Chapter 1 • What Is Psychology?
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Psycholinguistics
11/09/2013 Psycholinguistics What do these activities have in common? What kind of process is involved in producing and understanding language? 1 11/09/2013 Questions • What is psycholinguistics? • What are the main topics of psycholinguistics? 9.1 Introduction • * Psycholinguistics is the study of the language processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and discourse meaning are represented and computed in the mind. 2 11/09/2013 9.1 Introduction * As the name suggests, it is a subject which links psychology and linguistics. • Psycholinguistics is interdisciplinary in nature and is studied by people in a variety of fields, such as psychology, cognitive science, and linguistics. It is an area of study which draws insights from linguistics and psychology and focuses upon the comprehension and production of language. • The scope of psycholinguistics • The common aim of psycholinguists is to find out the structures and processes which underline a human’s ability to speak and understand language. • Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual. 3 11/09/2013 The scope of psycholinguistics • At its heart, psycholinguistic work consists of two questions. – What knowledge of language is needed for us to use language? – What processes are involved in the use of language? The “knowledge” question • Four broad areas of language knowledge: Semantics deals with the meanings of sentences and words. -
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion Ann Taves, University of California, Santa Barbara Egil Asprem, Stockholm University Elliott Ihm, University of California, Santa Barbara Abstract: To get beyond the solely negative identities signaled by atheism and agnosticism, we have to conceptualize an object of study that includes religions and non-religions. We advocate a shift from “religions” to “worldviews” and define worldviews in terms of the human ability to ask and reflect on “big questions” ([BQs], e.g., what exists? how should we live?). From a worldviews perspective, atheism, agnosticism, and theism are competing claims about one feature of reality and can be combined with various answers to the BQs to generate a wide range of worldviews. To lay a foundation for the multidisciplinary study of worldviews that includes psychology and other sciences, we ground them in humans’ evolved world-making capacities. Conceptualizing worldviews in this way allows us to identify, refine, and connect concepts that are appropriate to different levels of analysis. We argue that the language of enacted and articulated worldviews (for humans) and worldmaking and ways of life (for humans and other animals) is appropriate at the level of persons or organisms and the language of sense making, schemas, and meaning frameworks is appropriate at the cognitive level (for humans and other animals). Viewing the meaning making processes that enable humans to generate worldviews from an evolutionary perspective allows us to raise news questions for psychology with particular relevance for the study of nonreligious worldviews. Keywords: worldviews, meaning making, religion, nonreligion Acknowledgments: The authors would like to thank Raymond F. -
The Three Meanings of Meaning in Life: Distinguishing Coherence, Purpose, and Significance
The Journal of Positive Psychology Dedicated to furthering research and promoting good practice ISSN: 1743-9760 (Print) 1743-9779 (Online) Journal homepage: http://www.tandfonline.com/loi/rpos20 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martela & Michael F. Steger To cite this article: Frank Martela & Michael F. Steger (2016) The three meanings of meaning in life: Distinguishing coherence, purpose, and significance, The Journal of Positive Psychology, 11:5, 531-545, DOI: 10.1080/17439760.2015.1137623 To link to this article: http://dx.doi.org/10.1080/17439760.2015.1137623 Published online: 27 Jan 2016. Submit your article to this journal Article views: 425 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rpos20 Download by: [Colorado State University] Date: 06 July 2016, At: 11:55 The Journal of Positive