Integrative Psychological and Behavioral Science最新文献

In this article, we attempt to integrate and further develop conceptual ideas about functions of small groups and the informal subgroups that arise within them in relation to their respective members, namely, the functions of: (1) creating possibilities for realizing individual goals and meeting individual needs; (2) providing protection from external and intragroup social threats; (3) providing information to members; (4) educating members; (5) providing adaptive capacities to members; and (6) providing control and regulation. First, drawing on a functional analysis, we defined the concept of "function." Next, we touched upon such issues as: the essence of each function; conditions for implementing the functions; the difference between an informal subgroup and a small group in how they implement the functions for their respective members; the effects of implementing the functions; and the related dysfunctions. This versatile account of the functions that small groups and informal subgroups implement in relation to their members allowed us to expand our understanding of these functions and their effects on attitudes, activities and the development of group (subgroup) members, as well as of some aspects of group and subgroup processes and performance. We conclude by presenting both theoretical and practical applications of the analysis of the functions of groups and subgroups and, accordingly, posed some important questions for further research and discussion.

The ultimate goal of the QBIT theory is to provide a scientific solution to the problem of consciousness. The theory assumes that qualia (plural for quale) are real physical entities. Each quale is a physical system consisting of qubits bonded together by quantum entanglement. The qubits of a quale are so intimately bonded together that they collectively form a unified whole that is more than (and different from) the sum of its parts. A quale is a highly organized, coherent system. Organization and coherence are manifestations of information. The more the amount of information in a system, the more organized, integrated, and coherent the system is. That is why the QBIT theory suggests that qualia are maximally entangled, maximally coherent systems containing high amounts of information, and extremely low amounts of entropy or uncertainty.

The concept of human values is central to the study of culture, ethics, politics, anthropology, sociology, social psychology, environmental studies, health policy, education, management, and human capital. Because it represents the ultimate "why" behind decisions and behaviors, as a concept it plays an outsized role in both theory and practice in each of these fields. Despite the centrality of human values in these domains, the concept lacks theoretical consensus among scholars and practitioners. Like the concepts of subjective well-being, organizational culture, employee engagement, and leadership, the values literature suffers from concept proliferation and cries out for clearly stated definitions that embed the concept within a solid theoretical framework. In this article, we advocate for a fundamental reconsideration of the concept of values, anchoring it within a new psychological theory of human motivation based on first principles. Our primary contribution lies in demonstrating that the operational definitions utilized by academics and practitioners alike can be thought of as attempts to approach concepts of human motivation, specifically, emotional needs, without fully getting there. We review the leading definitions of human values in the literature, concluding that they can be distilled to a fundamental set of human emotional needs, each associated with extensive literatures of their own. We introduce a comprehensive framework of 12 human emotional needs and argue that a comprehensive motivational framework offers significant advantages over current theoretical approaches, which tend to spin off an ever-expanding list of concepts. We consider the impact of embedding values concepts within existing motivational constructs with clear benefits for: (a) theory development, (b) method development, and (c) practical applications, emphasizing the advantages of clear operational definitions.

In this philosophical-theoretical study of Lev Tolstoy's pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859-1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the first question was unequivocally positive. I argue that Tolstoy was the conceptual founder of democratic non-coercive education and the first known practitioner of democratic education for children. In my view, his democratic education was based on educational offerings provided by the teachers. His democratic educational philosophy was based on non-coercion, naturalism, anarchism, liveliness, pragmatism, pedagogical experimentation, student responses, pedagogical self-reflection, and dialogism. At the same time, his democratic education was limited to his uncritical acceptance of conventionalism. Tolstoy's attraction to Progressive Education was facilitated by ignoring his enormous powers, both explicit and implicit, that he manifested exercised in the school and enacted through his "pervasive informality." In my judgment, Tolstoy overemphasized pedagogy over self-education and did not distinguish learning from education. Still, Tolstoy's pioneering work in democratic education, both in theory and practice, remains mostly unacknowledged and unanalyzed while continuing to be highly relevant and potentially influential.

In this article, we attempted to integrate and further develop theoretical ideas in the area of the small group research about all group activity levels (types of actors) - individual, informal subgroup, and group - and about connections among them. We have touched upon such issues as (a) modes of group activity represented by activities of each type of the actors; (b) structural and functional associations among the actors; (c) functions that each type of actors carries out with respect to another type of actors; (d) direct and indirect links among actors; (e) the influence of links between some actors on links among other actors; and (f) processes of integration and disintegration as the main mechanism for changing connections among actors. Special attention is paid to direct (immediate) personalized and depersonalized connections among actors, as well as to connections mediated by actors' connections with another actor or some object. Discussion of these issues leads to formulation of some specific propositions. Simultaneous research coverage of all three types of actors and various connections among them should allow for creating a more complete picture of small group activities and various psychological phenomena within it, including multifaceted and complex ones. It should also enable considering group structure and the essence of group dynamics differently. We conclude this article by presenting both theoretical and practical implications of the proposed integrative perspective and by posing some important questions in line with it for further discussion.

