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Artigos de revistas sobre o tema "Psychology"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

Edwards, Derek, and Jerzy Stachowiak. "Psychologia dyskursowa." Przegląd Socjologiczny 72, no. 2 (2023): 17–42. http://dx.doi.org/10.26485/ps/2023/72.2/2.

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Tłumaczenie tekstu: Derek Edwards. 2005. Discursive Psychology. In: Handbook of language and social interaction, K.L. Fitch, R.E. Sanders (eds.), 257–273. Mahwah: Erlbaum. Psychologia dyskursowa jest jednym z nurtów w analizie dyskurs. Zajmuje się ona przede wszystkim rozmowami potocznymi, analizą interakcji, ale także badaniem materiałów tekstowych. W artykule omówione zostają trzy zasadnicze wątki charakterystyczne dla psychologii dyskursowej: (1) reokreślenie i krytyka tematów psychologicznych, (2) badania nad leksykonem psychologicznym oraz (3) analizy praktyk kierowania sprawami psy

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2

Janabaevna, Kokkozova Janar. "GENERAL PSYCHOLOGY AND PERSONALITY PSYCHOLOGY." International Journal of Advance Scientific Research 4, no. 3 (2024): 156–59. http://dx.doi.org/10.37547/ijasr-04-03-28.

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Utilizing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews from a diverse sample of 200 adolescents aged 13-18. The analysis focuses on patterns of social media use, self-perception, and peer influence. Findingsindicate that extensive use of social networks correlates with heightened self-awareness and social comparison, which in turn affect self-esteem and identity formation.

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Vogel, Ladislaus Z. "Emotions Psychologie (The Psychology of Emotions)." International Journal of Group Psychotherapy 38, no. 3 (1988): 410–11. http://dx.doi.org/10.1080/00207284.1988.11491128.

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4

Smedslund, Jan. "Psychologic: A Technical Language for Psychology." Psychological Inquiry 2, no. 4 (1991): 376–82. http://dx.doi.org/10.1207/s15327965pli0204_15.

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Carr, Christopher M. "Sport Psychology: Psychologic Issues and Applications." Physical Medicine and Rehabilitation Clinics of North America 17, no. 3 (2006): 519–35. http://dx.doi.org/10.1016/j.pmr.2006.05.007.

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Krivohlavy, Jaro. "REVIEW: "Psychologie nábozenství (Psychology of Religion)"." International Journal for the Psychology of Religion 13, no. 3 (2003): 221–22. http://dx.doi.org/10.1207/s15327582ijpr1303_06.

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Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CA

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Sieradzan, Jacek. "Psychologization of Buddhism: Chance or danger?" Podstawy Edukacji 9 (2016): 65–80. http://dx.doi.org/10.16926/pe.2016.09.04.

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9

Lee, Christina, and Neville Owen. "Behavioural Sport Psychology." Behaviour Change 3, no. 2 (1986): 79–80. http://dx.doi.org/10.1017/s0813483900009207.

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The strong media and public interest in sport psychology has had the unfortunate effect of publicising its sensational aspects, rather than its scientific and professional substance. The articles in this issue of Behaviour Change show that sport psychology does have strong connections with the mainstream of scientific and professional psychology, and that sporting settings provide a substantial and stimulating focus for a behavioural approach. Sport psychology's subject matter has overlaps with clinical psychology and with behavioural health care, there is a large and growing research literatu

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10

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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11

Williams, Richard N. "The Pseudofundamental in Psychology: Psychologic and Psychologism." Psychological Inquiry 2, no. 4 (1991): 371–74. http://dx.doi.org/10.1207/s15327965pli0204_13.

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12

Goghari, Vina M. "Publishing excellence in Canadian Psychology/Psychologie Canadienne." Canadian Psychology/Psychologie canadienne 60, no. 1 (2019): 1–2. http://dx.doi.org/10.1037/cap0000174.

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13

Solity, Jonathan. "Psychology, Teachers and the Early Years Psychologie." International Journal of Early Years Education 3, no. 1 (1995): 5–23. http://dx.doi.org/10.1080/0966976950030102.

