Relevant bibliographies by topics / Psychology – History

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Psychology – History'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Psychology – History"

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Janabaevna, Kokkozova Janar. "HISTORY AND THEORY OF PSYCHOLOGY." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 2024): 119–21. http://dx.doi.org/10.37547/tajssei/volume06issue03-20.

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The study concludes that while social networks have a significant impact on adolescent personality development, the nature of this influence is complex and multifaceted. These insights contribute to a deeper understanding of the digital dimension of adolescent development, offering implications for parents, educators, and policymakers in supporting positive online experiences.
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Horkheimer, Max. "History and Psychology (1932)." Sententiae 39, no. 2 (December 29, 2020): 139–69. http://dx.doi.org/10.31649/sent39.02.139.

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The first Ukrainian translation of Max Horkheimer's article "History and Psychology" (Geschichte und Psychologie, 1932), made by Vitaly Bryzhnik under the scientific and literary editorship of Ivan Ivashchenko.
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Carr, Philippa. "Finnish Social Psychology Conference: Social Psychology of History and History of Social Psychology." Social Psychological Review 20, no. 1 (2018): 33–34. http://dx.doi.org/10.53841/bpsspr.2018.20.1.33.

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D., C. P., and David Hothersall. "History of Psychology." American Journal of Psychology 98, no. 1 (1985): 165. http://dx.doi.org/10.2307/1422781.

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Weidman, Nadine. "History of psychology." History of Psychology 19, no. 1 (2016): 1–2. http://dx.doi.org/10.1037/hop0000020.

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Münsterberg, Hugo. "Psychology and history." Psychological Review 101, no. 2 (1994): 230–36. http://dx.doi.org/10.1037/0033-295x.101.2.230.

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Webb, Wilse. "History of psychology." Theoretical & Philosophical Psychology 9, no. 1 (1989): 44–45. http://dx.doi.org/10.1037/h0091463.

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Suleymanov, Elchin, and Mehmet Shahingoz. "History and psychology." Filologiya məsələləri Journal of Philological Issues, no. 01 (2024): 310. http://dx.doi.org/10.59849/2224-9257.2024.1.310.

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Fuchs, Alfred H., Rand B. Evans, and Roger K. Thomas. "History of Psychology: Recurring Errors among Recent History of Psychology Textbooks." American Journal of Psychology 120, no. 3 (October 1, 2007): 477. http://dx.doi.org/10.2307/20445415.

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Hacker Hughes, Jamie, M. McCauley, and L. Wilson. "History of military psychology." Journal of the Royal Army Medical Corps 165, no. 2 (November 9, 2018): 68–70. http://dx.doi.org/10.1136/jramc-2018-001048.

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Military psychology is a specialist discipline within applied psychology. It entails the application of psychological science to military operations, systems and personnel. The specialty was formally founded during World War I in the UK and the USA, and it was integral to many early concepts and interventions for psychological and neuropsychological trauma. It also established a fundamental basis for the psychological assessment and selection of military personnel. During and after World War II, military psychology continued to make significant contributions to aviation psychology, cognitive testing, rehabilitation psychology and many models of psychotherapy. Military psychology now consists of several subspecialties, including clinical, research and occupational psychology, with the latter often referred to in the USA as industrial/organisational psychology. This article will provide an overview of the origins, history and current composition of military psychology in the UK, with select international illustrations also being offered.
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Dissertations / Theses on the topic "Psychology – History"

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Hampton, Simon Jonathan. "Evolutionary social psychology, natural history & the history of ideas." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3943/.

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The aim of this dissertation is to analyse two notions which inform contemporary evolutionary psychology. In Part I Tooby and Cosmides' (1992) Standard Model thesis of the history of twentieth century social science is examined with regard to social psychology. In Part II the practical and theoretical fecundity of the Environment of Evolutionary Adaptedness is examined, again with regard to social psychology. The analysis of the Standard Model thesis yields the result that it is not reliable as an intellectual history of social psychology. A principal reason for this is the failure of the thesis to acknowledge the instinct debate of the late nineteenth and early twentieth century. Further consideration of the instinct debate leads to the conclusion that evolutionary psychology may be in the process of repeating the history of social psychology rather than making substantive advances. The analysis of the Environment of Evolutionary Adaptedness concept yields two results. Firstly, in use it fails to accommodate the findings of palaeontology. Secondly, it promotes a view of mental capacity and functioning that is at odds with that of modern humans. Further consideration of the natural history of the human lineage leads to the conclusion that the past was not, in some sense, ontogenetically prior to the present and that it will not furnish social psychology with an adaptation that functions in a predictable manner. In Part III it is recommended that an evolutionary approach to social psychology should dispense with the concept of adaptation as proposed by evolutionary psychology.
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Long, Wahbie. "A history of 'relevance' : South African psychology in focus." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11203.

