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Journal articles on the topic 'Thesis in psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Shultz, Kenneth S., and Janet L. Kottke. "The Master's Thesis in Applied Psychology Training." Teaching of Psychology 23, no. 3 (1996): 166–68. http://dx.doi.org/10.1177/009862839602300307.

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Many master's programs in industrial and organizational psychology do not require a thesis. We argue that the master's thesis serves several critical pedagogical purposes and is more relevant to applied psychology than many students and faculty realize. Suggestions are made on how to tie the thesis to several critical competencies required of psychologists in applied industrial settings.

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2

Mather, Ronald. "The Protestant Ethic thesis: Weber’s missing psychology." History of the Human Sciences 18, no. 3 (2005): 1–16. http://dx.doi.org/10.1177/0952695105059303.

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3

Shultz, Kenneth S., and Janet L. Kottke. "The master's thesis in applied psychology training." Teaching of Psychology 23, no. 3 (1996): 166–68. http://dx.doi.org/10.1207/s15328023top2303_5.

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4

Ługowska, Danuta. "Evolutionary Psychology as the Contemporary Myth." Forum Philosophicum 13, no. 2 (2008): 357–65. http://dx.doi.org/10.35765/forphil.2008.1302.26.

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Science or myth? This question contains the basic problem, arising from the analysis of evolutionary psychology. The problem in question refers to the status of the interpretations of reality promoted by the evolutionists, in particular in reference to the human being. This article is an attempt to present an argument for the following thesis: firstly, that there are no scientific criteria for evaluating hypotheses in evolutionary psychology; and secondly that the theses of the discipline contain certain cultural contents—which until present times were carried by myth.

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5

Fréchette, Guillaume. "Twardowski on Signs and Products." PARADIGMI, no. 2 (August 2012): 61–75. http://dx.doi.org/10.3280/para2012-002005.

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Twardowski's conception of presentations, signs and contents played a central role in the fields of philosophy of language and ontology, not only in the School of Franz Brentano, to which he belonged, but also in the Lwow-Warsaw School, which he founded. In the following paper, the author argues that two theses on the nature of signs and presentations are fundamental for his early conception of signs and contents: the correlation thesis and the correspondence thesis. Concerning his later conception, the author argues that, while the former thesis stays relatively intact, Twardowski dismissed the latter, breaking with an important insight of Brentanian psychology.

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6

Garcia, Maria Emma, Richard W. Malott, and Dale Brethower. "A System of Thesis and Dissertation Supervision: Helping Graduate Students Succeed." Teaching of Psychology 15, no. 4 (1988): 186–91. http://dx.doi.org/10.1207/s15328023top1504_2.

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Twenty-nine psychology graduate students participated in a thesis and dissertation supervisory system. The system included weekly meetings, task specification, feedback, and incentives. Regular participants completed significantly more tasks when academic credit depended on task completion than when it did not. In comparison with a college-wide control group, a higher percentage of the participants in the supervisory group defined the topic, read relevant articles, collected data, wrote a draft, and completed their projects. In comparison with a psychology control group, the graduating participants completed MA theses of similar quality.

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7

Baird, John C., and Birgitta Berglund. "Thesis for environmental psychophysics." Journal of Environmental Psychology 9, no. 4 (1989): 345–56. http://dx.doi.org/10.1016/s0272-4944(89)80014-3.

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8

Marras, Ausonio. "Nonreductive Materialism and Mental Causation." Canadian Journal of Philosophy 24, no. 3 (1994): 465–93. http://dx.doi.org/10.1080/00455091.1994.10717380.

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I take nonreductive materialism to be the conjunction of two theses, the first ontological, the second epistemological. The ontological thesis - token physicalism- is that mental events (processes, states, etc.) are tokenidentical to physical events; the epistemological thesis is that psychology is not reducible to physical theory in the classic sense of 'reduction,' according to which we reduce a theory to a another theory by deriving the laws of the former from the laws of the latter via 'bridge principles' linking the predicates of the reducing theory with the predicates of the reduced theory.

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9

Miric, Jovan. "Allomorphic development: A major postulate of Vygotskian theory." Psihologija 36, no. 4 (2003): 437–50. http://dx.doi.org/10.2298/psi0304437m.