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14

Giorgi, Amedeo. "Th e origins of The journal of Phenomenological Psychology and Some Difficulties in Introducing Phenomenology Into Scientific Psychology." Journal of Phenomenological Psychology 29, no. 2 (1998): 161–76. http://dx.doi.org/10.1163/156916298x00076.

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AbstractA description of the founding of the Journal of Phenomenological Psychology and some of its vicissitudes during its first 25 years are described. Some of the difficulties the journal experienced are correlated with the minority status of phenomenological psychology in the world of psychology at large. Several factors are hypothesized to be the basis of Phenomenology's little impact on mainstream psychology: intrinsic difficulties in comprehending phenomenological philosophy, the fact that phenomenological psychology has not yet sufficiently diflerentiated itself from phenomenological p

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15

Horkheimer, Max. "History and Psychology (1932)." Sententiae 39, no. 2 (2020): 139–69. http://dx.doi.org/10.31649/sent39.02.139.

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The first Ukrainian translation of Max Horkheimer's article "History and Psychology" (Geschichte und Psychologie, 1932), made by Vitaly Bryzhnik under the scientific and literary editorship of Ivan Ivashchenko.

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16

Brindley, Erica. "Music, Cosmos, and the Development of Psychology in Early China." T'oung Pao 92, no. 1 (2006): 1–49. http://dx.doi.org/10.1163/156853206778553180.

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AbstractMusic plays an important role in the development of discourses on the body, and, in particular, on psychology. From the received and excavated textual record dating to the 4th and 3rd centuries B.C. we gain insights into the emergence of an elaborate logos of the psyche, or "psychology," as such a psychology relates to the cosmos. The article explores two orientations on the role of music in psychology. The first and earlier orientation outlines what the author terms a "psychology of influence," which provides a rationale for the beneficial effects of good music in self-cultivation and

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17

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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18

Ravshanovich, Qurbonov Davlat, and Qurbonova Aziza Davlat Qizi. "VICTIM PSYCHOLOGY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (2022): 204–6. http://dx.doi.org/10.55640/eijmrms-02-05-39.

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Following the Republic of Uzbekistan's socioeconomic independence, dramatic changes in society occurred. Despite the fact that this time in the personality society was brief, it opened the ground for a major transition in the Republic's social, political, and psychological existence. In this regard, research into the psychology of the victim as a result of violations in the country's life was also undertaken.

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19

Smedslund, Jan. "From Hypothesis-Testing Psychology to Procedure-Testing Psychologic." Review of General Psychology 6, no. 1 (2002): 51–72. http://dx.doi.org/10.1037/1089-2680.6.1.51.

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Psychologists do not analyze the conceptual relations between their independent and dependent variables. Hence, they fail to recognize that the plausibility of their hypotheses stems from the conceptual relatedness of the variables. The outcome is research that appears to test hypotheses but really tests only procedures, because the hypotheses involve conceptually related variables and are necessarily true. Domains in which this has been demonstrated are discussed. Psychologic is an axiomatic system intended to formulate the psychologically relevant conceptual relationships embedded in languag

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20

Hunsley, John, and Luc G. Pelletier. "Canadian Psychology/Psychologie canadienne: The next four years." Canadian Psychology/Psychologie canadienne 48, no. 1 (2007): 1–3. http://dx.doi.org/10.1037/cp200700.

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Hunsley, John, and Luc G. Pelletier. "Canadian Psychology/Psychologie canadienne: Les quatre prochaines années." Canadian Psychology/Psychologie canadienne 48, no. 1 (2007): 4–6. http://dx.doi.org/10.1037/cp2007002.

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22

Holling, Heinz, and Edgar Erdfelder. "The New Zeitschrift für Psychologie / Journal of Psychology." Zeitschrift für Psychologie / Journal of Psychology 215, no. 1 (2007): 1–3. http://dx.doi.org/10.1027/0044-3409.215.1.1.

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23

Brock, Adrian C. "Psychologie in der DDR [Psychology in the GDR]." Journal of the History of the Behavioral Sciences 42, no. 4 (2006): 399–400. http://dx.doi.org/10.1002/jhbs.20193.

