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Artykuły w czasopismach na temat „Psychology's”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Craig, A. P. "Psychology's Subject." South African Journal of Psychology 25, no. 4 (1995): 236–43. http://dx.doi.org/10.1177/008124639502500406.

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In this article the author aims to highlight or spotlight psychology's subject, that is, who (or perhaps even what) psychology purports to inquire about. I will show how the milestones in modern psychological thinking constitute psychology's subject and note the absence of the lived-body and our historicity in theories of the person.

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2

Linley, P. Alex. "Counseling Psychology's Positive Psychological Agenda: A Model for Integration and Inspiration." Counseling Psychologist 34, no. 2 (2006): 313–22. http://dx.doi.org/10.1177/0011000005284393.

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Each of the Major Contribution's articles has traced counseling psychology's rich positive heritage. This reaction assesses this heritage in relation to positive psychology and considers the fundamental question of “To whose agenda are we working?” as psychological practitioners, locating the answer within the impact it has on our practice. The reaction then raises some questions prompted in part by counseling psychology's heritage of strength-based approaches and in part by the positive psychological initiative for developing a classification of strengths and virtues. It suggests that a deepe

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3

Davis, Hasker P., Mark R. Rosenzweig, Lee A. Becker, and Kimberly J. Sather. "Biological psychology's relationships to psychology and neuroscience." American Psychologist 43, no. 5 (1988): 359–71. http://dx.doi.org/10.1037/0003-066x.43.5.359.

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4

Stam, Henderikus J. "Introduction the Body's Psychology and Psychology's Body." Theory & Psychology 6, no. 4 (1996): 555–57. http://dx.doi.org/10.1177/0959354396064001.

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5

Weaver, Kenneth A. "Capturing the Fervor of Cognitive Psychology's Emergence." Teaching of Psychology 25, no. 2 (1998): 136–38. http://dx.doi.org/10.1207/s15328023top2502_17.

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Giving students a sense of the fervor surrounding cognitive psychology's rapid emergence between 1950 and 1970 is difficult when examining the discrete events presented in cognitive psychology textbooks. The following small-group activity requires students to tabulate the references in Neisser (1967) by decade of publication. The resulting frequency histogram visually portrays the explosive growth of cognitive research in the 1960s, provides students with a richer sense of cognitive psychology's recent history, and reflects Neisser's monumental achievement of publishing his seminal book.

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6

Nelson, Leif D., Joseph Simmons, and Uri Simonsohn. "Psychology's Renaissance." Annual Review of Psychology 69, no. 1 (2018): 511–34. http://dx.doi.org/10.1146/annurev-psych-122216-011836.

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7

Motion, J. D. "Psychology's Johnson." Nature 338, no. 6217 (1989): 668–69. http://dx.doi.org/10.1038/338668b0.

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8

Bohan, Janis S. "Women at Center Stage: A Course about the Women of Psychology." Teaching of Psychology 20, no. 2 (1993): 74–79. http://dx.doi.org/10.1207/s15328023top2002_2.

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The course described in this article highlights women's contributions to and impact on the field by devoting an entire semester to psychology's women. A social constructionist model provides a framework for understanding women's historical and contemporary position in psychology, as well as the implications of women's growing presence in the discipline. This understanding is then applied to consideration of individual women, with students' work generating biographical sketches of several of psychology's women. Suggestions are offered for using material from this course in modifying more tradit

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9

Norcross, John C., and Thomas J. Tomcho. "Great Books in Psychology: Three Studies in Search of a Consensus." Teaching of Psychology 21, no. 2 (1994): 86–90. http://dx.doi.org/10.1207/s15328023top2102_5.

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Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergra

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10

Van De Water, Thomas J. "Psychology's entrepreneurs and the marketing of industrial psychology." Journal of Applied Psychology 82, no. 4 (1997): 486–99. http://dx.doi.org/10.1037/0021-9010.82.4.486.

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11

Hill, Peter C. "Living on the Boundary: Scriptural Authority and Psychology." Journal of Psychology and Theology 33, no. 2 (2005): 98–112. http://dx.doi.org/10.1177/009164710503300203.