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This thesis investigates the historical and discursive contours of the "relevance" debate in South African psychology. It begins by contextualizing the debate, detailing how appeals for "relevance" in the broader discipline proliferated during the sixties and seventies in American, European and "Third World" psychology. The thesis observes further how widespread conditions of social turmoil precipitated the development of this crisis over "relevance", which was encouraged also by traits peculiar to psychology. These include the discipline's indecisiveness regarding its cognitive interest, its reliance on a basic but rarefied science for its scientific eminence, and its longstanding difficulty accommodating sociality. Proponents of "relevance", that is, insist that psychology attend to "real world" concerns. However, since the thesis advances the position that materiality can only be accessed via language, it is asserted that the credentialing of "relevance" occurs rhetorically.
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Brennan, Toni Lee. "Charlotte Wolff's contribution to psychology and to the history of sexuality." Thesis, University of Surrey, 2011. http://epubs.surrey.ac.uk/843115/.

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The Charlotte Wolff Archive in the History of Psychology Centre of the British Psychological Society is the only major collection of working papers from individual psychologists that preserves the papers of a woman psychologist, yet Wolff is relatively unknown. This thesis aims to consider her contribution to psychology and to the history of sexuality. In line with a view of history as alive in the present, this also entails engaging Wolff in contemporary debates on gender and sexuality. To this effect, Chapter 1 presents a biographical sketch of Wolff and introduces her legacy, including how the Wolff Archive was acquired and opened for research for the first time for the author of this thesis. Chapter 2 contextualizes Wolff as a woman psychologist in line with a feminist historical project of reclaiming missing voices - which entails a discussion of ways of 'doing history' and 'doing biography' and an examination of the concept of the archive. Chapter 3 considers the history of sexuality and how sexual identities have solidified with the rise of sexology; it also gives an account of the struggle for homosexual emancipation in Germany and of the implications of the 'forgetting' of lesbianism in German and British law, and concludes with some notes on Wolff's contemporaries in lesbian history Radclyffe Hall and Gertrude Stein. Having so contextualized Wolff, the thesis considers in further chapters her contribution to the history of sexuality by examining her autobiographical biographical writings as documents of lesbian history and beyond (Chapter 4), her contribution - with book length studies - to lesbian feminism (Chapter 5) and to theory and research on bisexuality (Chapter 6). Wolff's work as biographer of Magnus Hirschfeld (as well her theorizing of biography) are addressed in Chapter 7. Finally, Chapter 8 offers some conclusions on why Wolff has yet to be fully 'reclaimed' as the previous chapters on her work show that she deserves. Additional reflections are offered on the archive and archival research - at the level of the particular (engaging with the Wolff Archive) and in general terms. Finally, the thesis suggests future lines of enquiry.
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Berliner, Angie. "A history of psychology in New Zealand : early beginnings 1869–1929." Thesis, University of Canterbury. Psychology, 2014. http://hdl.handle.net/10092/10579.

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This thesis is concerned with the introduction and development of western psychology in New Zealand during the period 1869 – 1929. The foundations of psychology coincided with the early foundations of the country and the building of the first university colleges. The evolving colonial university system provided opportunity but also institutional limitations on the development of the subject. Sir Thomas Hunter introduced experimental psychology and established the first psychology laboratory in 1907 at Victoria College. Hunter was supported in this by his American based mentor, Edward B. Titchener. Hunter played an important role in campaigning for university reform and worked tirelessly to promote both the study and application of psychology. This thesis argues that historic global and local events were crucial to the development and advancement of psychology in New Zealand. World War 1 ended in 1918 and was followed by a deadly flu epidemic. These events led to new theories and developments in psychology, many of which were imported to New Zealand and adapted to suit local needs. Local changes in approaches to health care and social management opened opportunities for a professional role in psychology. Throughout the 1920’s psychologists expanded their field of influence and began to develop applications for psychological knowledge. By 1929, psychology had become firmly established as a discipline worthy of individual attention. New Zealand had not yet begun to produce significant psychological research but provided a unique host society in which, in the space of sixty years, the study of psychology was introduced and developed and largely kept pace with international advances.
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Linstrum, Erik. "Making Minds Modern: The Politics of Psychology in the British Empire, 1898-1970." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10597.

