Relevant bibliographies by topics / Social sciences – Psychology

Contents

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

Academic literature on the topic 'Social sciences – Psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Social sciences – Psychology"

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Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy." Seminare. Poszukiwania naukowe 2021(42), no. 4 (December 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.
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Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences." Psychological Reports 81, no. 3 (December 1997): 739–46. http://dx.doi.org/10.2466/pr0.1997.81.3.739.

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A variable called index of terminological sharing that measures the extent to which one science shares lawful concepts from another science was used to assess hypotheses concerning the concept of an hierarchy of sciences and psychology's terminological relationship with other sciences. (1) The values of the index will be relatively small for the natural sciences (physics, chemistry, biology) as compared to the relatively large values for the social sciences (anthropology, sociology), and (2) the index's value for psychology will be closer to the mean value of the social sciences than to that of the natural sciences. Analysis showed only a 17% agreement between the present data and the relative ordering of the sciences assumed by the hierarchy. Hypothesis 1 was confirmed, but not Hypothesis 2. Index values for psychology were closer to those of the natural sciences than to those of the social sciences. Psychology appears to have a relatively high terminological independence concerning citation of shared lawful concepts in textbooks as compared to other sciences, but also psychology shows a large and disproportionate use of eponyms in references to shared lawful concepts. It was suggested that new quantitative-comparative measures, in addition to the present index, be developed to understand further psychology's relationships with other sciences.
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Fedorov, Alexandr A. "The place of psychology in Whittaker’s circular classification of the sciences." Theory & Psychology 29, no. 6 (November 4, 2019): 820–32. http://dx.doi.org/10.1177/0959354319884637.

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This article discusses the place of psychology in Whittaker’s circular classification of the sciences. It is shown that it was Thomas Whittaker who undertook the first attempt to build a closed circular scheme on the basis of a linear series of sciences in 1903, fifteen years before Piaget. Whittaker decomposed psychology into two independent fundamental sciences (animal psychology and human psychology) and was able to preserve psychology’s connection with philosophy, social, and natural sciences. Whittaker’s approach shows that psychology may not be a holistic science. The fruitfulness of this approach is related to the fact that considering “psychological sciences” as different disciplines we are not obliged to construct a single subject matter of psychology.
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Resch, Mária, and Tamás Bella. "Political psychology." Orvosi Hetilap 154, no. 16 (April 2013): 619–26. http://dx.doi.org/10.1556/oh.2013.29582.

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In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters’ attitudes, leaders’ personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects. Orv. Hetil., 2013, 154, 619–626.
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Batel, Susana, and Rita Guerra. "Social psychology as a social science." Portuguese Journal of Social Science 18, no. 2 (June 1, 2019): 133–36. http://dx.doi.org/10.1386/pjss_00001_2.

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Durrheim, Kevin. "Social Constructionism, Discourse, and Psychology." South African Journal of Psychology 27, no. 3 (September 1997): 175–82. http://dx.doi.org/10.1177/008124639702700308.

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This paper serves as an introduction to social constructionist approaches to psychology. It outlines the arguments which have prompted a shift away from empiricism in the social sciences. Harré's (1992) distinction between behaviourism and the first and second cognitive revolution is used to provide a broad historical framework to develop contrasts between mainstream empiricist psychology and constructionist approaches. The central claim is that theories of meaning are embodied in theories of science, and that we need a new (constructionist) theory of science to underpin a psychology which takes the meaningful nature of human activity as its object of study. Finally, the paper introduces discourse analysis as a methodology which can sustain a constructionist, post-empiricist analysis.
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van der Vlist, René. "Psychology." Concepts and Transformation 5, no. 2 (December 31, 2000): 213–36. http://dx.doi.org/10.1075/cat.5.2.04vli.

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I present here my views on psychology as a science. The article is the result of an ongoing discussion between ‘academic’ and ‘professional’ psychology in The Netherlands. Many proponents of ‘academic’ psychology are in favor of a psychology as if it is one of the disciplines of the natural sciences. Other psychologists, mostly those found in the professional field, hold the view that psychology is one of the social sciences and should not renounce such human capabilities as empathy, introspection, and dialogue. Without these we would not be able to understand others and eventually help them. This article is a plea for a ‘social’ psychology rather than a ‘natural scientific’ psychology. A social psychology that can play a role in action research.
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James, Keith. "Social Psychology." Social Science Computer Review 18, no. 2 (May 2000): 196–213. http://dx.doi.org/10.1177/089443930001800208.

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Masters, Roger D. "Biological Perspectives in the Social Sciences." Politics and the Life Sciences 13, no. 1 (February 1994): 125–27. http://dx.doi.org/10.1017/s0730938400022401.