This article's goal is to understand innovation factors (e.g., job autonomy and knowledge sharing) through the lens of a neo-Aristotelian theory based on evolutionary science in order to show that this paradigm of analysis provides a richer understanding of this organizational phenomenon, and consequently better support for the deliberation on what measures to implement when the objective is to make the organization prone to innovate.

This article presents the concept of epistemological alienation in order to examine psychology's epistemological quantitative Paradigm and its connection to political reality. Politzer's work of how mainstream psychology turns the first-person language of the individual into a mechanistic third-person pseudoscience is thoroughly discussed. Consequently, through some marginalized voices within psychology, it is examined how psychologists disregard the subject's own voice, intentionality, meaning and judgment-forming mechanisms promoting instead a naturalistic and mechanistic language, based heavily on psychometric methodology and a false and altered account of psychology's history. Psychology's mechanistic language is compared to Marx's concept of alienation, various aspects of which are discussed. The case is made that epistemological alienation is an internal process in psychological research that stems from and reinforces, essentializes and "epistemologizes" the alienation and the individualization of the modern subject.

Studies regarding dysgraphia, an impairment in writing, have been receiving more attention in recent research. Most studies have broadly discussed the multiple cognitive mechanisms involved in writing and its disruption leading to dysgraphia. However, little attention has been paid to the involvement of different memory systems integral to writing and its disruption in individuals with dysgraphia. Orthographic long-term memory and orthographic working memory are the two memory systems predominantly involved in the production of written expressions, and the subsequent interruption of these memory systems often leads to varied deficit profiles of dysgraphia. These disruptions have resulted from damage in the brain caused by neural injuries, neurological disorders, or epigenetic factors. The existing studies did not probe into the nuances of the disruptions of these two memory systems in dysgraphia and associated neural pathways. In order to fill this gap, the review attempts to provide a comprehensive account of dysgraphia and its association with orthographic long-term memory and orthographic working memory by comparing and contrasting their workings and patterns of disruption in the deficit profiles of dysgraphia by probing into the underlying neural correlates. Such a detailed account brings insights into pertinent intervention strategies for improving memory systems and dysgraphia. It also helps identify the limitations of the existing intervention methods like CART, ACT, or Spell-Study-Spell, leading to the proposal of improvised neuro-targeted interventions for dysgraphia.

Basic values are the core element of culture, explaining many important differences in social, economic and political effects. Yet the nature and the composition of cultural value systems remains highly debatable. An emerging field of cultural neuroscience promises to shed light on how societies differ in their value systems and on the low-level mechanisms through which they operate. A systematic review of 47 experimental studies using different brain research methods is conducted to identify neural systems and processes, which can be associated with specific values, irrespective of interpretations given by the authors of original studies. Key findings were extracted and systematized according to Hofstede's and some other (Trompenaars' and Gelfand's) models of national cultures. From the perspective of existing accounts of cultural value systems, existing literature provides only a very fragmented and biased view of the neural processing of values. Absolute majority of existing evidence (37 studies) of cultural differences in the brain functions can be associated with individualism-collectivism value dimension. Affectivity-Neutrality is identified in 11 studies, Tightness-Looseness - 6, Power Distance - 3; Indulgence, Long-Term Orientation and Universalism - 2, and Uncertainty Avoidance - 1. Other value dimensions from the applied models of culture are not represented at all. Key problems limiting the contribution of the contemporary culture neuroscience to the comparative studies of cultural values include: researchers' theoretical framing within the independence-interdependence paradigm, resulting in the loss of a broader perspective and alternative interpretations of findings, the lack of focus on the direct comparison of values and value dimensions, insufficiently representative and biased samples.

Abri & Boll (2022) proposed the "Actional Model of Older People´s Coping with Health-Related Declines" to explain the use of various action alternatives of older persons for dealing with diseases, functional declines, activity limitations, and participation restrictions. It draws on a broad knowledge base: an action-theoretical model of intentional self-development, models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using or not-using ATs, and quantitative studies on older people's health-related goals. The present study aims to gather evidence to further refine this model by additionally relying on expert knowledge from professional caregivers serving older people. Six experienced geriatric nurses working in mobile care services or residential care facilities were interviewed about key components of the above model in relation to 17 older people aged 70 to 95 with stroke, arthrosis, or mild dementia. The results revealed additional goals of reducing or preventing health-related discrepancies beyond those already included in the model (e.g., moving without pain, doing things alone, driving a car again, social return). Moreover, new motivating or demotivating goals for using certain action possibilities were found (e.g., to be at home, to be alone, to rest, to motivate other older people). Finally, some new factors were identified from the biological-functional (e.g., illness, fatigue), technological (e.g., pain inducing ATs, maladaptive devices), and social contexts (e.g., lack of staff time) that are likely to promote or hinder the use of certain action possibilities. Implications for refining the model and future research are discussed.