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The article stresses the importance of Vygotsky?s postulates on evolution and history for understanding his developmental theory, focusing especially on his thesis on the clear-cut replacement of evolution by history. That thesis shaped the general theoretical plane consisting of several opposing and almost mutually exclusive pairs of solutions, such as biology - culture, individual - collective, animal - human, evolution - history etc. Such general solutions offer too narrow a framework for elaborating a theory of ontogenesis. This is the background on which the true meaning of the postulate of allomorphic development is presented, along with an analysis of several more specific related theses. The article ends with a critical review of Vygotsky?s general postulates, pointing out to the ideological dimension of his developmental psychology.

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10

Rahma, Atiqah Ainur. "Pemanfaatan Jurnal Psikologi Dalam Penyusunan Tesis Mahasiswa Psikologi UGM Tahun 2012 Kajian Analisis Sitiran." Berkala Ilmu Perpustakaan dan Informasi 13, no. 1 (2017): 12. http://dx.doi.org/10.22146/bip.16950.

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This study aimed to examine the use, utilization ratio, and recency of journal publications in the country and abroad that are used as references in the thesis of Psychology UGM 2012. This quantitative descriptive study using documentation method for data collection. Study subjects such as Psychology UGM thesis in 2012, with the object of study of the entire bibliography contained in this thesis. The analysis was performed on 163 thesis, and data analysis using frequency tables and the counting frequency using a percentage formula. The process of data analysis with MS Excel 2010 program. The results showed that the use of psychology journals published abroad subscribed (12.72%) was higher than psychology journals published in the country (2.44%). Both of these percentages included in the low category yet. Comparison between the use of psychology journals published abroad and domestic use as a reference the result that the journal published abroad 94%, and journals published in the country of 6%. Thus the utilization ratio of journals published abroad are higher than journal publications in the country. Recency of the journal is used as a reference thesis Faculty of Psychology in 2012 included in the category of advanced as much as 67.76%, while the category is not advanced as much as 31.81%.

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11

Mongin, Philippe. "La théorie de la décision et la psychologie du sens commun." Social Science Information 50, no. 3-4 (2011): 351–74. http://dx.doi.org/10.1177/0539018411411019.

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Taking the philosophical standpoint, this article compares the mathematical theory of individual decision-making with the folk psychology conception of action, desire and belief. It narrows down its topic by carrying the comparison for Savage’s system and his technical concept of subjective probability, which, like Ramsey’s, is referred to the basic model of betting. The argument is organized around three philosophical theses: (i) decision theory is nothing but folk psychology stated in formal language (Lewis), (ii) the former substantially improves on the latter, but is unable to overcome its typical limitations, especially its failure to separate desire and belief empirically (Davidson), (iii) the former substantially improves on the latter and, through these innovations, overcomes some of the limitations. The aim of the article is to establish (iii) not only against the all too simple thesis (i), but also against the subtle thesis (ii).

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12

Gergen, Kenneth J. "Elaborating the constructionist thesis." American Psychologist 41, no. 4 (1986): 481–82. http://dx.doi.org/10.1037/0003-066x.41.4.481.

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13

Wang, Xinghua. "Rousseauian Heritage of Rawls’s Moral Psychology." Synthesis philosophica 34, no. 1 (2019): 207–20. http://dx.doi.org/10.21464/sp34114.

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Some authors have noticed Rousseau's influence on Rawls's original position argument for justice as fairness, but few have argued for Rousseau’s influence on his moral psychology, which constitutes the first part of his stability argument. I will argue that Rawls’s account of moral development parallels, and is grounded in, Rousseau’s thoughts on amour-propre. In particular, I argue that (1) Rawls’s thesis that the sense of justice is derived from love and friendship is an illustration of Rousseau’s thesis that moral sentiments are derived from natural sentiments, that (2) Rawls’s explanation for how we acquire the reciprocity of disposition is grounded in Rousseau’s explanation of how amour-propre can be extended into the sense of justice, and that (3) Rawls’s thoughts on the principle of sympathy parallel Rousseau’s thoughts on compassion.

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14

Rudolph, Lee. "The Finite-Dimensional Freeman Thesis." Integrative Psychological and Behavioral Science 42, no. 2 (2008): 144–52. http://dx.doi.org/10.1007/s12124-008-9061-z.

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15

Rodríguez, Yolanda García. "Doctoral Studies in Psychology in Spain." European Psychologist 8, no. 1 (2003): 28–33. http://dx.doi.org/10.1027//1016-9040.8.1.28.