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From July 31 to August 6, 1993, the Gruter Institute for Law and Behavioral Research and the Nelson A. Rockefeller Center for the Social Sciences at Dartmouth College cosponsored a Faculty Seminar on “Biological Perspectives in the Social Sciences” at Dartmouth. Participants included scholars and graduate students from anthropology, communications, economics, political science, psychology, and sociology, as well as representatives from business and the public sector.
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REICH, JAMES. "Seminars in Psychology and the Social Sciences." American Journal of Psychiatry 152, no. 7 (July 1995): 1091–92. http://dx.doi.org/10.1176/ajp.152.7.1091.

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Dissertations / Theses on the topic "Social sciences – Psychology"

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Davis, Melinda Fritchoff. "Method variance in the social sciences." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289721.

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A preliminary taxonomy has been developed that differentiates between trait characteristics, the situation, manifest and subtle methods and interaction effects. The proposed taxonomy divides method into manifest and subtle categories. The obvious, surface characteristics of method are considered manifest, while the deeper structures of method that are not usually seen are considered subtle. Seven manifest method categories are described: stimulus format, response format, response categories, raters, whether the measure is direct or summative, rating the stimulus or the response, and opaque or transparent measures. Numerous subtle method categories can also be seen within the method rather than on its surface. These include semantic or verbal characteristics, direction of wording, measures of amount, ability, latency of response, possessions, situational context, associations, and behavior. Other method categories include report of others reactions, body symptoms, and time frame. Seven item level methods were tested in this study in the context of measurement of Introversion-Extraversion (IE). They included direct questions, direction of wording, situational context, time frame, report of others reactions, preference (semantic or verbal structure), and behavior. Three of these methods (preference, behavior, and direction of wording) introduced substantial method variance in the measurement of IE, and there were also several sizable trait*method interactions: direction of wording, time frame, and preference. Generalizability theory analysis (GT) proved to be quite useful in estimating method effects and interactions. By comparing the findings from GT analysis to confirmatory factor analysis (CFA) results, it became clear that there were problems with the CFA results that could not be ignored. Although generalizability analysis is limited in its ability to provide estimates of the trait and method contributions for individual measures, unfortunately, it informs us that the estimates provided by CFA are probably erroneous.
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Driver, Charles C. "Hierarchical Continuous Time Dynamic Modelling for Psychology and the Social Sciences." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/18927.

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Im Rahmen dieser Dissertation bemühe ich mich, den statistischen Ansatz der zeitkontinuierlichen dynamischen Modellierung, der die Rolle der Zeit explizit berücksichtigt, zu erweitern und praktisch anwendbar zu machen. Diese Dissertation ist so strukturiert, dass ich in Kapitel 1 die Natur dynamischer Modelle bespreche, verschiedene Ansätze zum Umgang mit mehreren Personen betrachte und ein zeitkontinuierliches dynamisches Modell mit Input-Effekten (wie Interventionen) und einem Gaußschen Messmodell detailliert darstelle. In Kapitel 2 beschreibe ich die Verwendung der Software ctsem für R, die als Teil dieser Dissertation entwickelt wurde und die Modellierung von Strukturgleichungen und Mixed-Effects über einen frequentistischen Schätzansatz realisiert. In Kapitel 3 stelle ich einen hierarchischen, komplett Random-Effects beinhaltenden Bayesschen Schätzansatz vor, unter dem sich Personen nicht nur in Interceptparametern, sondern in allen Charakteristika von Mess - und Prozessmodell unterscheiden können, wobei die Schätzung individueller Parameter trotzdem von den Daten aller Personen profitiert. Kapitel 4 beschreibt die Verwendung der Bayesschen Erweiterung der Software ctsem. In Kapitel 5} betrachte ich die Natur experimenteller Interventionen vor dem Hintergrund zeitkontinuierlicher dynamischer Modellierung und zeige Ansätze, die die Art und Weise adressieren, mit der Interventionen auf psychologische Prozesse über die Zeit wirken. Das berührt Fragen, wie: 'Nach welcher Zeit zeigt eine Intervention ihre maximale Wirkung', 'Wie ändert sich die Form des Effektes im Laufe der Zeit' und 'Für wen ist die Wirkung am stärksten oder dauert am längsten an'. Viele Bei-spiele, die sowohl frequentistische als auch bayessche Formen der Software ctsem verwenden, sind enthalten. Im letzten Kapitel fasse ich die Dissertation zusammen, zeige Limitationen der angebotenen Ansätze auf und stelle meine Gedanken zu möglichen zukünftigen Entwicklungen dar.
With this dissertation I endeavor to extend, and make practically applicable for psychology, the statistical approach of continuous time dynamic modelling, in which the role of time is made explicit. The structure of this dissertation is such that in Chapter 1, I discuss the nature of dynamic models, consider various approaches to handling multiple subjects, and detail a continuous time dynamic model with input effects (such as interventions) and a Gaussian measurement model. In Chapter 2, I describe the usage of the ctsem software for R developed as part of this dissertation, which provides a frequentist, mixed effects, structural equation modelling approach to estimation. Chapter 3 details a hierarchical Bayesian, fully random effects approach to estimation, allowing for subjects to differ not only in intercept parameters but in all characteristics of the measurement and dynamic models -- while still benefiting from other subjects data for parameter estimation. Chapter 4 describes the usage of the Bayesian extension to the ctsem software. In Chapter 5 I consider the nature of experimental interventions in the continuous time dynamic modelling framework, and show approaches to address questions regarding the way interventions influence psychological processes over time, with questions such as 'how long does a treatment take to reach maximum effect', `how does the shape of the effect change over time', and 'for whom is the effect strongest, or longest lasting'. Many examples using both frequentist and Bayesian forms of the ctsem software are given. For the final chapter I summarise the dissertation, consider limitations of the approaches offered, and provide some thoughts on possible future developments.
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Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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Loignon, Andrew Caleb. "Social class in the organizational sciences| A meta-analysis." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240988.

