Pub Date : 2023-04-12DOI: 10.1177/10892680231170018
M. Daher, A. Rosati, Sofía Cifuentes
From a critical community psychology approach, this article seeks to visibilize social interventions that exhibit failings, thus exerting epistemic violence, by critically analyzing a microfinance project executed in India by an emblematic international research center of the Global North. Through fieldwork and interviews, we identified four shortcomings of the intervention: issues affecting the participants, implementation problems, limited effects of the project, and dissatisfaction with the intervention. This case illustrates how the prioritization of research objectives to the detriment of a proper implementation of the underlying social interventions constitutes epistemic violence as well as academic and epistemic extractivism. Based on this information, we intend to advance an expanded notion of epistemic violence, going beyond data analysis and taking into account the conditions of knowledge production in applied research, exemplified by a social program evaluation and their consequences for participants. This approach allows us to visibilize the importance of report failure and propose the concept of epistemic integrity, which is aimed at generating socially relevant knowledge while democratizing said knowledge, encouraging power redistribution, and promoting social justice. Regarding applied research, we discuss specific considerations for epistemic integrity.
{"title":"Report Failure in Applied Research and Social Program Evaluation: An Invitation to Epistemic Integrity","authors":"M. Daher, A. Rosati, Sofía Cifuentes","doi":"10.1177/10892680231170018","DOIUrl":"https://doi.org/10.1177/10892680231170018","url":null,"abstract":"From a critical community psychology approach, this article seeks to visibilize social interventions that exhibit failings, thus exerting epistemic violence, by critically analyzing a microfinance project executed in India by an emblematic international research center of the Global North. Through fieldwork and interviews, we identified four shortcomings of the intervention: issues affecting the participants, implementation problems, limited effects of the project, and dissatisfaction with the intervention. This case illustrates how the prioritization of research objectives to the detriment of a proper implementation of the underlying social interventions constitutes epistemic violence as well as academic and epistemic extractivism. Based on this information, we intend to advance an expanded notion of epistemic violence, going beyond data analysis and taking into account the conditions of knowledge production in applied research, exemplified by a social program evaluation and their consequences for participants. This approach allows us to visibilize the importance of report failure and propose the concept of epistemic integrity, which is aimed at generating socially relevant knowledge while democratizing said knowledge, encouraging power redistribution, and promoting social justice. Regarding applied research, we discuss specific considerations for epistemic integrity.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1177/10892680231166681
Dongmei Wang, Zhipeng Gao
This article examines the complex, sometimes conflicting, influences of China’s Communist movement on psychotherapy and mental illness. The study is centered around the diary of a Chinese woman who simultaneously received therapeutic treatment of neurasthenia while remolding her consciousness as part of the “thought reform” campaign at the Shanghai Police School. Additionally, the study situates this diary within the broader history of psychotherapy in Communist China with highlight on the eventful life of Jiayin Huang, China’s leading psychotherapist who helped the neurasthenic patient before being forced out of the therapeutic profession. This contextualized case study produces several findings. It is found that psychotherapy and thought reform converged in several aspects, including their diagnostic and interventional functions. Meanwhile, psychotherapy and thought reform also faced irreconcilable theoretical and normative discrepancies that eventually led to the decline of psychotherapy. Finally, it is argued that China’s Communist movement exerted seemingly paradoxical impact on the neurasthenic patient. On the one hand, it pathologized the patient’s psychology on an ideological ground; on the other, it promised the possibility of spiritual salvation through dedication to the revolutionary cause.