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24

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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25

Lopez, Shane J., and Jeana L. Magyar-Moe. "A Positive Psychology That Matters." Counseling Psychologist 34, no. 2 (2006): 323–30. http://dx.doi.org/10.1177/0011000005284392.

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The Major Contribution intended to situate positive psychology in counseling psychology's past and future and in the complex world we live and work in today. The four reactions (Frazier, Lee,& Steger; Gerstein; Linley; Mollen, Ethington,& Ridley) provide new insights into how counseling psychology has and will contribute to the study of human strengths and positive outcomes. In this rejoinder, the authors attempt to build on their colleagues'ideas and call for socially significant strength-based research and practice. A “positive psychology that matters” will address societal problems

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26

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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27

Werner, Heike, Friedrich Lampert, and Jürgen Neuser. "Psychologieunterricht im Studium der Zahnmedizin Ergebnisse einer Befragung an deutschen Hochschulen." Zeitschrift für Medizinische Psychologie 7, no. 4 (1998): 185–89. https://doi.org/10.3233/zmp-1998-7_4_07.

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Im Zusammenhang mit der zu erwartenden neuen Approbationsordnung für Zahnärzte wird auch ein Unterricht in Psychologie als fester Bestandteil der Ausbildung ins Auge gefaßt. Diese Entwicklung wurde als Anlaß zu einer Befragung genommen, bei der alle deutschen Hochschulen, an denen Zahnärzte ausgebildet werden, zu ihrem gegenwärtigen Engagement hinsichtlich der Ausbildung in Psychologie und zu ihren Wünschen für die Zukunft befragt wurden. Die Ergebnisse zeigen, daß bereits jetzt mehr als die Hälfte der Ausbildungsstätten Unterricht in Psychologie für Studierende der Zahnmedizin anbieten. Für d

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28

Mareš, Jiří. "Školní psycholog jako výzkumník: zamyšlení nad možnostmi." Pedagogická orientace 26, no. 1 (2016): 5–23. http://dx.doi.org/10.5817/pedor2016-1-5.

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Přehledová studie v první části konstatuje, že školní psychologové na celém světě mají v náplni práce nejen poskytovat psychologické služby žákům, učitelům a rodičům, ale také se aktivně zapojovat do výzkumu. Druhá část předkládá novou typologii školních psychologů: (1) ti, co působí na vysokých školách; (2) ti, co současně působí jak na vysoké škole, tak v terénu; (3) ti, co se připravují na dráhu školního psychologa jak na vysoké škole, tak v terénu; (4) ti, co působí jen v terénu. Třetí část studie upozorňuje, že zrušením rezortního ústavu, který se zabýval školním poradenstvím, se zredukov

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Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, and Ioulia Papageorgi. "Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs." Psychology Learning & Teaching 18, no. 2 (2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

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This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the profes

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Błaszczyk, Marek. "Psychology of personal development." Świat i Słowo 37, no. 2 (2021): 325–40. http://dx.doi.org/10.5604/01.3001.0015.6081.

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The paper presents a critical approach to Psychologia zmiany. Najskuteczniejsze narzędzia pracy z ludzkimi emocjami, zachowaniami i myśleniem by Mateusz Grzesiak (Wydawnictwo Helion, Gliwice 2017). It discusses the main theses presented in the dissertation and invites to reflection on psychology of personal development.

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Alinazarov, N. N. "THE ROLE, MEANING AND ESSENCE OF PSYCHOLOGY IN HUMAN LIFE." Harbiy Pedagog 2, no. 1 (2025): 70–73. https://doi.org/10.5281/zenodo.15239870.

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This article delves into psychology, tracing its evolution from the ancient “doctrine of the soul” to its current definition as the science of psychic processes and personality traits. It explores psychology's complexity, encompassing intuition, perception, memory, emotion, and mental phenomena. The text emphasizes psychology’s practical applications across various domains, such as education, law, sports, and military fields. Modern psychology integrates multidisciplinary systems, with research increasingly adopting electronic and chemical methods. The role of introspection i

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Nell, Victor. "The Case for an Independent Licensing Board for Psychology." South African Journal of Psychology 22, no. 4 (1992): 228–39. http://dx.doi.org/10.1177/008124639202200407.

