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Meaning-Change Through the Mistaken Mirror: On the Indeterminacy of “Wundt” and “Piaget” in Translation 从错误的镜子看意义的变化——论“冯特”和“皮亚杰”翻译中的不确定性
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2022-01-04 DOI: 10.1177/10892680211017521
Jeremy Trevelyan Burman

What does a name mean in translation? Quine argued, famously, that the meaning of gavagai is indeterminate until you learn the language that uses that word to refer to its object. The case is similar with scientific texts, especially if they are older; historical. Because the meanings of terms can drift over time, so too can the meanings that inform experiments and theory. As can a life’s body of work and its contributions. Surely, these are also the meanings of a name; shortcuts to descriptions of the author who produced them, or of their thought (or maybe their collaborations). We are then led to wonder whether the names of scientists may also mean different things in different languages. Or even in the same language. This problem is examined here by leveraging the insights of historians of psychology who found that the meaning of “Wundt” changed in translation: his experimentalism was retained, and his Völkerpsychologie lost, so that what Wundt meant was altered even as his work—and his name—informed the disciplining of Modern Psychology as an experimental science. Those insights are then turned here into a general argument, regarding meaning-change in translation, but using a quantitative examination of the translations of Piaget’s books from French into English and German. It is therefore Piaget who has the focus here, evidentially, but the goal is broader: understanding and theorizing “the mistaken mirror” that reflects only what you can think to see (with implications for replication and institutional memory).

名字在翻译中是什么意思?奎因提出了一个著名的观点,即gavagai的含义是不确定的,直到你学会了用这个词来指代它的对象的语言。这种情况与科学文献类似,尤其是那些年代较长的文献;历史。因为术语的含义会随着时间的推移而变化,所以为实验和理论提供信息的含义也会随着时间的推移而变化。一生的工作和贡献也是如此。当然,这些也是名字的含义;作者描述的快捷键,或者他们的想法(或者他们的合作)。于是,我们不禁要问,科学家的名字在不同的语言中是否也有不同的含义。甚至用同一种语言。这个问题是通过利用心理学历史学家的见解来检验的,他们发现“冯特”的含义在翻译中发生了变化:他的实验主义被保留了下来,他的Völkerpsychologie丢失了,所以冯特的意思被改变了,即使他的作品和他的名字告诉了现代心理学作为一门实验科学的学科。这些见解随后被转化为一般性的论点,关于翻译中的意义变化,但通过对皮亚杰著作从法语翻译成英语和德语的定量研究。因此,皮亚杰显然是这里的焦点,但目标更广泛:理解和理论化“错误的镜子”,它只反映了你能想到的东西(包括复制和制度记忆)。
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引用次数: 0
Reducing Prejudice Through Promoting Cross-Group Friendships 通过促进跨群体友谊减少偏见
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-12-09 DOI: 10.1177/10892680211061262
M. Killen, Katherine V Luken Raz, S. Graham
Around the globe, individuals are affected by exclusion, discrimination, and prejudice targeting individuals from racial, ethnic, and immigrant backgrounds as well as crimes based on gender, nationality, and culture (United Nations General Assembly, 2016). Unfortunately, children are often the targeted victims (Costello & Dillard, 2019). What is not widely understood is that the intergroup biases underlying systemic racism start long before adulthood with children displaying notable signs of intergroup bias, sometimes before entering grade school. Intergroup bias refers to the tendency to evaluate members of one’s own group more favorably than someone not identified with one’s group and is typically associated with prejudicial attitudes. Children are both the victims and the perpetrators of bias. In this review, we provide evidence of how biases emerge in childhood, along with an analysis of the significant role of intergroup friendships on enhancing children’s well-being and reducing prejudice in childhood. The review focuses predominantly on the context of race, with the inclusion of several other categories, such as nationality and religion. Fostering positive cross-group friendships in childhood helps to address the negative long-term consequences of racism, discrimination, and prejudice that emerges in childhood and continues through to adulthood.