{"title":"Paradox of Revolution: A Communist Patient’s Management of Neurasthenia on a Spiritual Journey","authors":"Dongmei Wang, Zhipeng Gao","doi":"10.1177/10892680231166681","DOIUrl":"https://doi.org/10.1177/10892680231166681","url":null,"abstract":"This article examines the complex, sometimes conflicting, influences of China’s Communist movement on psychotherapy and mental illness. The study is centered around the diary of a Chinese woman who simultaneously received therapeutic treatment of neurasthenia while remolding her consciousness as part of the “thought reform” campaign at the Shanghai Police School. Additionally, the study situates this diary within the broader history of psychotherapy in Communist China with highlight on the eventful life of Jiayin Huang, China’s leading psychotherapist who helped the neurasthenic patient before being forced out of the therapeutic profession. This contextualized case study produces several findings. It is found that psychotherapy and thought reform converged in several aspects, including their diagnostic and interventional functions. Meanwhile, psychotherapy and thought reform also faced irreconcilable theoretical and normative discrepancies that eventually led to the decline of psychotherapy. Finally, it is argued that China’s Communist movement exerted seemingly paradoxical impact on the neurasthenic patient. On the one hand, it pathologized the patient’s psychology on an ideological ground; on the other, it promised the possibility of spiritual salvation through dedication to the revolutionary cause.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":" ","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43971333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1177/10892680231158791
E. Dóci, B. Spruyt, D. De Moortel, C. Vanroelen, J. Hofmans
During the past decade, a rich literature emerged focusing on “psychological capital,” a multidimensional concept encompassing self-efficacy, hope, optimism, and resilience. So far psychological capital has been predominantly studied in the areas of work and organizational psychology, management, and organizational behavior. This paper argues that (1) the relevance of psychological capital is much broader than assumed so far and (2) that not only the outcomes but also the (social) origins and sources of psychological capital need to be studied. More specifically, the key questions that we address in this paper concern (1) how the notion of psychological capital can be integrated into a broader capital framework that allows studying (the reproduction of) social inequalities, (2) what such integration adds to disciplines such as psychology and sociology, (3) and which avenues for further research can be derived from such framework? Informed by the work of Pierre Bourdieu, we argue that psychological capital is the missing link to develop a comprehensive framework for studying (the reproduction of) social inequalities. Based on our theory building, we develop an interdisciplinary research agenda.
{"title":"In Search of the Social in Psychological Capital: Integrating Psychological Capital into a Broader Capital Framework","authors":"E. Dóci, B. Spruyt, D. De Moortel, C. Vanroelen, J. Hofmans","doi":"10.1177/10892680231158791","DOIUrl":"https://doi.org/10.1177/10892680231158791","url":null,"abstract":"During the past decade, a rich literature emerged focusing on “psychological capital,” a multidimensional concept encompassing self-efficacy, hope, optimism, and resilience. So far psychological capital has been predominantly studied in the areas of work and organizational psychology, management, and organizational behavior. This paper argues that (1) the relevance of psychological capital is much broader than assumed so far and (2) that not only the outcomes but also the (social) origins and sources of psychological capital need to be studied. More specifically, the key questions that we address in this paper concern (1) how the notion of psychological capital can be integrated into a broader capital framework that allows studying (the reproduction of) social inequalities, (2) what such integration adds to disciplines such as psychology and sociology, (3) and which avenues for further research can be derived from such framework? Informed by the work of Pierre Bourdieu, we argue that psychological capital is the missing link to develop a comprehensive framework for studying (the reproduction of) social inequalities. Based on our theory building, we develop an interdisciplinary research agenda.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"336 - 350"},"PeriodicalIF":4.2,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43057020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-26DOI: 10.1177/10892680231158790
R. Sternberg, David D. Preiss, Sareh Karami
Lurking behind every conception of intelligence—whether an implicit (folk) or explicit (expert-generated) conception—is an underlying theory of meaning that specifies the form the theory of intelligence does and, indeed, can take. These underlying theories of meaning become presuppositions for the conception’s form. The theories of meaning have different origins—for example, psycholinguistic, philosophical, and anthropological. This essay reviews the different underlying theories of meaning and proposes a new historical causal-chain theory of conceptions of intelligence. The underlying theories of meaning affect the flexibility and modifiability of laypersons’ (implicit) and experts’ (explicit) conceptions of intelligence. As a result, these historical causal chains have profound but largely invisible effects on societies.
{"title":"An Historical Causal-Chain Theory of Conceptions of Intelligence","authors":"R. Sternberg, David D. Preiss, Sareh Karami","doi":"10.1177/10892680231158790","DOIUrl":"https://doi.org/10.1177/10892680231158790","url":null,"abstract":"Lurking behind every conception of intelligence—whether an implicit (folk) or explicit (expert-generated) conception—is an underlying theory of meaning that specifies the form the theory of intelligence does and, indeed, can take. These underlying theories of meaning become presuppositions for the conception’s form. The theories of meaning have different origins—for example, psycholinguistic, philosophical, and anthropological. This essay reviews the different underlying theories of meaning and proposes a new historical causal-chain theory of conceptions of intelligence. The underlying theories of meaning affect the flexibility and modifiability of laypersons’ (implicit) and experts’ (explicit) conceptions of intelligence. As a result, these historical causal chains have profound but largely invisible effects on societies.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"320 - 335"},"PeriodicalIF":4.2,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46092522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1177/10892680231153096
R. Jongedijk, P. Boelen, J. Knipscheer, R. Kleber
The field of traumatic stress is often referred to as being in a state of controversy and lack of continuity. Throughout history, disputes repeatedly centered on defining the psychological consequences of severe adverse events and on their causes. Even to this day this is current. To understand these controversies, an extensive historical literature review is presented of how mental consequences of trauma have been described in history, of the circumstances in which this took place, and of the disputes that have influenced the conceptualization of these mental responses. We found psychotrauma always being surrounded by controversy. Significant heterogeneity in symptom expression has been described over the centuries to this day. Some symptoms appeared steadily over many decades, but often each time period showed its own core symptoms. At syndrome level, we found an acute condition, one with longer duration, and a complex condition. Also here, definitions varied over the decades. Finally, causes have always been debated, such as biological, psychological, socio-economic, cultural, political, or legal. To better reflect the described ongoing variation in symptomatology, a more flexible diagnostic approach is proposed with a combination of both staging and subtyping that offers room for a more flexible, symptom-oriented, and personalized perspective.
