Integrative Psychological and Behavioral Science最新文献

Place is everywhere as geography, location, territory, and landscape permeates everyday encounter. In contrast, memory is embedded in the physical setting as the burgeoning narratives of cities. In recent instances, literary settings of novels and characters are interpretations of actual life events. An immigrant from New York City returns to Lagos after a long period in Teju Cole's Every Day is for the Thief (2007) and (2014) investigates the correlation of the past self within the present state of the setting. Exploring interrelated memories and places to revisit the sense of self, the present study aims to analyse how autobiographical memory distinguishes personal memory from social events and defines place attachment and identity in society. This article also explores the lack of conformity to the tendency to find the past self in different time and spatial aspects through which this research tries to bridge the past with the present using narrators' autobiographical memories.

This article delves into the implications of neurotechnologies for the philosophical debates surrounding free will and moral responsibility. Tracing the concept from ancient religious and philosophical roots, we discuss how recent neurotechnological advancements (e.g. optogenetics, fMRI and machine learning, predictive diagnostics, et al.) challenge traditional notions of autonomy. Although neurotechnologies aim to enhance autonomy in the strict sense - as self-determination - they risk reducing or changing the broader notion of autonomy, which involves personal authenticity. We also submit that, in a world with an altered or limited concept of free will, humans should still be held accountable for actions executed through their bodies. By examining the dynamic between choice and responsibility, we emphasize the shift in technology ethics, moral philosophy, and the broader legal landscape in response to the advancement of neurotechnologies. By bringing the neurotechnological innovations into the world, neuroscientists not only change the technological landscape but also partake in long-standing moral narratives about freedom, justice, and responsibility.

How and why do crises happen in the history of science? What can they tell us about how crises happen in child psychological development and child behavior? And-as a bonus question-can crises in child development tell us anything about crises in science history? We compare and contrast two superficially similar answers. Then we look at three models for the formation of general, abstract concepts in children developed in integrative psychological and behavioral science by the Soviet pioneer L.S. Vygotsky. Using later, but similarly integrative, linguistic work by M.A.K. Halliday on generality, abstraction and metaphor in child language, we consider a real test case. An outstanding anomaly in solar physics is that the solar wind is actually far hotter than the surface of the sun itself, and a recent paper argues that the energy comes from the damping of waves in the plasma. We analyze the language of a ten-year-old Chinese boy trying to make sense of this phenomenon, and we find that lexicogrammatical metaphors play a very important role in posing the problem to the child, but a process of limiting and deflating metaphors is key to his understanding. This process of limitation and deflation, which corresponds to a crisis, shows us that the analogy between concept development in children in science and the same process in children is no mere metaphor.

Cognition is a mental process that provides the ability to think, know, and learn. Though cognitive skills are necessary to do daily tasks and activities, cognitive aging causes changes in various cognitive functions. Cognitive abilities that are preserved and strengthened by experience can be kept as a reserve and utilized when necessary. The concept of reserving cognition was found when people with Alzheimer's disease had differences in clinical manifestations and cognitive functions. The cognitive reserve builds resilience against cognitive decline and improves the quality of life. Also, several lines of studies have found that the plasticity between neurons has a significant impact on cognitive reserve and acts against cognitive decline. To extend the findings, the present study provides a comprehensive understanding of cognitive reserve and the variables that are involved in maintaining cognition. The study also considers reading as one of the cognitive proxies that develops and maintains cognitive reserve.

The phenomenon of speechlessness has hardly been considered in the literature from a psychological point of view. Previous research on speechlessness is limited to the fields of neurology, medicine or psychopathology. The present review aims to consider speechlessness from a psychological perspective distinct from pathology, and to highlight its observability and possible connections to existing research in the context of emotional cognition and processing. Search terms were developed and a comprehensive, systematic literature search was conducted in various databases based on previous scientific work on the understanding of non-speech, silence and speechlessness. Only results that examined the phenomenon of speechlessness from a non-pathological or non-neurological perspective were included. A total of N = 7 publications matching the inclusion criteria were identified. The results were used to develop a procedual model for the phenomenological definition of speechlessness. The developed model differentiates the observable phenomenon of speechlessness into a non-intentional, unconscious form and a intentional, conscious form. The present work suggests that meaningful emotions and their perception and processing is a core element in the emergence of speechlessness and provides a first, psychological, non-pathological explanation of speechlessness.