在全球范围内,个人受到针对种族、族裔和移民背景的排斥、歧视和偏见的影响,以及基于性别、国籍和文化的犯罪(联合国大会,2016年)。不幸的是,儿童往往是目标受害者(Costello&Dillard,2019)。尚未被广泛理解的是,系统性种族主义背后的群体间偏见早在成年之前就开始了,儿童表现出明显的群体间偏差迹象,有时在进入小学之前。群体间偏见是指对自己群体成员的评价比不认同自己群体的人更有利的倾向,通常与偏见态度有关。儿童既是偏见的受害者,也是偏见的肇事者。在这篇综述中,我们提供了偏见如何在儿童时期出现的证据,并分析了群体间友谊在增强儿童幸福感和减少儿童时期偏见方面的重要作用。审查主要侧重于种族背景,包括国籍和宗教等其他几个类别。在童年时期培养积极的跨群体友谊有助于解决儿童时期出现并持续到成年的种族主义、歧视和偏见的负面长期后果。
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引用次数: 13
The AMIGAS Model: Reconciling Prejudice Reduction and Collective Action Approaches Through a Multicultural Commitment in Intergroup Relations AMIGAS模型:通过群体间关系中的多元文化承诺调和偏见减少和集体行动方法
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-12-08 DOI: 10.1177/10892680211056321
Ana Urbiola, C. McGarty, Rui Costa-Lopes
Social psychology’s search for ways to address intergroup inequality has grappled with two approaches that have been considered incompatible: (a) the prejudice reduction approach, that argues that changing individual negative attitudes will undermine the basis for discrimination and lead to intergroup harmony; and (b) the collective action approach, that argues that social protest and activism can improve the position of disadvantaged groups. The problem is that efforts toward prejudice reduction may serve to suppress genuine efforts to change. We propose the Achieving Multicultural Integration of Groups Across Society (AMIGAS) model, in which a multicultural commitment is proposed as a driver of both improved intergroup evaluations and promotion of collective action for reduced inequality, especially in contexts where there are conditions for a respectful intercultural dialogue. The AMIGAS model is a theoretical advance in the field of intergroup relations and a basis for implementing effective egalitarian policies and practices.
社会心理学在寻找解决群体间不平等的方法时,遇到了两种被认为不兼容的方法:(a)减少偏见的方法,认为改变个人的消极态度将破坏歧视的基础,并导致群体间和谐;以及(b)集体行动方法,认为社会抗议和行动主义可以改善弱势群体的地位。问题是,减少偏见的努力可能会压制真正的变革努力。我们提出了“实现跨社会群体的多文化融合”(AMIGAS)模式,在该模式中,多元文化承诺被提议作为改进群体间评估和促进减少不平等的集体行动的驱动力,特别是在有条件进行尊重的跨文化对话的情况下。AMIGAS模型是群体间关系领域的理论进步,也是实施有效的平等主义政策和实践的基础。
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引用次数: 3
Developmental Prevention of Prejudice: Conceptual Issues, Evidence-Based Designing, and Outcome Results 偏见的发展性预防:概念问题、循证设计和结果
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-12-07 DOI: 10.1177/10892680211056314
A. Beelmann, Sebastian Lutterbach
This article reviews conceptual and empirical issues on the developmental prevention of prejudice in childhood and adolescence. Developmental prejudice prevention is defined as interventions that intentionally change and promote intergroup attitudes and behavior by systematically recognizing theories and empirical results on the development of prejudice in young people. After presenting a general conception of designing evidence-based interventions, we will discuss the application of this model in the field of developmental prejudice prevention. This includes the legitimation, a developmental concept of change, and the derivation of intervention content and implementation. Finally, we summarized recent evaluations results by reviewing meta-analytical evidence of programs and discuss important issues of future research and practice.