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This dissertation describes how innovations in the science of mind -- laboratory measurements, psychoanalysis, and mental testing -- changed the ideas and institutions of British imperialism. Psychology did not function as a tool of empire in any straightforward way: in many cases, the knowledge it generated called racial stereotypes into question, uncovered the traumatic effects of British rule, and drew unflattering contrasts between the hierarchical values of imperialism and an idealized vision of meritocracy. Psychology did, however, strengthen the authority of Western experts to intervene in other cultures. While they kept their distance from the political culture of officials and settlers, psychologists embraced a modernizing mission, arguing that knowledge of abilities and emotions could make colonized societies fairer and more efficient. The development projects which defined the postwar and postcolonial periods -- usually seen as the golden age of abstract, impersonal, "high modernist" planning -- relied in significant ways on the measurement and management of minds.
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Hemphill, James Franklin. "Psychopathy, criminal history, and recidivism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/NQ34517.pdf.

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Cooper, Hilary Jacquelyn. "Young children's thinking in history." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019081/.

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Theories of cognitive development relevant to children's thinking in history are examined and previous research relating these to history is discussed. No agreed patterns of development in historical thinking which are based on cognitive psychology have so far been found, and the early stages of children's historical thinking have not been adequately examined. An experiment was set up to investigate young children's ability to develop arguments about a variety of historical evidence. Two groups of twenty eight-year-old children were taught four periods of history over two terms, as part of an integrated curriculum, by the researcher who was their class teacher. Teaching strategies were based on experience (visits to sites and museums), and discussion of key evidence using taught concepts. These experimental groups were compared with a control group in another school, taught the same four periods as the experimental groups, by an experienced teacher, using his siwn methods. At the end of each unit, the control and experimental groups were given a written test to assess their ability to make deductions about evidence related to the period but previously unseen. The first experimental group also made tape-recordings of discussions of the evidence, led by the teacher. In the second experimental group discussions, no adult was present. The experimental groups were also tested on their ability to write stories based on their knowledge of this period. Assessment scales based on cognitive psychology and previous research were devised. Findings suggested that children were able to make a range of valid deductions about pictures, artefacts, diagrams, maps and writing, using learned vocabulary, and that they could recognise a distinction between certainty and probability. Discussions were more wide-ranging than written answers, whether an adult was present or not. It was suggested that through learning to make a range of valid suppositions about evidence, children begin to consider the attitudes and ideas of other societies. Teaching strategies are significant in developing children's historical understanding.
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Durrant, Russil. "A natural history of mind: the role of evolutionary explanations in psychology." Thesis, University of Canterbury. Psychology, 1998. http://hdl.handle.net/10092/4895.

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Evolutionary theory has been employed to explain psychological and social phenomena for over a hundred years. However, despite various claims that evolutionary theory should be considered the dominant theoretical framework for psychology, mainstream psychologists have resisted the widespread use of evolutionary explanations in their domain. This thesis aims to clarify the role of evolutionary explanations in psychology. In particular, I demonstrate that a clearer understanding of the role of evolutionary explanations in psychology is obtained by drawing on some recent literature in the philosophy of science. Evolutionary theory, I argue offers a coherent, unifying, explanatory framework for psychology, and evolutionary explanations should have a more prominent role in psychological science than they have had in the past. However, mainstream psychological theory will not be entirely replaced by theories drawn from the evolutionary research programme. The relationship between evolutionary explanations and other sorts of explanations in psychology is clarified, and some suggestions as to what evolutionary theory offers the future of psychology are forwarded.
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Fierro, Catriel. "Overcoming the ‘Chronic Doubt’: History of Psychology and Argentinian Psychologists’ Training and Education in the Context of Latin-American Psychology." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123834.