{"title":"Unity or Anarchy? A Historical Search for the Psychological Consequences of Psychotrauma","authors":"R. Jongedijk, P. Boelen, J. Knipscheer, R. Kleber","doi":"10.1177/10892680231153096","DOIUrl":"https://doi.org/10.1177/10892680231153096","url":null,"abstract":"The field of traumatic stress is often referred to as being in a state of controversy and lack of continuity. Throughout history, disputes repeatedly centered on defining the psychological consequences of severe adverse events and on their causes. Even to this day this is current. To understand these controversies, an extensive historical literature review is presented of how mental consequences of trauma have been described in history, of the circumstances in which this took place, and of the disputes that have influenced the conceptualization of these mental responses. We found psychotrauma always being surrounded by controversy. Significant heterogeneity in symptom expression has been described over the centuries to this day. Some symptoms appeared steadily over many decades, but often each time period showed its own core symptoms. At syndrome level, we found an acute condition, one with longer duration, and a complex condition. Also here, definitions varied over the decades. Finally, causes have always been debated, such as biological, psychological, socio-economic, cultural, political, or legal. To better reflect the described ongoing variation in symptomatology, a more flexible diagnostic approach is proposed with a combination of both staging and subtyping that offers room for a more flexible, symptom-oriented, and personalized perspective.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"303 - 319"},"PeriodicalIF":4.2,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1177/10892680231152595
Hunter Gehlbach, Nan Mu
Social perspective taking—the process through which perceivers discern the thoughts, feelings, and motivations of a target—is foundational for navigating social interactions, building relationships, maintaining mental health, promoting well-being, and a wide array of other desired outcomes. Despite its importance, little is known about how discrete social perspective taking attempts unfold. We propose a theory that the social perspective taking process consists of up to four distinguishable phases: perception of the target, motivation to engage in social perspective taking, strategy selection, and evaluation of the attempt. Scholars have emphasized two proximal outcomes of this process—social perspective taking effort and accuracy. We review the literature in support of these phases, noting the relative maturity of each area of research. In doing so, we hope this theory provides a framework for contextualizing how existing studies relate to one another across different subfields of psychology, facilitates testable predictions, prioritizes future investigations, and guides applied research designed to improve real-world social perspective taking.
{"title":"How We Understand Others: A Theory of How Social Perspective Taking Unfolds","authors":"Hunter Gehlbach, Nan Mu","doi":"10.1177/10892680231152595","DOIUrl":"https://doi.org/10.1177/10892680231152595","url":null,"abstract":"Social perspective taking—the process through which perceivers discern the thoughts, feelings, and motivations of a target—is foundational for navigating social interactions, building relationships, maintaining mental health, promoting well-being, and a wide array of other desired outcomes. Despite its importance, little is known about how discrete social perspective taking attempts unfold. We propose a theory that the social perspective taking process consists of up to four distinguishable phases: perception of the target, motivation to engage in social perspective taking, strategy selection, and evaluation of the attempt. Scholars have emphasized two proximal outcomes of this process—social perspective taking effort and accuracy. We review the literature in support of these phases, noting the relative maturity of each area of research. In doing so, we hope this theory provides a framework for contextualizing how existing studies relate to one another across different subfields of psychology, facilitates testable predictions, prioritizes future investigations, and guides applied research designed to improve real-world social perspective taking.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"282 - 302"},"PeriodicalIF":4.2,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44311459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1177/10892680231152191
Kuang‐Hui Yeh
Most nonwestern researchers regard the field of indigenous psychology as an intellectual movement across the globe to resist the hegemony of Western psychology in representation of the human mind, and in investigations of local mentality. Other than avoiding the hegemony of Western psychology, scholars may still wonder why they need to construct indigenous theories or conduct indigenous research. The answer usually is that existing theories and constructs (especially Western mainstream ones) cannot explain or clarify the local phenomena that they observe or want to talk about. They have to find a new way to describe the local phenomenon they want to describe. An indigenous (new) theory or construct is the solution; the local phenomenon is the basis of reality and needs to be explored and clarified, rather than applying existing theories and constructs. There are several ways to construct indigenous theories or conduct indigenous research. One of the most common ways is the emic approach. However, this paper wants to go a step further to distinguish two different approaches: reflective emic and reflexive etic approach. This paper elaborates on application of these two approaches and advocates a multiple paradigm perspective for constructing an indigenous psychological theory from a global perspective.