本文综述了儿童和青少年期偏见的发展预防的概念和实证问题。发展性偏见预防被定义为通过系统地认识青少年偏见发展的理论和实证结果,有意改变和促进群体间态度和行为的干预措施。在介绍了设计循证干预措施的一般概念之后,我们将讨论该模型在发育性偏见预防领域的应用。这包括合法化,变革的发展概念,以及干预内容和实施的衍生。最后,我们通过回顾项目的元分析证据总结了最近的评估结果,并讨论了未来研究和实践的重要问题。
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引用次数: 8
Ethnic-Racial Identity as a Source of Resilience and Resistance in the Context of Racism and Xenophobia 在种族主义和仇外心理背景下,族裔-种族认同是恢复力和抵抗力的源泉
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-12-06 DOI: 10.1177/10892680211056318
Deborah Rivas‐Drake, Bernardette J. Pinetta, Linda P. Juang, Abunya C. Agi
How youth come to understand their social identities and their relation to others’ identities can have important implications for the future of our society. In this article, we focus on how ethnic-racial identities (ERI) can serve to promote (or hinder) collective well-being. We first describe the nature of change in ethnic-racial identities over the course of childhood and adolescence. We then delineate three pathways by which youths’ ERI can be a mechanism for productive intergroup relations and thereby collective well-being as a: (a) basis for understanding differences and finding commonalities across groups; (b) promotive and protective resource for marginalized youth; and (c) springboard for recognizing and disrupting marginalization. This article concludes with how youths’ ERI can be nurtured into a source of resilience and resistance in the face of racism and xenophobia. Moreover, we urge researchers to consider the role ERI plays in guiding youth to challenge and resist marginalization.
年轻人如何理解他们的社会身份,以及他们与他人身份的关系,对我们社会的未来有着重要的影响。在这篇文章中,我们关注种族认同(ERI)如何促进(或阻碍)集体福祉。我们首先描述了在童年和青少年时期种族认同变化的本质。然后,我们描绘了三种途径,通过这些途径,青年的ERI可以成为生产性群体间关系的机制,从而作为集体福祉:(a)理解差异和发现群体之间的共同点的基础;(b)为边缘青年提供促进和保护资源;(c)承认和破坏边缘化的跳板。本文总结了如何将青年的ERI培养成面对种族主义和仇外心理的韧性和抵抗力的源泉。此外,我们敦促研究人员考虑ERI在指导青年挑战和抵制边缘化方面所起的作用。
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引用次数: 17
The Role of the Family for Racism and Xenophobia in Childhood and Adolescence 家庭在儿童和青少年时期种族主义和仇外心理中的作用
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-12-06 DOI: 10.1177/10892680211056320
Tuğçe Aral, Linda P. Juang, Miriam Schwarzenthal, Deborah Rivas‐Drake
Racism and xenophobia are not just the problems of the adult world. As systems of beliefs, practices, and policies, racism and xenophobia influence children’s perceptions and experiences at early ages. Because families can be significant sources of information regarding race and ethnicity, we focus on the family to understand the broader context of racism and xenophobia in childhood and adolescence. In this paper, we first provide an overview of research conducted among BIPOC (Black, Indigenous, and People of Color) and ethnic/religious minority families that has focused on family ethnic–racial socialization to support children and adolescents’ capabilities for resisting racism and xenophobia. We then review research conducted among white and ethnic/religious majority families that has mainly taken an intergroup relations perspective and has examined associations between parents’ and children’s ethnic–racial attitudes, biases, and prejudice. Finally, we discuss the role of family for racism and xenophobia through the lens of family ethnic–racial socialization and intergroup relations perspectives, highlight areas that are currently understudied, and offer recommendations concerning future research directions.