Psychology, 2016 Vol. 11, No. 5, 531–545, http://dx.doi.org/10.1080/17439760.2015.1137623 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martelaa* and Michael F. Stegerb,c aFaculty of Theology, University of Helsinki, P.O. Box 4, Helsinki 00014, Finland; bDepartment of Psychology, Colorado State University, 1876 Campus Delivery, Fort Collins, CO 80523-1876, USA; cSchool of Behavioural Sciences, North-West University, Vanderbijlpark, South Africa (Received 25 June 2015; accepted 3 December 2015) Despite growing interest in meaning in life, many have voiced their concern over the conceptual refinement of the con- struct itself. Researchers seem to have two main ways to understand what meaning in life means: coherence and pur- pose, with a third way, significance, gaining increasing attention. -
Substance Use Disorders (SUD) Begin in Childhood Or Adolescence (Kandel, 1992)
PSYCHIATRY TELEHEALTH, LIAISON & CONSULTS (PSYCH TLC) Substance Related Disorders in Children and Adolescents Written and initially reviewed, 11/2011: Zaid Malik, M.D. Deepmala Deepmala, M.D Jody Brown, M.D. Laurence Miller, M.D. Reviewed and updated, 03/04/2014: Deepmala Deepmala, M.D. Work submitted by Contract # 4600016732 from the Division of Medical Services, Arkansas Department of Human Services 1 | P a g e Department of Human Services Psych TLC Phone Numbers: 501-526-7425 or 1-866-273-3835 The free Child Psychiatry Telemedicine, Liaison & Consult (Psych TLC) service is available for: Consultation on psychiatric medication related issues including: . Advice on initial management for your patient . Titration of psychiatric medications . Side effects of psychiatric medications . Combination of psychiatric medications with other medications Consultation regarding children with mental health related issues Psychiatric evaluations in special cases via tele-video Educational opportunities This service is free to all Arkansas physicians caring for children. Telephone consults are made within 15 minutes of placing the call and can be accomplished while the child and/or parent are still in the office. Arkansas Division of Behavioral Health Services (DBHS): (501) 686-9465 http://humanservices.arkansas.gov/dbhs/Pages/default.aspx 2 | P a g e Substance Related Disorders in Children and Adolescents ______________________________________________________ Table of Contents 1. Epidemiology 2. Symptomatology 3. Diagnostic Criteria -- Highlights of Changes from DSM IV to DSM 5 3.1 Substance Use Disorder 3.2 Substance Induced Disorder 3.2.1 Substance Withdrawal 3.2.2 Substance Intoxication 3.2.3 Substance/Medication-Induced Mental Disorders 4. Etiology, Risk Factors and Protective Factors 4.1 Etiology 4.2 Risk Factors and Protective Factors 5. -
Between Psychology and Philosophy East-West Themes and Beyond
PALGRAVE STUDIES IN COMPARATIVE EAST-WEST PHILOSOPHY Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Palgrave Studies in Comparative East-West Philosophy Series Editors Chienkuo Mi Philosophy Soochow University Taipei City, Taiwan Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA The purpose of Palgrave Studies in Comparative East-West Philosophy is to generate mutual understanding between Western and Chinese philoso- phers in a world of increased communication. It has now been clear for some time that the philosophers of East and West need to learn from each other and this series seeks to expand on that collaboration, publishing books by philosophers from different parts of the globe, independently and in partnership, on themes of mutual interest and currency. The series also publishs monographs of the Soochow University Lectures and the Nankai Lectures. Both lectures series host world-renowned philosophers offering new and innovative research and thought. More information about this series at http://www.palgrave.com/gp/series/16356 Michael Slote Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA ISSN 2662-2378 ISSN 2662-2386 (electronic) Palgrave Studies in Comparative East-West Philosophy ISBN 978-3-030-22502-5 ISBN 978-3-030-22503-2 (eBook) https://doi.org/10.1007/978-3-030-22503-2 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. -
Meaning in Life in Psychotherapy: the Perspective of Experienced Psychotherapists