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For Christian psychologists to move from their marginalized position with mainstream psychology, they must be able to substantively demonstrate the unique insights that the integration of psychology with Christian theology offers to the discipline. To do this, Christian psychologists must be able to show, not just claim, the authority of Scripture by demonstrating its explanatory power on psychology's terms. Three factors in psychology's new zeitgeist provide both opportunities and challenges to demonstrating Scriptural authority: a growing cultural interest in spirituality, postmodernism, and

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12

Benjamin, Ludy T. "Psychology's National Treasures." Eye on Psi Chi Magazine 9, no. 1 (2004): 16–17. http://dx.doi.org/10.24839/1092-0803.eye9.1.16.

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13

Bower, Bruce. "Psychology's Tangled Web." Science News 153, no. 25 (1998): 394. http://dx.doi.org/10.2307/4010367.

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14

Bixler, Ray H. "Psychology's Paper Chase." Science News 127, no. 12 (1985): 178. http://dx.doi.org/10.2307/3969557.

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15

Wynne, Clive. "Psychology's pet subject." Nature 455, no. 7215 (2008): 864–65. http://dx.doi.org/10.1038/455864a.

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16

Freides, David. "Psychology's Proudest Achievement?" Contemporary Psychology: A Journal of Reviews 30, no. 1 (1985): 51–52. http://dx.doi.org/10.1037/023485.

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17

Krumboltz, John D. "Counseling Psychology's Roots." Contemporary Psychology: A Journal of Reviews 33, no. 3 (1988): 248. http://dx.doi.org/10.1037/025517.

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18

Kimble, Gregory A. "Psychology's Brief History." Contemporary Psychology: A Journal of Reviews 33, no. 10 (1988): 878–79. http://dx.doi.org/10.1037/026107.

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19

Hergenhahn, B. R. "Psychology's cognitive revolution." American Psychologist 49, no. 9 (1994): 816–17. http://dx.doi.org/10.1037/0003-066x.49.9.816.b.

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20

Popoveniuc, Bogdan. "Psychology's Third Wave." Procedia - Social and Behavioral Sciences 30 (2011): 2210–15. http://dx.doi.org/10.1016/j.sbspro.2011.10.430.

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21

Still, Arthur. "Psychology's compositional problem." Biological Psychology 25, no. 2 (1987): 189. http://dx.doi.org/10.1016/0301-0511(87)90038-x.

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22

Duda, Joan, Atsushi Fujita, Lise Gauvin, et al. "Sport Psychology's Digest." Journal of Sport Psychology 7, no. 2 (1985): 103–9. http://dx.doi.org/10.1123/jsp.7.2.103.

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23

Carpenter, S. "Psychology's Bold Initiative." Science 335, no. 6076 (2012): 1558–61. http://dx.doi.org/10.1126/science.335.6076.1558.

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24

McGraw, Kenneth O. "Psychology's Next Chapter?" Contemporary Psychology: A Journal of Reviews 42, no. 9 (1997): 823–24. http://dx.doi.org/10.1037/001338.

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25

Fox, Dennis. "Confronting psychology's power." Journal of Community Psychology 36, no. 2 (2008): 232–37. http://dx.doi.org/10.1002/jcop.20233.

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26

Zuhaery, Muhammad, and Badrudin Badrudin. "Enhancing Boarding School Management through Organizational Psychology Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (2023): 1051–63. http://dx.doi.org/10.33650/al-tanzim.v7i3.5944.

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This research aims to analyze organizational psychology's role in managing Islamic boarding schools. This qualitative research identifies organizational psychology's role in Islamic boarding school management by exploring several critical psychological aspects. The data sources used are primary data sources and secondary data sources. The data collection techniques are through interviews, observation, and documentation. Data analysis was done through data reduction, display, and conclusion. The results of the research are that the role of organizational psychology in the management of the Pesa

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27

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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28

Buskist, William, Janet F. Carlson, Andrew N. Christopher, Loreto Prieto, and Randolph A. Smith. "Models and Exemplars of Scholarship in the Teaching of Psychology." Teaching of Psychology 35, no. 4 (2008): 267–77. http://dx.doi.org/10.1080/00986280802373908.

