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Journal articles on the topic 'Psychology paradigms'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Macedo, Jhonatan Dhimmy Fraga, and Pedro Adalbeto Gomes de Oliveira Neto. "The Cartesian and Hegelian Paradigms as Epistemological Bases of Social Psychology." Fragmentos de Cultura 28, no. 1 (2018): 104. http://dx.doi.org/10.18224/frag.v28i1.5607.

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Abstract: this paper aims to discuss the philosophical foundations of Psychology. Here, the cartesian and hegelian paradigms will be questioned. They, according to Farr (2013), are fundamental milestones in the constitution of Psychology as an area of knowledge. In this sense, it is initially proposed to present the Cartesian paradigm and its consequences in the social and human sciences, in general, and in Psychology, specifically. In a second moment, will be presented the philosophical paradigm inaugurated by Hegel as a more social and relational alternative to the cartesian model. Finally,

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2

Chesnokova, Milena G. "ABOUT PARADIGMS IN PSYCHOLOGY." Moscow University Psychology Bulletin 2016, no. 4 (2016): 61–83. http://dx.doi.org/10.11621/vsp.2016.04.61.

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3

Spooren, Wilbert. "Paradigms for discourse psychology." Document Design 1, no. 1 (1999): 63–66. http://dx.doi.org/10.1075/dd.1.1.14spo.

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4

Lafosse, Jose M., and Michael C. Zinser. "A Case-Conference Exercise to Facilitate Understanding of Paradigms in Abnormal Psychology." Teaching of Psychology 29, no. 3 (2002): 220–22. http://dx.doi.org/10.1207/s15328023top2903_09.

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In this article we describe an in-class case-conference exercise designed to enhance the teaching of paradigms in abnormal psychology courses. The primary pedagogical goals are to increase awareness of how paradigms are applied in real-life settings; better distinguish between paradigms; and recognize how paradigms influence understanding of etiology, assessment, and treatment. A pretest–posttest evaluation of paradigm-related knowledge and student ratings of the exercise from 2 classes support the effectiveness of the exercise. The exercise makes it possible for instructors to more effectivel

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Yurov, Igor A. "System-complex paradigm of domestic psychology." Theoretical and experimental psychology 16, no. 2 (2023): 36–49. http://dx.doi.org/10.11621/tep-23-11.

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Background. Russian monographs and textbooks describe only foreign psychological paradigms. Th e paradigms developed by Russian psychologists make it possible to achieve the level of scientifi c philosophical generalization, but do not specify the psychological paradigms themselves. Th erefore, appealing to the system-complex paradigm seems to be especially relevant at the present stage of development of domestic psychology. Objective. Th e study has its purpose to present a system-complex paradigm based on the works of Russian psychologists. Sample. Th e study features the works of 35 scienti

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Whiteley, John M. "The Paradigms of Counseling Psychology." Counseling Psychologist 27, no. 1 (1999): 14–31. http://dx.doi.org/10.1177/0011000099271002.

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7

Wilkinson, Sue. "Feminist Social Psychology: Evolving Paradigms." Equal Opportunities International 5, no. 3 (1986): 39–42. http://dx.doi.org/10.1108/eb010458.

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8

Marhayati, Nelly. "Interpretive Paradigm in Psychology." Nathiqiyyah 3, no. 2 (2020): 86–102. http://dx.doi.org/10.46781/nathiqiyyah.v3i2.171.

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 The Purpose of this article is to know interpretive paradigm in Psychology. When researchers examine cultural behavior, especially the experience of individuals then to detect and describe some aspects of the implied culture, hidden rules, the meaning of rituals and worship in a cultural society, they should use interpretive paradigm. The interpretive paradigm in the field of psychology is a foundation for qualitative research methods. A qualitative approach can be used when the researcher understands the informants’ point of view more deeply, dynamically and will explore various factor

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Gerstein, Lawrence H. "Counseling Psychology's Commitment to Strengths: Rhetoric or Reality?" Counseling Psychologist 34, no. 2 (2006): 276–92. http://dx.doi.org/10.1177/0011000005283518.