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In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.

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16

Jack, Anthony I., and Philip Robbins. "The illusory triumph of machine over mind: Wegner's eliminativism and the real promise of psychology." Behavioral and Brain Sciences 27, no. 5 (2004): 665–66. http://dx.doi.org/10.1017/s0140525x0429015x.

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Wegner's thesis that the experience of will is an illusion is not just wrong, it is an impediment to progress in psychology. We discuss two readings of Wegner's thesis and find that neither can motivate his larger conclusion. Wegner thinks science requires us to dismiss our experiences. Its real promise is to help us to make better sense of them.

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17

이정렬. "Moral Educational Significance and Limitations of Complementarity Thesis in Moral Psychology." Journal of Ethics 1, no. 73 (2009): 109–37. http://dx.doi.org/10.15801/je.1.73.200906.109.

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18

Sailo, Annukka. "Contesting the “territorial aggression thesis” in environmental psychology, ca. 1965-1980." Journal of the History of the Behavioral Sciences 54, no. 3 (2018): 198–214. http://dx.doi.org/10.1002/jhbs.21910.

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19

Lisdorf, Anders. "The Spread of Non-Natural Concepts." Journal of Cognition and Culture 4, no. 1 (2004): 151–73. http://dx.doi.org/10.1163/156853704323074796.

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AbstractPascal Boyer, Justin Barret and associates have recently developed precise and testable hypotheses about what makes a concept attention-demanding, easier to recall and therefore has increased probability of being transmitted. Two theses are tested: 1) that all else being equal counterintuitive concepts are better remembered than bizarre, and bizarre better than common; 2) that counterintuitive concepts containing certain templates, which involve the activation of theory of mind expectations should have greater success. The research so far has been in controlled experiments, but it should be possible to test the theses "in the wild". The evidence from the roman prodigy reports offers us such a possibility. It also enables us to check for variation across time, which hasn't been done before. Thesis 1) is confirmed, but not thesis 2). It is argued however that this is not a disconfirmation of Boyer's general thesis. By considering the context it is argued that it does not disconfirm the basic assumption of the theory. The evidence could suggest that when the "social inferential potential" of templates activating TOM expectations is not used it has no transmission advantage. It is also argued that the specific distribution shows that what is normally considered local cultural factors, have a real effect on what is transmitted.

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20

Rennie, David L., and Lynne Brewer. "A Grounded Theory of Thesis Blocking." Teaching of Psychology 14, no. 1 (1987): 10–16. http://dx.doi.org/10.1207/s15328023top1401_2.

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Interviews were conducted with 10 individuals who had great difficulty in completing a thesis, and with 6 students who had relatively little difficulty. A hierarchical structure of categories encapsulating the respondents' accounts was developed through the use of the grounded theory method of qualitative analysis. In this structure, control over the thesis is the core category and is supported by the two properties of dependence—independence and structuring the task. The latter property is in turn supported by project meaningfulness, political expertise, and time management. The relationships among the categories are cast into a grounded theory of thesis blocking. The implications and limitations of the theory are discussed.

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21

Buckareff, Andrei A. "Strategic Reliabilism and the Replacement Thesis in Epistemology." Dialogue 47, no. 3-4 (2008): 425–37. http://dx.doi.org/10.1017/s0012217300002791.

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ABSTRACTIn their recent book, Epistemology and the Psychology of Human Judgment, M. Bishop and J. D. Trout have challenged Standard Analytic Epistemology (SAE) in all its guises and have endorsed a version of the “replacement thesis”—proponents of which aim at replacing the standard questions of SAE with psychological questions. In this article I argue that Bishop and Trout offer an incomplete epistemology that, as formulated, cannot address many of the core issues that motivate interest in epistemological questions to begin with, and so is not a fit replacement.

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22

Angeles, Leonora C. "Rethinking the ‘Feminisation of Poverty’ Thesis." Sex Roles 61, no. 3-4 (2009): 293–96. http://dx.doi.org/10.1007/s11199-009-9614-8.

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23

Van Rooij, Iris. "The Tractable Cognition Thesis." Cognitive Science 32, no. 6 (2008): 939–84. http://dx.doi.org/10.1080/03640210801897856.