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The present study presents an empirical analysis of the relevance of psychologists’ historical education within the framework of Latin American psychology. The ‘chronic doubt’ about the formative aim of historiography is first characterized. The ways in which such historiography is a central input in Latin American and Argentinian psychologists’ training and education is then described. The results of a descriptive, mixed socio-bibliometric analysis of the literature used as readings (n = 798) in undergraduate historical courses at Argentinian psychology programs are presented. Findings indicate a marked predominance of texts and scholarship by Argentinian authors, a marked scarcity of Latin American authors and themes, and a problematic depiction of psychology’s historical pluralism. We conclude on the implications of such results for a critical history in the Latin American psychologists’ education, and on the need to contextualize local history in regional history of science.
El presente estudio constituye un análisis empírico de la relevancia de la educación histórica de los psicólogos en el marco de la psicología latinoamericana. Se caracteriza la ‘duda crónica’ sobre el sentido formativo de la historiografía, describiéndose las formas en que dicha historiografía representa un insumo central en la formación de los psicólogos latinoamericanos y argentinos. Luego se exponen los resultados de un análisis cuantitativo y cualitativo descriptivo, de tipo socio-bibliométrico, sobre la literatura utilizada como bibliografía (n=798) en asignaturas históricas de carreras de psicología en Argentina. Los resultados indican un predominio marcado de literatura de autores argentinos, una escasez marcada de autores latinoamericanos y una representación en ocasiones problemática del pluralismo histórico de la disciplina. Se concluye sobre las implicaciones de tales resultados para una historia crítica en la formación de psicólogos latinoamericanos y sobre la necesidad de contextualizar la historia local en la historia regional de la ciencia.
La présente étude constitue une analyse empirique de la pertinence de l’éducation historique des psychologues dans le contexte de la psychologie latino-américaine. Le “doute chronique” sur le sens formatif de l’historiographie est caractérisé, en décrivant les manières dont cette historiographie représente un apport central dans la formation des psychologues latinoaméricains et argentins. Les résultats d’une analyse descriptive quantitative et qualitative, de type socio-bibliométrique, sur la littérature utilisée comme bibliographie (n = 798) dans le contenu des cours historiques de carrières en psychologie en Argentine sont présentés. Les résultats indiquent une prédominance marquée de la littérature écrite par des auteurs argentins, une pénurie marquée d’auteurs latino-américains et une représentation parfois problématique du pluralisme historique de la discipline. Il conclut sur les implications de tels résultats pour une histoire critique dans la formation des psychologues latino-américains et sur la nécessité de contextualiser l’histoire locale dans l’histoire régionale de la science.
O presente estudo constitui uma análise empírica da relevância da educação histórica dos psicólogos no quadro da psicologia latino-americana. É caracterizada a “dúvida crônica” sobre o sentido formativo da historiografia, descrevendo as formas pelas quais essa historiografia representa um aporte central no treinamento de psicólogos latino-americanos e argentinos. São apresentados os resultados de uma análise quantitativa e qualitativa descritiva, sócio-bibliométrica da literatura utilizada como bibliografia (n = 798) em disciplinas históricas de carreiras de psicologia na Argentina. Os resultados indicam uma marcada predominância da literatura dos autores argentinos, uma escassez marcada de autores latino-americanos e uma representação problemática do pluralismo histórico da disciplina. Conclui sobre as implica- ções de tais resultados para uma história crítica na formação de psicólogos latino-americanos e sobre a necessidade de contextualizar a história local na história regional da ciência.
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Black, Candace Jasmine. "The life history narrative| How early events and psychological processes relate to biodemographic measures of life history." Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102782.

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The aim of this project is to examine the relationships between two approaches to the measurement of life history strategies. The traditional method, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, inter-birth intervals, pubertal timing, and sexual debut. The alternative method under exploration, termed here the psychological approach, measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. Although both approaches are supported by a large body of literature, they remain relatively segregated. This study draws inspiration from both views, integrating measures that assess developmental milestones, including birthweight, prematurity, pubertal timing, and onset of sexual behavior, as well as psychological life history measures such as the Mini-K and a personality inventory. Drawing on previous theoretical work on the fundamental dimensions of environmental risk, these measures are tested in conjunction with several scales assessing the stability of early environmental conditions, including both “event-based” measures that are defined with an external referent, and measures of internal schemata, or the predicted psychological sequelae of early events. The data are tested in a three-part sequence, beginning with the measurement models under investigation, proceeding to an exploratory analysis of the causal network, and finishing with a cross-validation of the structural model on a new sample. The findings point to exciting new directions for future researchers who seek to integrate the two perspectives.

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Books on the topic "Psychology – History"

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Freedheim, Donald K., and Weiner Irving B. Handbook of psychology: History of psychology. Edited by NetLibrary Inc. New York: Wiley, 2003.

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Tileaga, Cristian, and Jovan Byford, eds. Psychology and History. Cambridge: Cambridge University Press, 2014. http://dx.doi.org/10.1017/cbo9781139525404.

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O’Boyle, Cherie. History of Psychology. Classic edition. | New York, NY : Routledge, 2021. | Series: Psychology Press & Routledge classics: Routledge, 2020. http://dx.doi.org/10.4324/9781003141518.

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Hothersall, David. History of psychology. 2nd ed. New York: McGraw-Hill, 1990.

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Hothersall, David. History of psychology. 3rd ed. New York: McGraw-Hill, 1995.

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Dwyer, Helen. History of psychology. Redding, Conn: Brown Bear Books, 2011.

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Leahey, Thomas Hardy. A History of Psychology. Eighth Edition. | New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315624273.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. A History of Psychology. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432.

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Devonis, David C., ed. History of Psychology 101. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826195715.