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A positive psychology framework is consistent with counseling psychology's historic claim of focusing on strengths and optimal human functioning. The major articles in this issue of The Counseling Psychologist introduced many innovative, provocative, pragmatic, and useful ideas, strategies, and models related to this framework. For the most part, these articles failed, however, to integrate cultural factors, developmental concepts and interventions, and other strategies (e.g., social justice, psycho-education, prevention, program development, consultation) in their discussion of paradigms grou

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Yıldırım, Özge, and Ayşe Esra İşmen Gazioğlu. "From Modern Paradigms to Postmodern Paradigms: Therapeutic Interventions on a Journey of Change and Transformation." Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 16, no. 4 (2024): 658–72. http://dx.doi.org/10.18863/pgy.1393192.

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The transition from a hierarchy-based approach to therapy, in which the counselor is seen as an objective observer of the client's life; to an egalitarian counselor-client relationship-based therapy approach, which holds the client in their strengths, focuses on what the solution is, and sees the client as an expert, is a radical paradigm shift in the field of psychology. The background of this change in psychology's perspective, based on the questioning of modernism's belief that truth, knowledge and reality are universal and valid beyond all times and places. These inquiries have given birth

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11

Efendi, Erwan, Nanda Ramadhan, Maya Sari, Shadrina Asya, and Fahmi Alhadi. "Model dan Proses Komunikasi." VISA: Journal of Vision and Ideas 3, no. 3 (2023): 586–91. http://dx.doi.org/10.47467/visa.v3i3.643.

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Psychological and mechanistic paradigms are two different approaches to understanding and explaining human phenomena and the world around them. The psychology paradigm involves the study of human thoughts, behavior, and mental processes. This approach focuses on understanding how individuals think, feel, and act. Psychological paradigms include various theories and methods used to study human psychological aspects. On the other hand, the mechanistic paradigm involves the view that the world can be explained and understood through the principles of mechanics and causality. These two paradigms h

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12

Lueck, C. J., T. J. Crawford, L. Henderson, J. A. M. Van Gisbergen, J. Duysens, and C. Kennard. "Saccadic Eye Movements in Parkinson's Disease: II. Remembered Saccades— towards a Unified Hypothesis?" Quarterly Journal of Experimental Psychology Section A 45, no. 2 (1992): 211–33. http://dx.doi.org/10.1080/14640749208401325.

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Ten patients with mild to moderate Parkinson's disease were compared with ten age-matched normal controls in a series of saccadic paradigms in order to test various hypotheses relating to the origin of the Parkinsonian saccadic defect. The paradigms comprised a reflex saccade paradigm, a standard remembered saccade paradigm, a remembered saccade paradigm with delayed centre-offset, and a remembered saccade paradigm with a second target flash immediately prior to saccade execution. Finally, subjects executed both reflex and remembered saccades in a standard remembered paradigm (the “two-saccade

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13

Williams, DI, and JA Irving. "Counselling psychology: a conflation of paradigms." Counselling Psychology Review 11, no. 2 (1996): 4–6. http://dx.doi.org/10.53841/bpscpr.1996.11.2.4.

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14

Kostic, Aleksandar, and Milena Bozic. "Constraints on probability distributions of grammatical forms." Psihologija 40, no. 1 (2007): 5–35. http://dx.doi.org/10.2298/psi0701005k.

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In this study we investigate the constraints on probability distribution of grammatical forms within morphological paradigms of Serbian language, where paradigm is specified as a coherent set of elements with defined criteria for inclusion. Thus, for example, in Serbian all feminine nouns that end with the suffix "a" in their nominative singular form belong to the third declension, the declension being a paradigm. The notion of a paradigm could be extended to other criteria as well, hence, we can think of noun cases, irrespective of grammatical number and gender, or noun gender, irrespective o

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15

Cecchini, Stefano. "Teorie e paradigmi in psicologia. Riflessioni sulle diverse possibilitŕ di dialogo tra differenti teorie." STUDI JUNGHIANI, no. 29 (August 2009): 113–28. http://dx.doi.org/10.3280/jun2009-029006.

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Over the last fifty years we have witnessed the birth, within psychology, of different concepts, aimed at directing attention to how the individual develops and applies the knowledge to his own interiority and to that of others. At least, two of these concepts were greeted in time as representing the advent of a new paradigm in the sense of Kuhn's theory on science revolutions. If this were true, it would support the hypothesis that in the world of psychology could coexist, unlike that of physic sciences, theories from different paradigms. In reality, however, the most "popular" option in the

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16

Ar Rizky Maulana Akbar, Aura Khairunnisa, Indah Puspita Sari, et al. "Hakikat Pendidikan IPA." Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa 3, no. 1 (2025): 235–45. https://doi.org/10.62383/algoritma.v3i1.395.