{"title":"Constructing Indigenous Psychological Theories From A Global Perspective: Taking Filial Piety Model As An Example","authors":"Kuang‐Hui Yeh","doi":"10.1177/10892680231152191","DOIUrl":"https://doi.org/10.1177/10892680231152191","url":null,"abstract":"Most nonwestern researchers regard the field of indigenous psychology as an intellectual movement across the globe to resist the hegemony of Western psychology in representation of the human mind, and in investigations of local mentality. Other than avoiding the hegemony of Western psychology, scholars may still wonder why they need to construct indigenous theories or conduct indigenous research. The answer usually is that existing theories and constructs (especially Western mainstream ones) cannot explain or clarify the local phenomena that they observe or want to talk about. They have to find a new way to describe the local phenomenon they want to describe. An indigenous (new) theory or construct is the solution; the local phenomenon is the basis of reality and needs to be explored and clarified, rather than applying existing theories and constructs. There are several ways to construct indigenous theories or conduct indigenous research. One of the most common ways is the emic approach. However, this paper wants to go a step further to distinguish two different approaches: reflective emic and reflexive etic approach. This paper elaborates on application of these two approaches and advocates a multiple paradigm perspective for constructing an indigenous psychological theory from a global perspective.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"275 - 281"},"PeriodicalIF":4.2,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44413621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.1177/10892680221147910
H. Searight, P. Geiss
Introductory psychology is typically presented to undergraduates as a set of loosely related topics reflecting the organization of most textbooks. The empirically based evidence presented in the topical format is likely to be limited by progressive knowledge obsolesce and replicability challenges impacting contemporary science. We suggest that psychology instructors consider an alternative course format organized by theories or perspectives. A perspective-centered introductory psychology provides a consistent and pluralistic view of the field and embeds research findings and methodology within psychology’s major explanatory theories. Current trends in undergraduate higher education emphasize career readiness. Development of critical thinking and applying psychological principles to real-world situations, including students’ own lives, may be better achieved through a perspective-based approach. Given that the typical introductory psychology student is a non-major taking the course to fulfil liberal arts requirements, a perspective approach offers several advantages. A focus on understanding human behavior from multiple vantage points is a skill valued by prospective employers of new bachelor’s degree recipients. With its emphasis on divergent and dialectical reasoning, a perspective centered introductory psychology course can become the centerpiece of the general education curriculum. In addition to promoting post-formal reasoning, a perspective-centered introductory psychology illustrates the diverse epistemologies that have shaped our field.
{"title":"Promoting Liberal Education Through Introductory Psychology: The Perspective-Based Approach","authors":"H. Searight, P. Geiss","doi":"10.1177/10892680221147910","DOIUrl":"https://doi.org/10.1177/10892680221147910","url":null,"abstract":"Introductory psychology is typically presented to undergraduates as a set of loosely related topics reflecting the organization of most textbooks. The empirically based evidence presented in the topical format is likely to be limited by progressive knowledge obsolesce and replicability challenges impacting contemporary science. We suggest that psychology instructors consider an alternative course format organized by theories or perspectives. A perspective-centered introductory psychology provides a consistent and pluralistic view of the field and embeds research findings and methodology within psychology’s major explanatory theories. Current trends in undergraduate higher education emphasize career readiness. Development of critical thinking and applying psychological principles to real-world situations, including students’ own lives, may be better achieved through a perspective-based approach. Given that the typical introductory psychology student is a non-major taking the course to fulfil liberal arts requirements, a perspective approach offers several advantages. A focus on understanding human behavior from multiple vantage points is a skill valued by prospective employers of new bachelor’s degree recipients. With its emphasis on divergent and dialectical reasoning, a perspective centered introductory psychology course can become the centerpiece of the general education curriculum. In addition to promoting post-formal reasoning, a perspective-centered introductory psychology illustrates the diverse epistemologies that have shaped our field.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"260 - 274"},"PeriodicalIF":4.2,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47255802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/10892680221142020
A. Oshri
In developmental science, resilience refers to children and youths’ ability to recover and pursue positive development in the face of stress related to adversity. Extant research has documented protective factors and ecological contexts that mitigate the impact of adversity and thereby promote resilience. One intriguing aspect of resilience is that individuals also develop strength in response to early adversity. However, very little theoretical guidance exists on the developmental mechanisms and contexts through which early adversity may lead to strengthening effects that confer the process of resilience. The strengthening mechanism in the context of specific circumscribed environmental stress is a process known in the field of toxicology as hormesis. It is proposed here that the study of resilience in developmental and psychological sciences can benefit from shifting more attention to the hormesis model. The hormesis model is reviewed and discussed as a promising perspective on mechanisms, developmental timing, and context through which adversity strengthens or impedes resilience.