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24

Lutz, Frank W. "Vulnerability of the vulnerability thesis." Peabody Journal of Education 71, no. 2 (1996): 24–40. http://dx.doi.org/10.1207/s15327930pje7102_3.

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25

Lutz, Frank W. "Viability of the vulnerability thesis." Peabody Journal of Education 71, no. 2 (1996): 96–109. http://dx.doi.org/10.1207/s15327930pje7102_8.

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26

Wood, Mary R., and Linda J. Palm. "Students' Anxiety in a Senior Thesis Course." Psychological Reports 86, no. 3 (2000): 935–36. http://dx.doi.org/10.2466/pr0.2000.86.3.935.

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The State-Trait Anxiety Inventory was administered on Weeks 8, 12, and 15 of a semester to 16 students enrolled in a senior thesis course. State anxiety scores were elevated when oral presentations began and declined following the presentations. Trait anxiety scores remained constant across test administrations. The influence of situational variables on students' anxiety was discussed.

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27

Buckingham, Hugh W. "FREUD'S CONTINUITY THESIS." Brain and Language 69, no. 1 (1999): 76–92. http://dx.doi.org/10.1006/brln.1999.2043.

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28

Russell, James A. "The contempt expression and the relativity thesis." Motivation and Emotion 15, no. 2 (1991): 149–68. http://dx.doi.org/10.1007/bf00995675.

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29

Gruner, Charles R. "Note on Editorial Satire and Persuasion." Psychological Reports 60, no. 3 (1987): 884–86. http://dx.doi.org/10.2466/pr0.1987.60.3.884.

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117 college students were either told or not told in advance the thesis of a satire ridiculing the idea that capital punishment is a deterrent to murder. Subjects were then asked whether they agreed with the statement that capital punishment is a deterrent to murder. Those not told the thesis in advance were also asked to identify which of five statements was the thesis. There may be a relationship between knowing a satire's thesis in advance and the persuasiveness of that satire. There also seems to be an association between perceiving a thesis while reading it and the satire's persuasiveness. The results tend to support those of prior studies.

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30

Friman, Patrick C., Keith D. Allen, Mary L. Kerwin, and Robert Larzelere. "Changes in modern psychology: A citation analysis of the Kuhnian displacement thesis." American Psychologist 48, no. 6 (1993): 658–64. http://dx.doi.org/10.1037/0003-066x.48.6.658.

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31

Estany, Anna. "The Thesis of Theory-Laden Observation in the Light of Cognitive Psychology." Philosophy of Science 68, no. 2 (2001): 203–17. http://dx.doi.org/10.1086/392873.

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32

Schwieso, Joshua John. "Are the Failings those of Educational Psychology or of Mark Olssen's Thesis?" Educational Psychology 13, no. 2 (1993): 187–89. http://dx.doi.org/10.1080/0144341930130209.

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33

Radtke, H. Lorraine. "I. Introduction: Goldhagen's Psychological Thesis." Theory & Psychology 8, no. 5 (1998): 673–75. http://dx.doi.org/10.1177/0959354398085007.

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34

Shani, Itay. "Intension and representation: Quine's indeterminacy thesis revisited." Philosophical Psychology 18, no. 4 (2005): 415–40. http://dx.doi.org/10.1080/09515080500229878.

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35

Iannaccone, Laurence. "Callahan's vulnerability thesis and "dissatisfaction theory"." Peabody Journal of Education 71, no. 2 (1996): 110–19. http://dx.doi.org/10.1207/s15327930pje7102_9.

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36

Simonton, Dean Keith. "Some Optimistic Thoughts on the Pessimistic-Rumination Thesis." Psychological Inquiry 1, no. 1 (1990): 73–75. http://dx.doi.org/10.1207/s15327965pli0101_19.

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37

Butar-Butar, Vivi Marianti. "ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN ROBIN ROE’S NOVEL A LIST OF CAGES." Lingual: Journal of Language and Culture 8, no. 2 (2020): 45. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p08.