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Science Education (IPA) has a very important role in the development of science, technology, and in forming critical and analytical thinking patterns of students. Through science learning, students not only gain knowledge about scientific concepts, but are also trained to think critically, systematically, and creatively in dealing with various problems. One aspect that influences the success of science learning is cognitive psychology, which focuses on how individuals process, store, and remember information. Cognitive psychology plays an important role in designing effective learning strategi

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17

Hornung, Severin. "Critical Work and Organizational Psychology: An Emerging Paradigm of Research in Psychology." Proceedings of The International Conference on Research in Psychology 2, no. 1 (2025): 1–11. https://doi.org/10.33422/icrpconf.v2i1.770.

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The objective of this brief meta-theoretical contribution is to outline recent developments associated with the emergence of an epistemologically critical paradigm in the academic field of psychology applied to work and organizations. First, the background of these developments and the shortcoming of conventional or mainstream work and organizational psychology are sketched out. Subsequently, attention is called to recent scientific debates involving calls for a critical paradigm in work and organizational psychology. Preliminarily and pragmatically, three waves of publications are distinguish

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18

SAWA, KOSUKE. "Translation among research paradigms in animal psychology." Japanese Journal of Animal Psychology 58, no. 1 (2008): 73–76. http://dx.doi.org/10.2502/janip.58.1.8.

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19

Oaksford, Mike, and Nick Chater. "New Paradigms in the Psychology of Reasoning." Annual Review of Psychology 71, no. 1 (2020): 305–30. http://dx.doi.org/10.1146/annurev-psych-010419-051132.

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The psychology of verbal reasoning initially compared performance with classical logic. In the last 25 years, a new paradigm has arisen, which focuses on knowledge-rich reasoning for communication and persuasion and is typically modeled using Bayesian probability theory rather than logic. This paradigm provides a new perspective on argumentation, explaining the rational persuasiveness of arguments that are logical fallacies. It also helps explain how and why people stray from logic when given deductive reasoning tasks. What appear to be erroneous responses, when compared against logic, often t

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20

Barber, T. X. "Restrictive versus open paradigms in comparative psychology." American Psychologist 51, no. 1 (1996): 58–59. http://dx.doi.org/10.1037/0003-066x.51.1.58.

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21

Hartung, Paul J., and Annamaria Di Fabio. "Sustainable development: A fourth paradigm for twenty-first century careers." Australian Journal of Career Development 33, no. 3 (2024): 203–11. http://dx.doi.org/10.1177/10384162241287739.

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This contribution proposes a fourth paradigm for twenty-first century careers adopting a sustainable development framework. First the evolution of the career development field through three paradigms (individual differences, individual development, life design) of career science and practice is offered. Then sustainable development as a fourth paradigm is introduced considering two pillars, Sustainability Science including contributions from the psychology of sustainability and sustainable development, and Human Security Psychology. Enhancing the well-being of individuals and environments, the

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22

Moreland, J. P. "Intelligent Design Psychology and Evolutionary Psychology: A Comparison of Rival Paradigms." Journal of Psychology and Theology 29, no. 4 (2001): 361–77. http://dx.doi.org/10.1177/009164710102900407.

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23

McInnis, Erica Elaine. "Black psychology: A paradigm for a less oppressive clinical psychology?" Clinical Psychology Forum 1, no. 299 (2017): 3–8. http://dx.doi.org/10.53841/bpscpf.2017.1.299.3.

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To be a less oppressive clinical psychology is to incorporate paradigms such as black psychology for emotional and spiritual liberation. This promotes emotional resilience, wellbeing and community healing. Indeed, it goes beyond lip service, it alleviates culturally encountered psychological distress.

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24

Asmara, Andes Safarandes, and Iwan Junaedi. "Trend Paradigma dalam Pendidikan Matematika." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 3 (2018): 309–14. http://dx.doi.org/10.24246/j.js.2018.v8.i3.p309-314.

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The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. Th

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25

Roediger, Henry L. "Paradoxical Paradigms." Contemporary Psychology: A Journal of Reviews 38, no. 9 (1993): 903–5. http://dx.doi.org/10.1037/033676.