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This article provides ideas for engaging in the scholarship of teaching in psychology. Topics covered include contributing to the Society for the Teaching of Psychology's Office of Teaching Resources in Psychology and Teaching of Psychology. Writing and editing books also constitute scholarly work. Finally, teaching with intentionality and accountability can be productive in leading to scholarship opportunities. By providing models and exemplars of scholarship in the teaching of psychology, we hope to encourage more teachers to engage in such activities.

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29

Al-Shawaf, Laith, and David Buss. "Evolutionary psychology and Bayesian modeling." Behavioral and Brain Sciences 34, no. 4 (2011): 188–89. http://dx.doi.org/10.1017/s0140525x11000173.

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AbstractThe target article provides important theoretical contributions to psychology and Bayesian modeling. Despite the article's excellent points, we suggest that it succumbs to a few misconceptions about evolutionary psychology (EP). These include a mischaracterization of evolutionary psychology's approach to optimality; failure to appreciate the centrality of mechanism in EP; and an incorrect depiction of hypothesis testing. An accurate characterization of EP offers more promise for successful integration with Bayesian modeling.

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30

Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences." Psychological Reports 81, no. 3 (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 o

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31

Oakland, Thomas D. "International School Psychology: Psychology's Worldwide Portal to Children and Youth." American Psychologist 58, no. 11 (2003): 985–92. http://dx.doi.org/10.1037/0003-066x.58.11.985.

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32

Rozensky, Ronald H. "Clinical psychology in medical settings: Psychology's role in health care." Journal of Clinical Psychology in Medical Settings 1, no. 1 (1994): 1–5. http://dx.doi.org/10.1007/bf01991722.

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33

Lopez, Shane J., Jeana L. Magyar-Moe, Stephanie E. Petersen, et al. "Counseling Psychology's Focus on Positive Aspects of Human Functioning." Counseling Psychologist 34, no. 2 (2006): 205–27. http://dx.doi.org/10.1177/0011000005283393.

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The Major Contribution aims to provide interrelated articles that examine how counseling psychology's past and the complex world we live and work in bear on our professional understanding of human strengths and positive life outcomes. In this article, the authors examine the historical underpinnings of the positive in psychology, analyze the focus on the positive in counseling psychology scholarship through the decades (via a content analysis), and review scholarship that has shaped the strength-based work of professionals throughout applied psychology. The content analysis of a random selecti

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34

van Lill, J. B. "Tradisionele navorsingsielkunde se epistemologiese verleentheid." South African Journal of Psychology 19, no. 3 (1989): 153–61. http://dx.doi.org/10.1177/008124638901900306.

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The epistemological embarrassment of traditional research psychology. Although psychology's traditional research methodology and philosophy of science have over the years been blamed by various authors for the inadequate knowledge of humankind, I demonstrate in the present article that psychology's epistemological problems more probably stem from higher order metatheoretical assumptions. On this metatheoretical level (called ‘justificationism’ here) the concepts of knowledge, proof and authority are confused and equated. A statement is not regarded as knowledge unless the necessary proof is fu

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35

Roeckelein, Jon E. "Psychology among the Sciences: Comparisons of Numbers of Theories and Laws Cited in Textbooks." Psychological Reports 80, no. 1 (1997): 131–41. http://dx.doi.org/10.2466/pr0.1997.80.1.131.

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A measure called “theories-to-laws ratio” (number of cited theories divided by number of cited laws in textbooks) was used to assess hypotheses concerning the concept of an “hierarchy of sciences” and psychology's place among the sciences. (1) The ratio will be well-balanced, i.e., show low values, for the “natural” sciences (physics, chemistry, biology) and be poorly balanced, i.e., show high values, for the “social” sciences (anthropology, sociology). (2) The theories-to-laws ratio of psychology will be closer to the mean of the “social” sciences than to the mean of the “natural” sciences. A

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36

Mercer, Mark. "Folk Psychology's Epistemic Credentials." Facta Philosophica 9, no. 1 (2007): 37–53. http://dx.doi.org/10.3726/93525_37.