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This thesis entitled "Attention Deficit Hyperactivity Disorder (ADHD) in Robin Roe's Novel A List of Cages". This thesis discussed about the symptoms Attention Deficit Hyperactivity Disorder (ADHD) in the novel A List of Cages by Robin Roe. This thesis aimed to find out how the symptoms of ADHD are described through the leading character in the novel. This thesis used to describe the core symptoms of ADHD, namely: Attention, Impulsivity, and Hyperactivity. There are symptoms of ADHD that Adam has, namely: Attention symptom is easily bored; Impulsivity symptom is agitated; and the Hyperactivity symptom is: do excessive motor activities. This thesis used Russell Barkley's theory to analyze the symptoms in a novel using Literary Psychology. In analyzing this thesis, the writer used a qualitative descriptive method that presents all data in the form of words and sentences and uses library research as a way to collect data by reading and selecting quotations from the novel A List of Cages. From this research it is found that the leading character in the novel experienced all the three core symptoms of ADHD.

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38

Leslie, Julian C. "Selection and “freedom” in biology and psychology." Behavioral and Brain Sciences 22, no. 5 (1999): 897. http://dx.doi.org/10.1017/s0140525x99352201.

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Rose provides a coherent account of how a number of simplifying assumptions apparently come together to support neurogenetic determinism, or “ultra-Darwinism.” This view, he demonstrates, is deeply flawed. He proposes instead that we must take account of the interaction of processes that determine our developmental trajectory at every stage. Unfortunately, he associates this defensible position with the claim that this gives freedom of action to humans. The implications of this for the interpretation of his general thesis are discussed.

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39

Gil Congote, Lina Marcela, and Germán Vargas Guillén. "The Psychology of Individuation as Epistemology." Philosophy Today 63, no. 3 (2019): 659–72. http://dx.doi.org/10.5840/philtoday2019111287.

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This article explores the indissoluble connection between the order of being and knowing in the allagmatic epistemology proposed by Gilbert Simondon based on the following thesis: the knowledge of psychic individuation is the condition for the possibility of knowing different modes of individuation. This statement requires the passage through logic, according to the author’s conception of ontogenesis, for describing the analogy and the subject that knows analogically and individuates itself as he knows. Thus, the psychology of individuation is established as a scientific field of work opened up by Simondon and its epistemological implications in the way of conceiving the subject-object relation.

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40

Papineau, David. "Explanation in Psychology: Truth and Teleology." Royal Institute of Philosophy Supplement 27 (March 1990): 21–43. http://dx.doi.org/10.1017/s1358246100005026.

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A number of recent writers have argued that we should explain mental representation teleologically, in terms of the biological purposes of beliefs and other mental states.A rather older idea is that the truth condition of a belief is that condition which guarantees that actions based on that belief will succeed.What I want to show in this paper is that these two ideas complement each other. The teleological theory is inadequate unless it incorporates the thesis that truth is the guarantee of successful action. Conversely, the success-guaranteeing account of truth conditions is incomplete until it is placed in a teleological context.

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41

Chakkarath, Pradeep. "Psychology and culture. On the problem of adequate understanding and method." Zeitschrift für Kulturphilosophie 2011, no. 2 (2011): 327–42. http://dx.doi.org/10.28937/1000106589.

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Taking psychology and its attempt to deal scientifically with the meaning of culture as an example, this article outlines the meaning of various historiographic narratives of disciplinary self-perception with regard to tensions between the natural and cultural sciences. The thesis postulates that these self-images are of psychological, especially cultural-psychological, importance. Only a psychology that includes aspects of the cultural sciences is able to deal with this vital aspect of the broader field.

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42

Sylvia, Margaret, and Marcella Lesher. "What Journals Do Psychology Graduate Students Need? A Citation Analysis of Thesis References." College & Research Libraries 56, no. 4 (1995): 313–18. http://dx.doi.org/10.5860/crl_56_04_313.

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43

Picciotto, Robert. "Probing the “Untranslatability” Thesis." American Journal of Evaluation 38, no. 3 (2017): 451–52. http://dx.doi.org/10.1177/1098214017714553.

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44

Sternberg, Robert J. "The Dialectic as a Tool for Teaching Psychology." Teaching of Psychology 25, no. 3 (1998): 177–80. http://dx.doi.org/10.1207/s15328023top2503_2.

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In this article, I present dialectical thinking as a useful tool in teaching psychology. The basic notion of dialectical thinking is that ideas evolve in a cycle, by which the statement of an idea—the thesis—is followed by the statement of a seemingly contrary or contradictory idea—the antithesis—that is in turn followed by a synthesis that incorporates the best elements of both of the original ideas. I also contrast the dialectical model for teaching about the history of psychology with the more traditional model.