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26

Helms, Janet E. "At Long Last-Paradigms for Cultural Psychology Research." Counseling Psychologist 17, no. 1 (1989): 98–101. http://dx.doi.org/10.1177/0011000089171005.

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27

Kertzer, Joshua D., and Dustin Tingley. "Political Psychology in International Relations: Beyond the Paradigms." Annual Review of Political Science 21, no. 1 (2018): 319–39. http://dx.doi.org/10.1146/annurev-polisci-041916-020042.

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Political psychology in international relations (IR) has undergone a dramatic transformation in the past two decades, mirroring the broader changes occurring in IR itself. This review examines the current state of the field. We begin by offering a data-driven snapshot analyzing four years of manuscript classifications at a major IR journal to characterize the questions that IR scholars engaged in psychological research are and are not investigating. We then emphasize six developments in particular, both present-day growth areas (an increased interest in emotions and hot cognition, the rise of

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28

Henley, Tracy B. "Meehl revisited: A look at paradigms in psychology." Theoretical & Philosophical Psychology 9, no. 1 (1989): 30–36. http://dx.doi.org/10.1037/h0091459.

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29

Midgley, Nick. "Psychoanalysis and qualitative psychology: complementary or contradictory paradigms?" Qualitative Research in Psychology 3, no. 3 (2006): 213–31. http://dx.doi.org/10.1191/1478088706qrp065oa.

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30

Skinner, Rasjid. "Traditions, Paradigms and Basic Concepts in Islamic Psychology." Journal of Religion and Health 58, no. 4 (2018): 1087–94. http://dx.doi.org/10.1007/s10943-018-0595-1.

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31

Strauman, Timothy J. "Paradigms, promises, and the potential of clinical psychology." Journal of Clinical Psychology 57, no. 9 (2001): 1125–32. http://dx.doi.org/10.1002/jclp.1079.

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32

Jaramillo Estrada, Juan Carlos. "Identity considerations for a psychology based on a complex epistemology." International Journal of Psychological Research 2, no. 2 (2009): 158–66. http://dx.doi.org/10.21500/20112084.871.

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Born in the late nineteenth century, within the positivist paradigm, psychology has made important developments that have allowed its recognition in academia and labor. However, contextual issues have transformed the way we conceptualize reality, the world and man, perhaps in response to the poor capacity of the inherited paradigm to ensure quality of life and welfare of human beings. This has led to the birth and recognition of new paradigms, including complex epistemology, in various fields of the sphere of knowledge, which include the subjectivity, uncertainty, relativity of knowledge, conf

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Iqbal, Naved, and Rasjid Skinner. "Islamic psychology: Emergence and current challenges." Archive for the Psychology of Religion 43, no. 1 (2021): 65–77. http://dx.doi.org/10.1177/0084672420983496.

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Traditionally, mainstream psychology mostly presented religion in a negative light. However, recent years have witnessed a growing realization that religion has a substantial role to play in improving physical and mental health. Given the importance of religion, the American Psychological Association (APA) has division 36 “Psychology of religion.” But the perspective of mainstream psychology does not acknowledge the spiritual nature of human beings and their connection to God. Islamic psychology is one of the religion-based perspectives which acknowledges it. This perspective has also attracte

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34

Nakata, Hiroki, Natsumi Arakawa, Chiharu Suzuki, and Michiko Nakayama. "Modality Difference in N2 and P3 Components Between Visual and Auditory Go/No-Go Paradigms." Journal of Psychophysiology 30, no. 4 (2016): 131–40. http://dx.doi.org/10.1027/0269-8803/a000163.

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Abstract. We investigated the modality difference in the N2 and P3 components of event-related potentials (ERPs) between visual and auditory Go/No-go paradigms. We evaluated the relationship between RT and the amplitudes and latencies of N2 and P3 in visual and auditory Go/No-go paradigms. No significant differences were observed in the latencies of N2 and P3 between visual and auditory paradigms. Significant correlations were observed between RT and the latency of P3 in the visual and auditory paradigms. In contrast, the amplitudes of N2 and P3 were significantly larger in the visual paradigm

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35

Lueck, C. J., S. Tanyeri, T. J. Crawford, L. Henderson, and C. Kennard. "Saccadic Eye Movements in Parkinson's Disease: I. Delayed Saccades." Quarterly Journal of Experimental Psychology Section A 45, no. 2 (1992): 193–210. http://dx.doi.org/10.1080/14640749208401324.