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Medicine and psychology are constrained to collaborate with one another in their common human service enterprise, but are methodologically separated by psychology's loquacity, its dependence on words, and the silence of the medical gaze, its wordlessness. If psychology is co-opted by the politically more powerful medical profession, it cannot attain its full human welfare potential. Its professional development is stunted, it is subordinated to psychiatry in mental health settings, and prevented from communicating effectively with its clients by the imposition of information giving constraints

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Gama, Uberto Afonso Albuquerque da. "The contribution of developmental psychology in the teaching and learning process." Núcleo do Conhecimento 01, no. 08 (2022): 157–206. https://doi.org/10.32749/nucleodoconhecimento.com.br/psychology/psychology-in-the-teaching.

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Pedagogical action is essential in the search for theoretical foundations and practical knowledge of knowledge and needs to be a permanent accomplishment in the work of the educator, so that he can resize his performance in an attempt to improve the teaching-learning process, contributing to the development of the human being. From this perspective, this article was based on the guiding question: what theoretical assumptions about Developmental Psychology applied to the teaching and learning process are in force in the literature? With this, the objective was to present an introductory and syn

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Richards, Graham. "The Psychology of Psychology." Theory & Psychology 12, no. 1 (2002): 7–36. http://dx.doi.org/10.1177/0959354302121002.

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Monsor, B. "Psychology and Social Psychology." Social Work Research and Abstracts 21, no. 4 (1985): 82–83. http://dx.doi.org/10.1093/swra/21.4.82.

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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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Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory." International Journal of Psychosocial Rehabilitation 24, no. 4 (2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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Bošnjak, Michael, Nadine Wedderhoff, and Holger Steinmetz. "Hotspots in Psychology – 2021 Edition." Zeitschrift für Psychologie 229, no. 1 (2021): 1–2. http://dx.doi.org/10.1027/2151-2604/a000438.

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Abstract. This editorial briefly introduces the six articles included in the fifth “Hotspots in Psychology” of the Zeitschrift für Psychologie. The format is devoted to systematic reviews and meta-analyses in research-active fields that have generated a considerable number of primary studies. The common denominator of published papers is the application of research synthesis approaches and not a specific psychological topic or theme that all articles have to address. Moreover, methodological advances in research synthesis methods relevant to any subfield of psychology are being addressed. To f

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Bošnjak, Michael, and Nadine Wedderhoff. "Hotspots in Psychology – 2020 Edition." Zeitschrift für Psychologie 228, no. 1 (2020): 1–2. http://dx.doi.org/10.1027/2151-2604/a000398.

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Abstract. This editorial gives a brief introduction to the six articles included in the fourth “Hotspots in Psychology” of the Zeitschrift für Psychologie. The format is devoted to systematic reviews and meta-analyses in research-active fields that have generated a considerable number of primary studies. The common denominator is the research synthesis nature of the included articles, and not a specific psychological topic or theme that all articles have to address. Moreover, methodological advances in research synthesis methods relevant for any subfield of psychology are being addressed. Comp

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Goghari, Vina M. "Update on publishing excellence in Canadian Psychology/Psychologie canadienne." Canadian Psychology/Psychologie canadienne 62, no. 1 (2021): 1–4. http://dx.doi.org/10.1037/cap0000280.

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Smedslund, Jan. "The Pseudoempirical in Psychology and the Case for Psychologic." Psychological Inquiry 2, no. 4 (1991): 325–38. http://dx.doi.org/10.1207/s15327965pli0204_1.

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Sulavikova, Blanka. "Maria Machalova. Psychologia vo vzdelavani dospelych (Adult Education Psychology)." Human Affairs 16, no. 1 (2006): 99–102. http://dx.doi.org/10.1515/humaff-2006-160109.