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Dwyer, Helen. The history of psychology. Tucson, AZ: Brown Bear Books, 2010.

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Book chapters on the topic "Psychology – History"

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Klotter, Christoph. "History of Psychology—History of Psychology?" In Psychology as the Defender of Modernity, 37–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38401-2_7.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. "Psychology." In A History of Psychology, 14–22. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432-2.

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Eysenck, Michael W. "History of psychology." In Simply Psychology, 19–42. 5th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003100492-2.

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Brock, Adrian C. "History of Psychology." In Encyclopedia of Critical Psychology, 872–78. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_137.

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Torres Rivera, Edil. "History." In International and Cultural Psychology, 1–10. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-46105-7_1.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. "Contemporary Psychology." In A History of Psychology, 3–13. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432-1.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. "Gestalt Psychology." In A History of Psychology, 206–25. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432-11.

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Lawson, Robert B., E. Doris Anderson, and Antonio Cepeda-Benito. "Clinical Psychology." In A History of Psychology, 369–80. Second Edition. | New York : Routledge, 2018. | Revised edition of A history of psychology, c2007.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225432-19.

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Woody, William Douglas, and Wayne Viney. "Gestalt Psychology." In A History of Psychology, 251–67. 7th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003187677-18.

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Penketh, Claire. "Psychology." In A History of Disability and Art Education, 84–100. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003083368-7.

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Conference papers on the topic "Psychology – History"

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Umarova, Saian Khalimovna, and Tagir Umarpashaevich Abuev. "On the History of Psychology." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98902.

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F.Bayanova, Larisa. "Seminar-Convergence In Teaching History Of Psychology." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.11.

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"Development History and Prospect of TCM Psychology." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.108.

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Heinrichova, Nadezda. "Teaching History Through German Literature." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.17.

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Heinrichova, Nadezda. "Learning History Through Stories About East Germany." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.41.

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Kuznetsov, V. "HISTORY OF DEVELOPMENT OF THE CONCEPT OF MIRROR NEURONS." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m452.sudak.ns2019-15/253-255.

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Burlakova, Natalia. "Reconstructing Dynamics And History Of A Child’S Self-Consciousness Development: A Phenomenological Study." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.15.

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Predanocyova, Lubica. "HISTORY AND PRESENT EDUCATION OF CITIZENS IN SLOVAKIA." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.047.

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Kudlacova, Blanka. "HISTORY, PRESENT AND PERSPECTIVES IN HISTORICAL-EDUCATIONAL RESEARCH." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.048.

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Camelia-Vasilica, Chețu. "Psychological Intervention For Improving Prenatal Attachment Of Pregnant Women With A History Of Previous Miscarriage." In 5th International Congress on Clinical & Counselling Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.11.

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Reports on the topic "Psychology – History"

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Evgenievna, Serova Olga. Dynamics and factors of development of scientific and methodological content of the history of Russian psychology. DOI СODE, 2023. http://dx.doi.org/10.18411/doicode-2023.102.

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Chong, Alberto E. Is It Possible to Speak English Without Thinking American?: On Globalization and the Determinants of Cultural Assimilation. Inter-American Development Bank, March 2006. http://dx.doi.org/10.18235/0010856.

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Based on research in linguistics and psychology I use language speech as a reflection of acculturation. I use individual and city-level data from the Lake Ontario area in Canada and study the determinants of cultural assimilation. I focus on education, age, income, and in particular, on some variables typically discussed when globalization issues come up, such as immigration, television viewing, borders, and residence history of the individuals. I find that actual contact does matter as a determinant of cultural homogenization. Virtual contact appears to be irrelevant. This finding is robust to changes in specification and to different empirical methods.
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Schmidt, Alex P. Defining Terrorism. ICCT, March 2023. http://dx.doi.org/10.19165/2023.3.01.

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This report summarizes, and builds on, some of the author’s previous conceptual work. It approaches the definition of terrorism from five angles: (i) by focusing on the history of terrorism; (ii) by focusing on the psychology of ‘terror’ (the threat and fear factor); (iii) by focusing on forms of political violence other than terrorist violence; (iv) by focusing on the terrorist act; and (v) by focusing on the terrorist. Subsequently it addresses the question who should have definition power? The author looks at how terrorists, victims of terrorism, religious authorities, mass and social media, national governments, the United Nations, and members from academia have tried to define terrorism. In his conclusion, the author pleads for a narrow definition of terrorism. The main body of the text is followed by a sample of definitions of terrorism and a bibliography of books, book chapters, and articles on the subject.
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Pedagogical Psychology: The History of Formation and Development. SIB-Expertise, March 2023. http://dx.doi.org/10.12731/er0678.13032023.

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