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The saccadic eye movements of nine patients with Parkinson's disease were compared to those of nine age-matched controls in two paradigms generating volitional saccades. In both paradigms, subjects had to make delayed saccades to peripheral LED targets: a peripheral target appeared 700 msec before a buzzer sounded, the buzzer being the signal to make a saccade to the target. In the first paradigm (“centre-off”), the fixation target was extinguished simultaneously with buzzer onset. In the second (“centre-remain”) it was not extinguished until 1000 msec later. The results showed that for outwar

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Ancis, Julie R. "Transcending Traditional Paradigms." Contemporary Psychology: A Journal of Reviews 42, no. 7 (1997): 603–4. http://dx.doi.org/10.1037/000223.

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37

Peiró, José M. "Applied Psychology and Careers in the 21st Century. Challenges and Opportunities." Australian Journal of Career Development 34, no. 2 (2025): 114–23. https://doi.org/10.1177/10384162251350691.

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Applied Psychology has been characterized as a paradigm of scientific psychology. The main features concern the type of science, the object of study, and the nature of professional practice. In this context, two research programs that tackle relevant issues for the development of a career paradigm aiming for sustainable careers are presented. The first study examines the reciprocal influence on enhancing well-being and performance at work, aiming for sustainability. The second study examines the role of digital and digitalized competences in the transforming nature of work, as well as the impa

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MAKHINOV, V. "Education and social communications: priorities of the sociocultural paradigm." INFORMATION AND LAW, no. 1(1) (March 29, 2011): 55–61. http://dx.doi.org/10.37750/2616-6798.2011.1(1).271464.

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The article attempts to analyze the priorities of socio-cultural paradigm of education, which is conceptualized in the context of the problem of preparing future teachers to learner-centered education of scholars. Comparative characteristics of the humanistic and traditional paradigms of university teacher training are presented. The psychology-pedagogical researches of the problem in socio-culture and its connection with social communications are analyzed.

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Marx, Ivo, Thomas Hacker, Xue Yu, Samuele Cortese, and Edmund Sonuga-Barke. "ADHD and the Choice of Small Immediate Over Larger Delayed Rewards: A Comparative Meta-Analysis of Performance on Simple Choice-Delay and Temporal Discounting Paradigms." Journal of Attention Disorders 25, no. 2 (2018): 171–87. http://dx.doi.org/10.1177/1087054718772138.

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Objective: Impulsive choices can lead to suboptimal decision making, a tendency which is especially marked in individuals with ADHD. We compared two different paradigms assessing impulsive choice: the simple choice paradigm (SCP) and the temporal discounting paradigm (TDP). Method: Random effects meta-analyses on 37 group comparisons (22 SCP; 15 TDP) consisting of 3.763 participants (53% ADHD). Results: Small-to-medium effect sizes emerged for both paradigms, confirming that participants with ADHD choose small immediate over large delayed rewards more frequently than controls. Moderation analy

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Shchetinina, Viktoria V. "METHODS OF SOCIAL PSYCHOLOGY IN THE CONTEXT OF PARADIGMS." Scientific Review. Series 2. Human sciences, no. 6 (2018): 113–20. http://dx.doi.org/10.26653/2076-4685-2018-6-10.

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Savickas, Mark L. "New Questions for Vocational Psychology: Premises, Paradigms, and Practices." Journal of Career Assessment 19, no. 3 (2011): 251–58. http://dx.doi.org/10.1177/1069072710395532.

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Posada, Roberto, and Gustavo A. Peña. "Defining Morality for Psychology: The Risk of Integrating Paradigms." Psychological Inquiry 34, no. 2 (2023): 96–99. http://dx.doi.org/10.1080/1047840x.2023.2248860.

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Weber, René, Allison Eden, Richard Huskey, J. Michael Mangus, and Emily Falk. "Bridging Media Psychology and Cognitive Neuroscience." Journal of Media Psychology 27, no. 3 (2015): 146–56. http://dx.doi.org/10.1027/1864-1105/a000163.