Marquette University e-Publications@Marquette College of Education Faculty Research and Publications Education, College of 11-2015 Meaning in life in psychotherapy: The perspective of experienced psychotherapists Clara E. Hill University of Maryland - College Park Yoshi Kanazawa Meigi Gakuin University - Tokyo, Japan Sarah Knox Marquette University, [email protected] Iris Schauerman University of Maryland - College Park Darren Loureiro University of Maryland - College Park See next page for additional authors Follow this and additional works at: https://epublications.marquette.edu/edu_fac Part of the Education Commons Recommended Citation Hill, Clara E.; Kanazawa, Yoshi; Knox, Sarah; Schauerman, Iris; Loureiro, Darren; James, Danielle; Carter, Imani; King, Shakeena; Razzak, Suad; Scarff, Melanie; and Moore, Jasmine, "Meaning in life in psychotherapy: The perspective of experienced psychotherapists" (2015). College of Education Faculty Research and Publications. 385. https://epublications.marquette.edu/edu_fac/385 Authors Clara E. Hill, Yoshi Kanazawa, Sarah Knox, Iris Schauerman, Darren Loureiro, Danielle James, Imani Carter, Shakeena King, Suad Razzak, Melanie Scarff, and Jasmine Moore This article is available at e-Publications@Marquette: https://epublications.marquette.edu/edu_fac/385 Marquette University e-Publications@Marquette Education Faculty Research and Publications/College of Education This paper is NOT THE PUBLISHED VERSION. Access the published version at the link in the citation below. Psychotherapy Research, Vol. 27, No. 4 (July 2017): 381–396. DOI. This article is © Routledge Taylor & Francis and permission has been granted for this version to appear in e-Publications@Marquette. Routledge Taylor & Francis does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Routledge Taylor & Francis. -
Assessment Biai (Positions of Various Professional Groups Regarding Testing/Aisessment Practices)
DOCUMENT RESUME ED 246 637 EC 170 029 AUTHOR Kratochwill, Thomas R.; Cancelli, Anthony A. TITLE Nonbiased Assessment in Psychology and Education. Volumes I and II. [Final Report]. INSTITUTION Arizona Univ., Tucson. Coll. of Education. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. PUB DATE Nov 82 GRANT G008100160 NOTE 603p. PUB TYPE Information Analyses (070) Reports Descriptive (141) EDRS PRICE MF03/PC25 Plus Postage. DESCRIPTORS *Disabilities; Elementary Secondary Education; 4 Evaluation Methods; History; Minority Groups; *Psychology; *Special Education; *StUdent Evaluation; *Test Bias; Testing; *Testing Problems; Test Interpretation; Test Use; Test Validity ABSTRACT The document presents findings from'a comprehensive review of the literature on the topic of nonbiased assessment. An introductory chapter describes the review's conceptual framework. Chapters 2 through 9 present analyses of the following major aspects of the topic (sample subtopics in parentheses): historical perspectives (ancient influences, nineteenth century developments, the emergence of differential psychology); conceptual models of human functioning (seven models of humeri behavior that influence contemporary assessment practices); technical test bias (implications of validation theory, external and internal construct bias); situational bias in psychologiCal assessment (test-wiseness, examiner sex and race, motivational factors); outcome bias(prediction of specific outcomes, selection versus intervention, a variety of selection models); proposed -
Evolutionary Psychology
SN-05(153-196) 3/4/02 2:12 PM Page 153 CHAPTER 5 Evolutionary psychology esearchers committed to an evolutionary perspective Ron humanity were initially united in the face of wide- spread hostility to human sociobiology. However, in the 1980s, as the number of investigators using evolution to study human behaviour increased, subgroups began to emerge with different opinions on how best to proceed. One such subgroup was dominated by academic psycho- logists searching for the evolved psychological mechanisms that they envisaged underpinned any universal mental and behavioural characteristics of humanity. While the intellec- tual roots of some of these practitioners could be