A substantial number of social science studies have shown a lack of conceptual clarity, inadequate understanding of the nature of the empirical research approaches, and undue preference for deduction, which have caused much confusion, created paradigmatic incommensurability, and impeded scientific advancement. This study, through conceptual review and analysis of canonical discussions of concepts and the reasoning approaches of deduction and induction and their applications in social science theorization by philosophers and social scientists, is purported to unveil the logical nature of empirical research and examine the legitimacy of the preference of deduction among social scientists. The findings note that conceptual clarity as the foundation of social science research, exchange, and replication can be achieved through interdisciplinary stress of conceptual analyses to establish universal measurements and that the primacy of deduction in social sciences needs to concede to or be balanced with induction for new knowledge, more discoveries, and scientific advancement. The study recommends that institutions and researchers of social sciences invest more in conceptual analysis and inductive research through collaboration and separate efforts.

Mental causation is a deep-rooted debate in the philosophy and psychology literature. It relates to the causal role of mind on the physical world and is tightly linked with the Descartes' dualistic approach towards mind-body interaction. While the role of mental properties might seem obvious in our everyday interaction with the world, there are many arguments that make mental causation inefficacious or redundant within the physical world. In the motivation literature, the issue of mental causation is pivotal. It substantiates the causal role of intrinsic motivation on human behavior. However, the main theoretical streams in the motivation literature take a dualistic approach by dichotomizing different types of motivation into extrinsic and intrinsic ones. This creates a fundamental challenge on the possibility of mental causation in the relationship between motivation and behavior. The three main theoretical streams in the motivation literature consider intrinsic and extrinsic motivations as distinct and independent types of motivation and give a higher weight to one type over the other. This approach makes the role of intrinsic motivation as a mental factor on behavior difficult to interpret. Motivational congruence theory resolves this issue by taking a contextualist and dialectical stance on the relationship between intrinsic motivation, extrinsic motivation, and the context. In a dynamic interaction with each other and the context, the two distinct yet intertwined types of motivation (i.e., intrinsic and extrinsic ones) produce overall motivation which in turn induces behavior. The theory resolves the issue of mental causation both at the surface and deep levels.

For many centuries, the issues of power, politics, and state have been widely discussed in scientific literature. Developing theories, philosophers proceeded from the side of hierarchical affiliation of power, which is confirmed in theological and biological concepts. Relevance of the presented article is conditioned by the fact that for the first time the French philosopher M. Foucault has offered innovative ideas of power concept from the social point of view. M. Foucault's works are of significant importance for modern researchers in various branches of science since he created a universal tool for the study of social relations. The objective of this study entails conducting a thorough examination of the development of his theory, as well as exploring diverse perspectives presented by scholars on this matter. The result of the research was a full-fledged analysis of the "power" category from the position of a comprehensive phenomenon, which penetrates the whole structure of the state, and not only selected organs or institutions. The main conclusion of the paper is that "power" is a complex social phenomenon that cannot be equated with categories such as "law", "discipline", "subordination", or "punishment".

In the present paper, I relate the Dialogical Self Theory with the philosophy of Taoism. For that purpose, I instance the premises of Taoism such as that human being use open ideograms (signs and symbols) that grow constantly in their meaning, that the meaning of life can be only unraveled if the unity of opposites is integrated in one's worldview and that the human being listens to his natural intuition and does not force himself to do things (wuwei = effortless action which has its origins in Laozi's TaoTeChing). When those premises are applied to the Dialogical Self Theory, psychologists can help people to develop a harmonious self because the self is operationalized as an open system that is constantly in flux of meaning. Hidden I-positions might be shifted to the foreground while helping the human being to listen to a multitude of positions and to not act in a rigid fashion. In order for scientists and practitioners to use the insights of what I call the Dialogical Self of Taoistic Dynamics, I propose an open interview guide that could help people to realize their harmonious pluralistic self.

Serial dependence often prevents researchers from obtaining unbiased parameter estimates. In this article, we propose taking serial dependence into account, and exploiting the information that comes with serial dependence. This can be done in the form of shifted variables that are included in addition to the original variables, when models are specified. This way, models become more complex but relations can be considered that, otherwise, cannot be analyzed. Two fields of application are discussed. The first is log-linear modeling. This method is variable-oriented, but it has found applications in person-oriented research. The gain from including shifted variables in log-linear models is that new, specific variable relations can be analyzed. The second field is that of Configural Frequency Analysis. This method is person-oriented, and it allows researchers to detect local relations that, without consideration of shifted variables, cannot be detected. Application examples are given in the context of single-case analysis.