种族主义和仇外心理不仅仅是成人世界的问题。由于信仰、习俗和政策体系,种族主义和仇外心理影响着儿童早期的观念和经历。由于家庭可以成为有关种族和族裔的重要信息来源,我们将重点放在家庭上,以了解儿童和青少年时期种族主义和仇外心理的更广泛背景。在本文中,我们首先概述了在BIPOC(黑人、土著和有色人种)和少数民族/宗教少数群体家庭中进行的研究,这些研究侧重于家庭种族-种族社会化,以支持儿童和青少年抵抗种族主义和仇外心理的能力。然后,我们回顾了在白人和少数民族/宗教占多数的家庭中进行的研究,这些研究主要采取了群体间关系的观点,并研究了父母和孩子的种族态度、偏见和偏见之间的联系。最后,我们从家庭族群-种族社会化和群体间关系的角度讨论了家庭在种族主义和仇外心理中的作用,强调了目前研究不足的领域,并对未来的研究方向提出了建议。
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引用次数: 6
Back to the Source: Moving Upstream in the Curricular Rivers of Coloniality 回到源头:在殖民主义的课程河流中逆流而上
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-10-21 DOI: 10.1177/10892680211046509
S. James, Helen Lorenz
This article shares choices made as part of an introductory decoloniality curriculum in a non-clinical community psychology M.A./PhD program where the authors are faculty members. We focus on the basics of decoloniality and decolonial pedagogies in two first-year foundational psychology courses: one course on implications of decoloniality for studying differing psychological paradigms, ontologies, and epistemologies, particularly relational ontologies that might reframe community environments, and another course on implications of decoloniality for post-humanist and indigenous qualitative research methodologies. We present currently emerging forms of theory, content, pedagogy, dialogue, artivism, and methodology in process in our work, as well as responses from students and our own reflections.
这篇文章分享了作为非临床社区心理学硕士/博士项目介绍性非殖民化课程的一部分所做的选择,作者是该项目的教员。我们在一年级的两门基础心理学课程中重点关注去殖民化和去殖民化教学法的基础知识:一门课程是关于去殖民化的含义,用于研究不同的心理学范式、本体论和认识论,特别是可能重构社区环境的关系本体论;另一门课程是关于去殖民化对后人文主义和本土定性研究方法的含义。我们展示了目前在我们的工作过程中的理论、内容、教学法、对话、艺术主义和方法论的新兴形式,以及学生的反应和我们自己的反思。
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引用次数: 2
General Psychology Otherwise: A Decolonial Articulation 普通心理学:一种非殖民化的表达
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-10-18 DOI: 10.1177/10892680211048177
Decolonial Psychology Editorial Collective

Critics have faulted the project of general psychology for conceptions of general truth that (1) emphasize basic processes abstracted from context and (2) rest on a narrow foundation of research among people in enclaves of Eurocentric modernity. Informed by these critiques, we propose decolonial perspectives as a new scholarly imaginary for general psychology Otherwise. Whereas hegemonic articulations of general psychology tend to ignore life in majority-world communities as something peripheral to its knowledge project, decolonial perspectives regard these communities as a privileged site for general understanding. Indeed, the epistemic standpoint of such communities is especially useful for understanding the coloniality inherent in modern individualist lifeways and the fundamental relationality of human existence. Similarly, whereas hegemonic articulations of general psychology tend to impose particular Eurocentric forms masquerading as general laws, the decolonial vision for general psychology Otherwise exchanges the universalized particular for a more pluralistic (or pluriversal) general.