traced to human sociobiology, or to the study of animal behaviour, the majority were fresh recruits who sought to differentiate themselves from human sociobiology, and restyled them- selves as Darwinian or evolutionary psychologists. For Leda Cosmides and John Tooby, two of the pioneers of this new discipline, evolutionary psychology owed little intellectual debt to Edward Wilson but did draw inspiration from the writings of Bill Hamilton, Robert Trivers, and George Williams. Tooby, a Harvard-trained anthropologist who had worked closely with Irven DeVore, and Cosmides, a psychologist also from Harvard, were brought by Donald Symons to Santa Barbara where they founded the first Center for Research in Evolutionary Psychology. SN-05(153-196) 3/4/02 2:12 PM Page 154 154 SENSE AND NONSENSE The ‘Santa Barbara school’1 were concerned that human sociobiologists and behavioural ecologists had neglected psychological adaptations: In the rush to apply evolutionary insights to a science of human behavior, many researchers have made a conceptual ‘wrong turn’, leaving a gap in the evolutionary approach that has limited its effectiveness. -
Psychology Defined ᮢ
Psychology Defined ᮢ Gregg R. Henriques James Madison University A new form of knowledge technology is used to diagnose psychology’s epistemological woes and provide a solution to the difficulties. The argu- ment presented is that psychology has traditionally spanned two separate but intimately related problems: (a) the problem of animal behavior and (b) the problem of human behavior. Accordingly, the solution offered divides the field into two broad, logically consistent domains. The first domain is psychological formalism, which is defined as the science of mind, corre- sponds to animal behavior, and consists of the basic psychological sci- ences. The second domain is human psychology, which is defined as the science of human behavior at the individual level and is proposed as a hybrid that exists between psychological formalism and the social sciences. © 2004 Wiley Periodicals, Inc. J Clin Psychol 60: 1207–1221, 2004. Keywords: Tree of Knowledge (ToK) System; psychological formalism; unified theory; mental behaviorism; Justification Hypothesis We persevere in looking at small questions instead of large ones and our view of the forest is forever obscured by the trees. (Bevan, 1991, p. 475) What is psychology? Is it a single, coherent scientific discipline awaiting transfor- mation from the current preparadigmatic state into a more mature unified one? Or, is it a heterogeneous federation of subdisciplines that will ultimately fragment into a multitude of smaller, more specialized fields? This is, in essence, the “to be or not to be” question of the field. Currently, psychology exists as an uneasy compromise between unification and fragmentation. On the one hand, the existence of numerous societal institutions sug- gests that psychology is a singular entity at some level. -
Psychological Research Eastern
Teaching and Psychological Research Eastern Ii Li PSYCHOLOGICAL RESEARCH AND TEACHING FOR SOCIAL DEVELOPMENT IN EASTERN AND SOUTHERN AFRICA Selected Proceedings of the Seminar on The Current Status of Teaching of Psychology and Edited by F.M. Okatcha I.M. Omari P. W. KariuTi Kenyatta University IDRC Nairobi University of Nairobi Supported by Kenyatta University, the International Development Research Centre (IDRC), UNESCO National Commission, and the British Council. The views expressed are those of the authors and do not necessarily represent the view's of the funding agencies "yIV /q I 1 v ( 4 TABLE OF CONTENTS Page Preface Section I: General and Paradigmic Issues I 1. I.M. Omari. The Growth and Metamorphosis of 2 Psychology in Eastern and Southern Africa. 2. A. Mundy-Castle. The History of Psychology in 14 Africa. Implications for Research, Training and Action. 3. A.A. Olowu. Psychology for Personal Growth: 21 Humanistic Perspectives. 4. B.G. Koech. The Importance of Choice of 29 Paradigms in Psychological Research in Africa. Section II Teaching and Training of Psychologists 41 5. F.M. Okatcha. The Linkage Between undergraduate 42 Studies in Psychology and Graduate Studies in Educational Psychology. 6. P.D. Machungwa. Postgraduate Training in 50 Industrial Psychology: Issues and Problems. 7. I.M. Mwaimbolwa-Sinyangwe. Psychological 57 Teaching and Research at the University of Zambia. 8. R.P. Bundy. Teaching Psychology for 62 Professional Educational Services. 9. R.F. Zamba. The Role of Education Psychology 69 in an Educational System Under Siege: The Case of Zambia. 10. D.S.J. Mkandawire. A Model for Evaluation of 81 Psychological and Educational Selection Tests. -