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37

Kilby, Richard W. "Interests: Psychology's Blind Spot?" Perceptual and Motor Skills 79, no. 3 (1994): 1139–49. http://dx.doi.org/10.2466/pms.1994.79.3.1139.

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It is suggested that interests have been taken for granted by psychologists and deserve recognirion because they are important in our lives. Different types of interests have different natures and origins and this brief report is limited to intellectual interests. They are described as combining two uniquely human activities—an ever-reaching-out intellect and an emotional coloring which is giving them significance. A consequence is that new interest, with its motivation, is being produced spontaneously and regularly. A number of specific interest-influencing determinants are mentioned and exem

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38

Bloom. "Psychology's Mismeasurement Still Mismeasured." American Journal of Psychology 132, no. 4 (2019): 492. http://dx.doi.org/10.5406/amerjpsyc.132.4.0492.

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39

Zytowski, Donald G., J. Manuel Casas, Lucia A. Gilbert, Robert W. Lent, and Norma P. Simon. "Counseling Psychology's Public Image." Counseling Psychologist 16, no. 3 (1988): 332–46. http://dx.doi.org/10.1177/0011000088163003.

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40

Schwagmeyer, P. L. "Psychology's Disciples of Darwin." Contemporary Psychology: A Journal of Reviews 35, no. 3 (1990): 227–28. http://dx.doi.org/10.1037/028346.

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41

Wood, Wendy, Melinda Jones, and Ludy T. Benjamin. "Surveying psychology's public image." American Psychologist 41, no. 9 (1986): 947–53. http://dx.doi.org/10.1037/0003-066x.41.9.947.

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42

Frank, Robert G., John P. Gluck, and Susan P. Buckelew. "Rehabilitation: Psychology's greatest opportunity?" American Psychologist 45, no. 6 (1990): 757–61. http://dx.doi.org/10.1037/0003-066x.45.6.757.

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43

Walberg, Herbert J., and Geneva D. Haertel. "Educational psychology's first century." Journal of Educational Psychology 84, no. 1 (1992): 6–19. http://dx.doi.org/10.1037/0022-0663.84.1.6.

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44

Wulff, David M. "Psychology's War on Religion." International Journal for the Psychology of Religion 19, no. 4 (2009): 290–96. http://dx.doi.org/10.1080/10508610903146357.

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45

Bacon, Steven F. "Positive Psychology's Two Cultures." Review of General Psychology 9, no. 2 (2005): 181–92. http://dx.doi.org/10.1037/1089-2680.9.2.181.

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The rise of positive psychology has contributed to the scientific study of human strengths and virtues. This article identifies two types of character strengths: focus strengths, exemplified by creativity, and balance strengths, exemplified by wisdom. Which type we pursue influences how we organize our personal and professional lives, including choices about what we do, where we do it, and what values we promote as professional practitioners, researchers, and teachers. G. A. Kimble (1984) identified two cultures of psychology based on members’ commitments to scientific or humanistic values. In

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46

Gorsuch, Richard L., and B. Bower. "Recalling Psychology's Past Research." Science News 145, no. 21 (1994): 323. http://dx.doi.org/10.2307/3978039.

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47

Rychlak, Joseph F. "Decomposing Psychology's Compositional Problem." Contemporary Psychology: A Journal of Reviews 33, no. 11 (1988): 942–43. http://dx.doi.org/10.1037/026197.

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48

Bütz, Michael R. "Psychopharmacology: Psychology's Jurassic Park?" Psychotherapy: Theory, Research, Practice, Training 31, no. 4 (1994): 692–99. http://dx.doi.org/10.1037/0033-3204.31.4.692.

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49

Hoshmand, Lisa Tsoi. "Psychology's ethics of belief." American Psychologist 50, no. 7 (1995): 540–41. http://dx.doi.org/10.1037/0003-066x.50.7.540.

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50

Benjamin, Ludy T. "Revisiting psychology's core curriculum." American Psychologist 57, no. 6-7 (2002): 454–55. http://dx.doi.org/10.1037/0003-066x.57.6-7.454.

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