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Social class has become increasingly popular in the organizational sciences. Recent studies have found that one’s social class influences phenomena ranging from decision-making, to pro-social behavior, and interpersonal interactions. Despite the burgeoning interest in this topic, there remains a great deal of ambiguity concerning the conceptualization and operationalization of social class. For instance, scholars have used income, education, as well as subjective ratings to measures one’s social class. In order to improve the conceptual clarity of social class, I develop and present a model that draws on the dominant theories of social class from both sociology and psychology, while organizing their key principles to explain how social class influences an individual’s thoughts, feelings, and behaviors. By using this model as a framework, this dissertation attempts to refine the conceptualization of social class by testing core research questions pertaining to the construct validity of this construct. Based on a comprehensive, interdisciplinary literature search, which yielded nearly 4,000 effect sizes, I used meta-analytical structural equation modeling to test the proposed research questions and hypotheses. The findings offer clear support for two distinct components of social class (i.e., objective and subjective) that are both highly related to one another and associated with other micro-level constructs (i.e., job attitudes). Given the timeliness and importance of social class, the findings of this conceptual review and empirical meta-analysis offer a means of summarizing this large, interdisciplinary literature while guiding future management research on this critical topic.

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Sammut, Gordon. "The point of view : towards a social psychology of relativity." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/96/.

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The explanation of social behaviour requires an understanding of individual orientations to social issues as these exist relative to others. This thesis argues that whilst the attitude concept and social representations have illuminated certain aspects of social behaviour, both are handicapped by a restricted focus. The former’s focus on the evaluation of attitude objects excludes a reference to wider societal processes. The latter provides an account of societal contingencies, but excludes an explanation of individual orientations towards objects and issues in the social environment. This thesis postulates the point of view concept to bridge this gap, that provides an explanation of social behaviour at the situational level. This complements attitude and social representations in a nested, multilevel explanation of social behaviour. The point of view is defined as an outlook towards a social event, expressed as a claim, which can be supported by an argument of opinion based on a system of knowledge from which it derives its logic. It reflects an individual’s orientation towards a social object, relative to others. This thesis has demonstrated, in a series of empirical studies, that the point of view can be typified in three categories. A monological point of view is closed to another’s perspective. A dialogical point of view acknowledges another’s perspective but dismisses it as wrong. A metalogical point of view acknowledges the relativity of its’ perspective, and concedes to an alternative the possibility of being right. These different types were demonstrated to be characterised by differences in positioning and in individuals’ capacity to fit a given social reality. Such relational outcomes accrue as a function of the socio-cognitive structure of points of view in relation with another perspective. This thesis demonstrates that points of view, alongside attitudes and social representations, provides a multilevel explanation of social behaviour
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Bartoszuk, Karin, Cecelia McIntosh, and Brian Maxson. "Integration and Synergy of Research and Graduate Education in Science, Humanities, and Social Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6174.

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Dixon, Wallace E. "Twenty Studies That Revolutionized Child Psychology." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.

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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.
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Cook, Jonathan E. "Social stigma and subjective power in naturalistic social interaction /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400960581&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-107). Also available for download via the World Wide Web; free to University of Oregon users.
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Mischkowski, Dominik. "The Social Side Effects of Acetaminophen." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1438081282.

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Kalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.

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The need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.

A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.

Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.

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Books on the topic "Social sciences – Psychology"

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Gavreliuc, Alin, and Patricia-Luciana Runcan. Applied social sciences: Psychology, physical education and social medicine. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2013.

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School Examinations and Assessment Council. GCSE criteria for social sciences: Covering law, politics, psychology, sociology and social science. London: SEAC, 1993.

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Ben-Avie, Michael, Yossi Ives, and Kate Loewenthal, eds. Applied Jewish Values in Social Sciences and Psychology. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21933-2.

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Agnew, Neil McK. The science game: An introduction to research in the social sciences. 6th ed. Englewood Cliffs, N.J: Prentice Hall, 1994.

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1937-, Pyke Sandra W., ed. The science game: An introduction to research in the social sciences. 4th ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Agnew, Neil McK. The science game: An introduction to research in the social sciences. 7th ed. Don Mills, Ont: Oxford, 2007.

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Self-observation in the social sciences. New Brunswick: Transaction Publishers, 2013.

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Reid, Hastie, ed. Social psychology in court. Malabar, Fla: R.E. Krieger Pub. Co., 1986.

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R, Cass Alvah, ed. Behavioral sciences. New York: Springer-Verlag, 1987.

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Krug, Ronald S. Behavioral sciences. 3rd ed. New York: Springer-Verlag, 1992.

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Book chapters on the topic "Social sciences – Psychology"

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Uldall, Brian R. "Social Psychology." In Encyclopedia of Sciences and Religions, 2171–79. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1047.

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Adler, Susan. "Social Sciences, Teaching." In Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.

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Gergen, Kenneth J. "Social Construction in Psychology." In Encyclopedia of Sciences and Religions, 2158–64. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1046.

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Yang, Lee-Xieng. "Applications of Internet Methods in Psychology." In Computational Social Sciences, 249–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95465-3_13.

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Lang, Eric L., and Tamara Kuhn. "4. Psychology." In Information Sources in the Social Sciences, edited by David Fisher, Sandra Price, and Terry Hanstock, 130–64. Berlin, Boston: De Gruyter, 2002. http://dx.doi.org/10.1515/9783110949322-007.

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Sofo, Francesco, Cinzia Colapinto, Michelle Sofo, and Salvatore Ammirato. "Decision Making in the Social Sciences." In SpringerBriefs in Psychology, 1–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6708-3_1.

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Toomela, Aaro. "Doubts, Assumptions, and Social Sciences and Psychology Today." In SpringerBriefs in Psychology, 33–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31449-1_3.

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Parker, Ian. "Discourse Discourse: Social Psychology and Postmodernity." In Postmodernism and the Social Sciences, 80–94. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22183-7_5.

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Burman, Erica. "Developmental Psychology and the Postmodern Child." In Postmodernism and the Social Sciences, 95–110. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22183-7_6.

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Brinkmann, Svend. "Normativity in Psychology and the Social Sciences: Questions of Universality." In Social Philosophy of Science for the Social Sciences, 189–201. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33099-6_11.

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Conference papers on the topic "Social sciences – Psychology"

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Bassey, Samuel Akpan, Ibiang O. Okoi, Ekomobong I. Bassey, and Hillman Wirawan. "Relativism and Rationality in The Social Sciences." In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.022.

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Stranovska, Eva, Dasa Munkova, and Silvia Hvozdikova. "Categorisation and Reading Comprehension in Social-Cognitive and Behavioural Sciences." In 4th International Congress on Clinical and Counselling Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.02.8.

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Lackova, Lucia. "THE POSITIVE PSYCHOLOGY OF AGEING." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.049.

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Klyueva, Natalia. "COGNITIVE NEUROSCIENCE, SOCIAL SCIENCES AND HUMANITIES: FEATURES OF INTERDISCIPLINARY INTERACTION." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1090.sudak.ns2020-16/252.

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Seibt, Tatjana, and Michael Hager. "Behavioral Patterns among the Business Psychology Students." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.246.

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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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Jufri, Muhammad, and Nur Aeni. "The Contribution of Educational Psychology in Teaching Millenial Students." In International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0211.

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Cao, Xiaoyan. "Taboo and Cultural Psychology in Cantonese." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.176.

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Tsenkov, Nikolay A. "Psychology of masses in Sigmund Freud’s interpretation." In 4th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2019. http://dx.doi.org/10.32591/coas.e-conf.04.21237t.

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Fan, Rong, and Yi-heng Zhang. "Implications of Resilience for Sports Psychology." In Proceedings of The First International Symposium on Management and Social Sciences (ISMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismss-19.2019.69.

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Reports on the topic "Social sciences – Psychology"

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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2

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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3

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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