Methodological Behaviorism As a Radical Behaviorist Views It
Behavior and Philosophy, 39/40, 145-202 (2011/2012). © 2011 Cambridge Center for Behavioral Studies METHODOLOGICAL BEHAVIORISM AS A RADICAL BEHAVIORIST VIEWS IT J. Moore University of Wisconsin – Milwaukee ABSTRACT: Methodological behaviorism is a stance on verbal processes and the meaning of “psychological” terms and concepts that are deployed in theories and explanations of behavior. According to this stance, all such terms and concepts should be based on observable stimuli and behavior. Over the years, psychologists have interpreted the phrase “based on” in at least three different ways. One interpretation was that psychologists should remain formally silent on causal mental terms, and not speak at all about unobservables. A second interpretation allowed psychologists to appeal indirectly to mediating mental terms, provided the psychologists could logically connect the terms to observables through operational definitions, where those definitions were exhaustive. A third interpretation again allowed psychologists to appeal indirectly to mediating mental terms, provided the psychologists could logically connect the terms to observables through operational definitions. This time, however, the definitions need be only partial instead of exhaustive. We argue the interpretations lead to an incomplete psychology, if not also an institutionalized mentalism, because they fail to recognize private behavioral events. None of the interpretations are consistent with the radical behaviorism of B. F. Skinner. Key words: methodological behaviorism, radical behaviorism, operationism, logical positivism, theoretical terms, psychological terms Methodological Behaviorism as a Radical Behaviorist Views It Skinner (1964) opened one of his canonical articles with the following paragraph: Behaviorism, with an accent on the last syllable, is not the scientific study of behavior but a philosophy of science concerned with the subject matter and methods of psychology. -
The Balance of Personality
The Balance of Personality The Balance of Personality CHRIS ALLEN PORTLAND STATE UNIVERSITY LIBRARY The Balance of Personality by Chris Allen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. The Balance of Personality Copyright © by Chris Allen is licensed under an Attribution NonCommercial-ShareAlike 4.0 International, except where otherwise noted. Contents Preface ix Acknowledgements x Front Cover Photo: x Special Thanks to: x Open Educational Resources xi Introduction 1 1. Personality Traits 3 Introduction 3 Facets of Traits (Subtraits) 7 Other Traits Beyond the Five-Factor Model 8 The Person-Situation Debate and Alternatives to the Trait Perspective 10 2. Personality Stability 17 Introduction 18 Defining Different Kinds of Personality Stability 19 The How and Why of Personality Stability and Change: Different Kinds of Interplay Between Individuals 22 and Their Environments Conclusion 25 3. Personality Assessment 30 Introduction 30 Objective Tests 31 Basic Types of Objective Tests 32 Other Ways of Classifying Objective Tests 35 Projective and Implicit Tests 36 Behavioral and Performance Measures 38 Conclusion 39 Vocabulary 39 4. Sigmund Freud, Karen Horney, Nancy Chodorow: Viewpoints on Psychodynamic Theory 43 Introduction 43 Core Assumptions of the Psychodynamic Perspective 45 The Evolution of Psychodynamic Theory 46 Nancy Chodorow’s Psychoanalytic Feminism and the Role of Mothering 55 Quiz 60 5. Carl Jung 63 Carl Jung: Analytic Psychology 63 6. Humanistic and Existential Theory: Frankl, Rogers, and Maslow 78 HUMANISTIC AND EXISTENTIAL THEORY: VIKTOR FRANKL, CARL ROGERS, AND ABRAHAM 78 MASLOW Carl Rogers, Humanistic Psychotherapy 85 Vocabulary and Concepts 94 7.