批评人士认为,一般心理学的普遍真理概念(1)强调从语境中抽象出来的基本过程,(2)建立在对欧洲中心现代性飞地中的人们进行研究的狭隘基础上。根据这些批评,我们提出非殖民视角作为普通心理学的一种新的学术想象。然而,普通心理学的霸权表述倾向于忽视多数世界社区的生活,将其视为其知识项目的外围,而非殖民化的观点则将这些社区视为普遍理解的特权场所。事实上,这些社区的认识论立场对于理解现代个人主义生活方式中固有的殖民性和人类存在的基本关系尤其有用。同样,尽管普通心理学的霸权表述倾向于将伪装成一般规律的特定欧洲中心形式强加于人,但普通心理学的非殖民化愿景将普遍化的特殊形式换成了更多元(或多元)的一般。
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引用次数: 1
Understanding Intergroup Relations in Childhood and Adolescence 理解儿童和青少年群体间关系
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-10-11 DOI: 10.1177/10892680211050016
M. Verkuyten
There are various theoretical approaches for understanding intergroup biases among children and adolescents. This article focuses on the social identity approach and argues that existing research will benefit by more fully considering the implications of this approach for examining intergroup relations among youngsters. These implications include (a) the importance of self-categorization, (b) the role of self-stereotyping and group identification, (c) the relevance of shared understandings and developing ingroup consensus, and (d) the importance of coordinated action for positive and negative intergroup relations. These implications of the social identity approach suggest several avenues for investigating children’s and adolescents’ intergroup relations that have not been fully appreciated in the existing literature. However, there are also limitations to the social identity approach for the developmental understanding and some of these are discussed.
理解儿童和青少年群体间偏见有多种理论方法。本文侧重于社会认同方法,并认为现有的研究将通过更充分地考虑这种方法对研究青少年群体间关系的影响而受益。这些影响包括(a)自我分类的重要性,(b)自我定型和群体认同的作用,(c)共同理解和发展群体内部共识的相关性,以及(d)协调行动对积极和消极的群体间关系的重要性。社会认同方法的这些含义为调查儿童和青少年的群体间关系提供了几种途径,而这些途径在现有文献中尚未得到充分认识。然而,发展理解的社会认同方法也有局限性,其中一些也进行了讨论。
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引用次数: 3
How to True Psychology’s Objects 如何真实心理学的对象
IF 4.2 2区 心理学 Q1 Psychology Pub Date : 2021-10-02 DOI: 10.1177/10892680211046518
J. Morawski
Psychology’s current crisis attends most visibly to perceived problems with statistical models, methods, publication practices, and career incentives. Rarely is close attention given to the objects of inquiry—to ontological matters—yet the crisis-related literature does features statements about the nature of psychology’s objects. Close analysis of the ontological claims reveals discrepant understandings: some researchers assume objects to be stable and singular while others posit them to be dynamic and complex. Nevertheless, both views presume the objects under scrutiny to be real. The analysis also finds each of these ontological claims to be associated not only with particular method prescriptions but also with distinct notions of the scientific self. Though both take the scientific self to be objective, one figures the scientist as not always a rational actor and, therefore, requiring some behavior regulation, while the other sees the scientist as largely capable of self-governing sustained through painstakingly acquired expertise and self-control. The fate of these prevalent assemblages of object, method, and scientific self remains to be determined, yet as conditions of possibility they portend quite different futures. Following description of the assemblages, the article ventures a futuristic portrayal of the scientific practices they each might engender.
心理学当前的危机最明显地体现在统计模型、方法、出版实践和职业激励方面的问题。很少有人密切关注调查的对象——本体论问题——然而,与危机相关的文献确实以关于心理学对象本质的陈述为特色。对本体论主张的仔细分析揭示了不同的理解:一些研究人员认为对象是稳定的和单一的,而另一些研究人员则认为它们是动态的和复杂的。然而,两种观点都假定被审视的对象是真实的。分析还发现,这些本体论的主张不仅与特定的方法处方有关,而且与科学自我的独特概念有关。虽然两者都认为科学的自我是客观的,但一方认为科学家并不总是理性的行为者,因此需要一些行为规范,而另一方则认为科学家在很大程度上有能力通过艰苦地获得专业知识和自我控制来维持自我管理。这些对象、方法和科学自我的普遍组合的命运仍有待确定,但作为可能性的条件,它们预示着截然不同的未来。在对这些组合的描述之后,文章大胆地描绘了它们各自可能产生的科学实践的未来主义写照。
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引用次数: 5
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Review of General Psychology
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