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Igarashi, Yasuhiro, Michiko Tsuge, Tin Tin Htun, Takehiko Ito, and Yasuhiro Omi. "Possibilities of Critical Psychology in Japan: Theoretical Psychology, LGBT Psychology, Psychology of Ethnic Minorities, and Peace Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): SS—024—SS—024. http://dx.doi.org/10.4992/pacjpa.79.0_ss-024.

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Nicholson, Ian. "From the Kingdom of God to the Beloved Community, 1920–1930: Psychology and the Social Gospel in the Work of Goodwin Watson & Carl Rogers." Journal of Psychology and Theology 22, no. 3 (1994): 196–206. http://dx.doi.org/10.1177/009164719402200305.

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This article examines the relationship between psychology and religion in the 1920s through a consideration of the careers of Goodwin Watson and Carl Rogers. Both men began their professional lives in the ministry but later switched to psychology. Their decision to go into psychology and their subsequent research program is discussed in relation to the religious and social context of the early 20th century. For Watson and Rogers, psychology was not an abandonment of religious ideals but an assimilation of religion into a scientific framework. Their experience suggests that psychology's growth

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Bieżanek, BMJC. "Psychology and Mathematics." Advances in Theoretical & Computational Physics 7, no. 3 (2024): 01–03. https://doi.org/10.33140/atcp.07.03.11.

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The term "Cybernetics" comes from the ancient Greek word "cybernaut" which refers to the steersman of a ship. In logical cybernetics we draw an analogy with this to steering our logical thinking towards an ever greater understanding of the Universe. The common cybernetic thinker, that is almost all of us, totally rely upon what we have been taught by others. We are like the steersman of a ship who takes over the watch from another, totally relying upon the logical navigation so far being correct. The very rare meta-cybernetic thinker says to himself "something is very wrong here". In order to

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Lott, Bernice. "Social Psychology: Humanist Roots and Feminist Future." Psychology of Women Quarterly 15, no. 4 (1991): 505–19. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00426.x.

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The central theme of this article is that a feminist perspective is not only compatible with the history, objectives, and emphases of social psychology, but necessary for its continued vitality. In view of social psychology's humanist roots and its “nurturist” and “social optimist” tenets, it is not surprising that feminist scholarship has flourished within it. Situational factors and group membership—the focus of social psychological inquiry—are also key to understanding how culture constructs gender, a central issue in the feminist agenda. Some of the important women in the early decades of

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Hanges, Paul J., Charles A. Scherbaum, Harold W. Goldstein, Rachel Ryan, and Kenneth P. Yusko. "I–O Psychology and Intelligence: A Starting Point Established." Industrial and Organizational Psychology 5, no. 2 (2012): 189–95. http://dx.doi.org/10.1111/j.1754-9434.2012.01430.x.

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The goal of our focal article was to initiate a conversation on how I–O psychology can reengage in research on intelligence. We are encouraged by the ways in which the commentators have furthered this conversation. We discuss 4 overarching themes in the set of commentaries: the extent that I–O psychology is contributing to the intelligence field, outsiders' impressions of I–O psychology's contributions to intelligence research, ways I–O psychology can contribute to intelligence research, and ideas about what prevents us from doing this research. We hope this collection of articles serves to tr

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Raupp, Carol D., and David C. Cohen. "“A Thousand Points of Light” Illuminate the Psychology Curriculum: Volunteering as a Learning Experience." Teaching of Psychology 19, no. 1 (1992): 25–30. http://dx.doi.org/10.1207/s15328023top1901_5.

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Most psychology departments offer field placements that allow undergraduates to learn practical skills and test career options. The psychology curriculum should encourage community service placements because they are consistent with psychology's values, good for students, and beneficial to the community. To close the acknowledged gap between good intentions and volunteer action, our department has developed two models of community service: elementary school tutoring within a child psychology course and credit for individual placements in a variety of settings. We describe procedures followed,

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Cox, Brian D. "Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool." Teaching of Psychology 24, no. 1 (1997): 39–41. http://dx.doi.org/10.1177/009862839702400110.

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Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching too

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Wachtel, Paul L. "Political Psychology and Economic Psychology." Political Psychology 12, no. 4 (1991): 747. http://dx.doi.org/10.2307/3791555.

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