org/10.1177/09593543211005545.

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This comment on “Scientific Realism and the Issue of Variability in Behavior” (Arocha, 2021) succinctly summarizes the features of the positivist background that are found in the standard model of research implemented in psychology; moreover, this comment emphasizes that this model is unable to move the psychological sciences toward discoveries. Arocha (2021) put the realist paradigm forward as an alternative for psychology researchers. This paradigm changes the ontological, epistemological, and methodological assumptions of psychological sciences. It emphasizes the interconnectedness of the sociocultural and mental mechanisms of psychological functioning. The comment concludes with an outline of some objectives of realist psychological research.

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Khodadady, Ebrahim, and Zahra Hosseini Zahani. "Which Self Represents Sapiens? Biological, Psychiatric, Psychological or Religious?" Journal of Clinical Research and Reports 08, no. 05 (August 28, 2021): 01–07. http://dx.doi.org/10.31579/2690-1919/189.

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Background: The physical science of biology and social sciences of psychiatry, psychology and religion address “self” as one of their main themes of investigation. Objective: to find out which self-described by these sciences represents “sapiens” distinguished from all other organisms because of having wisdom. Methodology: a representative text of biology was chosen and subjected to textual and statistical analyses and contrasted to those of psychiatry, psychology and religion. Results: Biology, psychiatry and psychology employ the eight-taxon structure of Linnaeus [1] in which wisdom has no role to play and thus “sapiens” are treated as if they were similar, if not the same as, all other species of plants and animals. Religion, however, divides “sapiens” to three types of self-based on whether they exercise their wisdom or not. Conclusion: Biology, psychiatry and psychology render all selves including “sapiens” subject to life on the earth and justify whatever they do in terms of securing and enjoying it. Religion, however, lifts “sapiens” to the vicegerency of God and holds them responsible for the type of self they choose to become by extending life to hereafter.

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Shpagina, E. M. "The integrated nature of the method of psychological portraying in law enforcement." Psychology and Law 5, no. 4 (2015): 71–79. http://dx.doi.org/10.17759/psylaw.2015050406.

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The article reveals peculiarities of using the method of psychological portraying in law enforcement, shows the current practice of using psychological knowledge in solving crimes, reveals an integration relationship of other Sciences with psychology with the use of the method of psychological portraying the disclosure of crimes. The article presents a comprehensive approach to the psychological profile of an unknown offender. Psychological portraying of an unknown offender is regarded as a form of analytical work in solving crimes, which integrate information and knowledge from various Sciences such as forensics, criminology, detective work, psychiatry, sexology, victimology, etc. Psychological science (information of its various branches) is a fundamental element that helps to explain, interpret and describe the behavior of the offender and the victim to resolve the problems of law enforcement.

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Haugaard, Jeffrey J. "Defining psychological maltreatment: A prelude to research or an outcome of research?" Development and Psychopathology 3, no. 1 (January 1991): 71–77. http://dx.doi.org/10.1017/s0954579400005101.

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In commenting on the controversy surrounding the nomination of Samuel Huntington to the National Academy of Sciences, Diamond (1987) noted the disparate problems faced by scientists as they operationalize the concepts they use in their research. Diamond proposed that the process of operationalization was much more complex in the “soft” social sciences than in the “hard” physical sciences. Based on the level of this complexity, he concluded that the dichotomization of the sciences into hard and soft was incorrect. He suggested that they should be classified as hard and easy, with the social sciences comprising the hard category and the physical sciences the easy category.

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GREENWOOD, JOHN D. "Discursive Practices and Psychological Science." American Behavioral Scientist 36, no. 1 (September 1992): 114–23. http://dx.doi.org/10.1177/0002764292036001010.

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32

Liébana-Presa, Cristina, Mª Elena Fernández-Martínez, África Ruiz Gándara, Mª Carmen Muñoz-Villanueva, Ana María Vázquez-Casares, and Mª Aurora Rodríguez-Borrego. "Psychological distress in health sciences college students and its relationship with academic engagement." Revista da Escola de Enfermagem da USP 48, no. 4 (August 2014): 715–22. http://dx.doi.org/10.1590/s0080-623420140000400020.

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Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor), sex and degree among students from four public universities. Method: A non-experimental,comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.

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"Psychological Sciences toc." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, Supplement 1 (July 1, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr067.

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"Psychological Sciences toc." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 4 (July 1, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr083.

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"Psychological Sciences toc." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 5 (August 11, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr096.

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"Psychological Sciences toc." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 6 (October 19, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr124.

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"Psychological Sciences toc." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 67B, no. 3 (April 12, 2012): NP. http://dx.doi.org/10.1093/geronb/gbs010.

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"Psychological Sciences Reviewer Acknowledgements." Journals of Gerontology: Series B 75, no. 3 (February 14, 2020): 585–86. http://dx.doi.org/10.1093/geronb/gbaa014.

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Albritton, Betsy H., and Scott Tonidandel. "How Can Big Data Science Transform the Psychological Sciences?" Spanish Journal of Psychology 23 (2020). http://dx.doi.org/10.1017/sjp.2020.45.

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Abstract Big data and related technologies are radically altering our society. In a similar way, these approaches can transform the psychological sciences. The goal of this commentary is to motivate psychologists to embrace big data science for the betterment of the field. Big data sources, algorithmic methods, and a culture that embraces prediction has the potential to advance our science, improve the robustness and replicability of our research, and allow us to focus more centrally on actual behaviors. We highlight these key transformations, acknowledge criticisms of big data approaches, and emphasize specific ways psychologists can contribute to the big data science revolution.

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Abdullah, Mohamad Qasem. "The Significance of Psychological Sciences?" International Journal of Behavioral Research & Psychology, January 28, 2020, 1–3. http://dx.doi.org/10.19070/2332-3000-2000011e.

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MQ, Abdullah. "Contemporary Issues in Psychological Sciences." International Journal of Behavioral Research & Psychology, October 14, 2019, 256–57. http://dx.doi.org/10.19070/2332-3000-1900045.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 1 (December 14, 2010): NP. http://dx.doi.org/10.1093/geronb/gbq098.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 2 (February 19, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr006.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 3 (April 18, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr043.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, Supplement 1 (July 1, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr066.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 4 (July 1, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr082.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 5 (August 11, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr095.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 6 (October 19, 2011): NP. http://dx.doi.org/10.1093/geronb/gbr123.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 67B, no. 1 (January 1, 2012): NP. http://dx.doi.org/10.1093/geronb/gbr140.

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"Journal of Gerontology: Psychological Sciences." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 67B, no. 2 (March 1, 2012): NP. http://dx.doi.org/10.1093/geronb/gbs004.

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