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45

Lai, Lei. "The Model Minority Thesis and Workplace Discrimination of Asian Americans." Industrial and Organizational Psychology 6, no. 1 (2013): 93–96. http://dx.doi.org/10.1111/iops.12015.

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In the focal article, Ruggs et al. (2013) observed that there is a dearth of racial discrimination research beyond the traditional White–Black or White–nonWhite comparisons in the industrial–organizational (I–O) literature and urged researchers to treat each minority race separately because individuals may have unique experiences with discrimination based on different racial stereotypes associated with their race/ethnicity. I agree with the above assessments. Moreover, I argue that the overlook of negative consequences of positive stereotypes of some marginalized groups, such as Asian Americans, is another “missed opportunity” that has not been addressed in the focal article. Specifically, the traditional paradigm, which tends to exclusively focus on how negative stereotypes of a marginalized group (e.g., Blacks, individuals with disabilities) lead to workplace discriminations against them, may be too narrowly focused. In this commentary, I use Asian Americans as an example to illustrate how seemingly positive stereotypes, the model minority thesis, may also lead to workplace discrimination of Asian Americans, an often overlooked minority group in the discrimination literature.

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46

Bragan, Kenneth. "D. H. Lawrence and Self-Psychology." Australian & New Zealand Journal of Psychiatry 20, no. 1 (1986): 56–62. http://dx.doi.org/10.3109/00048678609158865.

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The work and life of D. H. Lawrence is examined as an example of Kohut's notion of the anticipatory function of art and as providing a rich source of material for examination of the respective importance in personality development of Oedipal conflict and the pre-Oedipal establishment of a sense of self. The importance of self-psychology as an expansion of psychoanalysis is noted and some of the ways Lawrence anticipated this development are described. It is also suggested that Lawrence provides convincing confirmation of a self-psychology view of creative drive, and a thesis is briefly expounded that in his major novels he was pursuing his own self-healing.

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47

Russell, James A., and Lisa Woudzia. "Affective judgments, common sense, and Zajonc's thesis of independence." Motivation and Emotion 10, no. 2 (1986): 169–83. http://dx.doi.org/10.1007/bf00992254.

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48

Musslifah, Anniez Rachmawati. "Penurunan Prokrastinasi Akademik melalui Pelatihan Keterampilan Regulasi Emosi." Psympathic : Jurnal Ilmiah Psikologi 5, no. 1 (2018): 95–106. http://dx.doi.org/10.15575/psy.v5i1.2321.

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Procrastination in completing academic tasks is common to most students, including in the work of the thesis. One of the factors that cause students to delay completing the thesis is the ability to manage their emotions (emotion regulation). Karem training based on the theory of emotional regulation is expected to decrease the tendency of academic procrastination behavior in the students. This study aims to examine the effect of Karem training on academic procrastination in psychology faculty students of Muhammadiyah University of Surakarta. This study used Nonrandomized Control Group Pretest-Posttest experiment Design. The participants were final year students with a period of more than 10 semesters or 5 years and has taken a thesis course more than 2 semesters or 1 year. The results of this study indicate that Karem training has a significant effect on the decrease of procrastination in the final grade students who are completing the thesis.

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49

Dalton, Dan R., and Jonathan L. Johnson. "The Iron Law of Paternalism: Gender Bias in Arbitrated Outcomes?" Psychological Reports 77, no. 3 (1995): 1027–30. http://dx.doi.org/10.2466/pr0.1995.77.3.1027.

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We relied on 372 justice procedures in the workplace (arbitral hearings) to assess the viability of the “iron law of paternalism,” a thesis essentially arguing that women will receive more lenient outcomes. With severity of the offense invariant, these data provide no support for this thesis in the workplace.

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Kilpatrick, Jeremy. "Editorial." Journal for Research in Mathematics Education 17, no. 3 (1986): 162. http://dx.doi.org/10.5951/jresematheduc.17.3.0162.

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In January at a conference in Berkeley, California, on shaping the research base for science and mathematics education, Lauren Resnick noted that cognitive psychology has begun to amass substantial evidence to support the proposition that humans are builders, not recorders, of knowledge. She used the term constructivism to characterize that thesis, acknowledging at the same time that cognitive psychology has few strong statements to make about how learning occurs. In her opinion, cognitive psychology offers not so much theories as metaphors.

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