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Abstract. Media neuroscience has emerged as a new area of study at the intersection of media psychology and cognitive neuroscience. In previous work, we have addressed this trend from a methodological perspective. In this paper, we outline the progression of scholarship in systematic investigations of mass communication phenomena over the past century, from behaviorism and environmental determinism to biological and evolutionary paradigms. These new paradigms are grounded in an emergentist perspective on the nature of psychological processes. We discuss what it means to ask valid research ques

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Bedford, Olwen, and Kuang-Hui Yeh. "The Contribution of Chinese Process Thought to Psychology as a Global Science: Filial Piety as an Example." Review of General Psychology 24, no. 2 (2020): 99–109. http://dx.doi.org/10.1177/1089268019889337.

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In this article, we use Birch and Cobb’s argument for the application of dual paradigms in the natural sciences and theoretical advances in Chinese indigenous psychology to indicate how a process-relational perspective can contribute to the development of psychology as a global science able to represent the full human experience. We first review the philosophical foundations of mainstream psychology, which emphasizes substance thinking and methodological individualism, and highlight its limitations for supporting truly culture-inclusive global research. Scholars in other natural science discip

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45

Friesen, Andrew, and Terry Orlick. "A Qualitative Analysis of Holistic Sport Psychology Consultants’ Professional Philosophies." Sport Psychologist 24, no. 2 (2010): 227–44. http://dx.doi.org/10.1123/tsp.24.2.227.

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Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purpose

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Schwartz, Ana I., and Gretchen Sunderman. "Forging Links Between Cognitive Psychology, Applied Linguistics, and Educational Psychology." American Journal of Psychology 137, no. 2 (2024): 157–68. http://dx.doi.org/10.5406/19398298.137.2.07.

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Abstract In this article we demonstrate how the groundbreaking feature of the revised hierarchical model, its recognition of links that grow and respond adaptively, are mirrored in how Judith F. Kroll spearheaded efforts to bring together scientists across disparate fields such as cognitive psychology, applied linguistics, and educational psychology. The article showcases a few studies that used basic cognitive psychology paradigms to address and inform applied questions pertaining to language learning and reading. The review includes a biographical backstory on how those interdisciplinary lin

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Kulke, Louisa, Britta von Duhn, Dana Schneider, and Hannes Rakoczy. "Is Implicit Theory of Mind a Real and Robust Phenomenon? Results From a Systematic Replication Study." Psychological Science 29, no. 6 (2018): 888–900. http://dx.doi.org/10.1177/0956797617747090.

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Recently, theory-of-mind research has been revolutionized by findings from novel implicit tasks suggesting that at least some aspects of false-belief reasoning develop earlier in ontogeny than previously assumed and operate automatically throughout adulthood. Although these findings are the empirical basis for far-reaching theories, systematic replications are still missing. This article reports a preregistered large-scale attempt to replicate four influential anticipatory-looking implicit theory-of-mind tasks using original stimuli and procedures. Results showed that only one of the four para

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Brigner, Willard L. "Inhibitory Interaction between Channels Sensitive to Direction and Velocity in the Human Visual System." Perceptual and Motor Skills 65, no. 2 (1987): 535–40. http://dx.doi.org/10.2466/pms.1987.65.2.535.

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Two paradigms for the study of velocity contrast have been employed. Paradigm one has focused on perceived velocity changes across a field. Paradigm two has focused on perceived velocity changes at the juncture of disparate velocities. The current experiments employ both paradigms to look at oppositely directed motion. Using paradigm two, it was determined that, with oppositely directed motion, the effect on perceived velocity could not be attributed to lateral inhibitory interaction—in contrast to earlier reports of lateral interaction when motion was in the same direction. Using paradigm one

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Hertel, Paula T., and Andrew Mathews. "Cognitive Bias Modification." Perspectives on Psychological Science 6, no. 6 (2011): 521–36. http://dx.doi.org/10.1177/1745691611421205.

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Research conducted within the general paradigm of cognitive bias modification (CBM) reveals that emotional biases in attention, interpretation, and memory are not merely associated with emotional disorders but contribute to them. After briefly describing research on both emotional biases and their modification, the authors examine similarities between CBM paradigms and older experimental paradigms used in research on learning and memory. The techniques and goals of CBM research are compared with other approaches to understanding cognition–emotion interactions. From a functional perspective, th

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Escoffier, Jeffrey. "Generations and Paradigms:." Journal of Homosexuality 24, no. 1-2 (1993): 7–26. http://dx.doi.org/10.1300/j082v24n01_02.

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