{"title":"The Hormesis Model for Building Resilience Through Adversity: Attention to Mechanism in Developmental Context","authors":"A. Oshri","doi":"10.1177/10892680221142020","DOIUrl":"https://doi.org/10.1177/10892680221142020","url":null,"abstract":"In developmental science, resilience refers to children and youths’ ability to recover and pursue positive development in the face of stress related to adversity. Extant research has documented protective factors and ecological contexts that mitigate the impact of adversity and thereby promote resilience. One intriguing aspect of resilience is that individuals also develop strength in response to early adversity. However, very little theoretical guidance exists on the developmental mechanisms and contexts through which early adversity may lead to strengthening effects that confer the process of resilience. The strengthening mechanism in the context of specific circumscribed environmental stress is a process known in the field of toxicology as hormesis. It is proposed here that the study of resilience in developmental and psychological sciences can benefit from shifting more attention to the hormesis model. The hormesis model is reviewed and discussed as a promising perspective on mechanisms, developmental timing, and context through which adversity strengthens or impedes resilience.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"245 - 259"},"PeriodicalIF":4.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43042510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1177/10892680221142803
J. Kaufman, R. Beghetto
Creativity researchers typically focus on the who, what, why, where, and how of creativity. A noticeable omission is when. The when is not completely ignored in the field; it surfaces in developmental and evolutionary perspectives, the study of eminent creators, and other avenues of scholarship. In this paper, we assert that for the concept of when to be fully addressed researchers need to more actively consider the past, present, and future and how they interact. More specifically, we propose an expanded way of thinking about the when of creativity by introducing a temporal dimension to the definition of creativity. Our definition offers a broader lens for researchers to consider the temporal dimensions of originality, meaningfulness, and impact of creativity. After introducing our definition and describing its unique features, we discuss how researchers can use our definition to trace creative phenomena across a full temporal trajectory and thereby provide more nuanced and dynamic representation of how the features of creativity change across time and contexts. Finally, we apply this temporal definition to the Four Cs Model of Creativity to illustrate how considering the when can help resolve lingering questions about this perspective.
{"title":"Where is the When of Creativity?: Specifying the Temporal Dimension of the Four Cs of Creativity","authors":"J. Kaufman, R. Beghetto","doi":"10.1177/10892680221142803","DOIUrl":"https://doi.org/10.1177/10892680221142803","url":null,"abstract":"Creativity researchers typically focus on the who, what, why, where, and how of creativity. A noticeable omission is when. The when is not completely ignored in the field; it surfaces in developmental and evolutionary perspectives, the study of eminent creators, and other avenues of scholarship. In this paper, we assert that for the concept of when to be fully addressed researchers need to more actively consider the past, present, and future and how they interact. More specifically, we propose an expanded way of thinking about the when of creativity by introducing a temporal dimension to the definition of creativity. Our definition offers a broader lens for researchers to consider the temporal dimensions of originality, meaningfulness, and impact of creativity. After introducing our definition and describing its unique features, we discuss how researchers can use our definition to trace creative phenomena across a full temporal trajectory and thereby provide more nuanced and dynamic representation of how the features of creativity change across time and contexts. Finally, we apply this temporal definition to the Four Cs Model of Creativity to illustrate how considering the when can help resolve lingering questions about this perspective.","PeriodicalId":48306,"journal":{"name":"Review of General Psychology","volume":"27 1","pages":"194 - 205"},"PeriodicalIF":4.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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