New Ideas in Psychology最新文献

This paper proposes that Self-Determination Theory (SDT) has considerable potential for filling some crucial feedback-seeking behavior (FSB) literature gaps. Some key issues are theoretically addressed. First, the influence mechanism of FSB on performance improvement may be explained by the role of motivational factors introduced by this theory in forming positive feedback reactions and the quality of feedback received by the feedback seeker. Second, SDT can be used to explain the feedback seekers' subjective well-being during the FSB process, which is almost overlooked in the FSB literature despite its importance. Third, this paper also relates motivational self-regulation mechanisms to FSB dimensions (e.g., method, sign, type) beyond the popular dimension of FSB frequency analyzed in the literature. The paper also suggests that the quality of FSB, based on these dimensions, is related to the quality of the feedback-seeker's motivation. This paper presents avenues for future empirical studies on different aspects of FSB based on SDT.

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the “periphery” of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching "grand theories".

The ‘self’ is of interest across multiple psychological, cognitive, and social sciences. Unhelpfully, a plethora of terms are used across different theoretical and empirical areas. This leads to inconsistency, confusion and lack of clarity and impedes cross-disciplinary communication and progress. To improve clarity, increase parsimony and support theoretical and empirical advances, it is important to establish clear terms that can be applied consistently across psychology. The aim of this paper is to present a comprehensive initial inventory of synthesised self-terms that can be used by, and across psychology. We review self-terms used across different areas in psychology and identify a set of terms that are most frequently and consistently used across these domains. We then present a synthesis of commonly used ‘self-terms’ that are specifically related to six psychological sub-disciplines; Cognitive, Social, Developmental, Neuroscience, Clinical and Personality psychology. A glossary of self-terms, together with frequently used synonymous self-terms are presented.

Middle childhood has been identified as a critical period regarding the exploration and construction of the self, with strong implications for future vocational choices and occupational trajectories. Due to a shortage of both theoretical models and empirical data, a knowledge gap remains as regards children's perceptions and understandings of the concept of work between the ages of 5–8, and the differential variables influencing these representations. This review aims to fill this gap by providing relevant information with respect to the investigation of the content of children's representations of work, as well as the factors influencing them. Considering the lack of papers covering this topic, this article approaches the subject through adjacent angles such as adult and adolescent representations of work, children's representations of occupations, and children's vocational preferences or career development. A theoretical model of children's mental representations of work is presented, and general methodological avenues are proposed to pursue further investigation on this research topic.

This article aims to explore a way of thinking based on chiastic structure (X-shaped structure), chiastic thinking. Characterized by its juxtaposition of opposite structure, chiastic thinking has an intriguing connection to Janusian thinking. This is because Janusian thinking is deemed a creative process wherein two opposite concepts or images are conceived simultaneously. At the beginning of the article, conceptual combination and Janusian thinking are presented, along with empirical research data to support the effectiveness of Janusian thinking. The paper then shifts to a discussion of chiastic thinking, which occupies a unique place in human culture and civilization but does not receive due attention. In the last part of this article, the examples of chiastic thinking in literature, science, and art are provided. Across diverse disciplines, the combination of opposites manifests in various ways, often adopting different technical terms that give rise to different theories. These terms and theories may share fundamental commonalities but differ in certain aspects. The main purpose of this review article is to examine the close relation between Chiastic and Janusian thinking. Hopefully, this review article can rekindle the academic interest in these two thinking processes and give them new meaning.

The experience of embodiment is a central theme in phenomenological philosophy and has recently received increasing attention also within psychological science. In the present paper we argue (1) that the experience of embodiment represents a fundamental synthesis of having a body (the body as an object) and being a body (the body as felt “from within”); (2) that this synthesis is basic to an individual's experience of self-identity; (3) that each individual, as an existential task, has to develop their specific version of the embodiment synthesis; (4) that these syntheses can be more or less harmonious or disharmonious, and that disharmonious syntheses are associated with psychological distress and psychopathology. Different phenomenological accounts of possible variants of disharmonious embodiment, as found in the literature on eating disorders, are discussed and compared. Finally, some research implications and clinical implications are discussed.

Philosopher-activist Heather Menzies advocates for an approach to ecological literacy that goes beyond knowing about the interconnected goings on of the world from afar by foregrounding the import of relating with a locale through prolonged periods of implicated participation. Here, we offer further insight to these views across three sections. First, following a brief excursus, we show how Menzies' views of implicated participation focus less on the explication of facts about the world, more as enabling us to be taught by its goings on. It is, in other words, to study with and learn from the beings and things which surround us. Second, we incorporate Menzies' views with the ecological approach to psychology, drawing specifically on the concept of affordance. This helps us take up with the practical challenge of fostering Menzies' views in places tightened by privatisation, commodification and homogenisation: factors over-constraining the ways people can engage with the affordances of a locale. Thus, section three leans on key ideas from Karen Franck and Quentin Stevens to reposition ‘leftover spaces’ as arenas for ecological literacy: thrivingly loose ecologies enriched with affordances determined over varying timescales of implicated participation. To think with these ideas, two cases are presented.

Machine learning modelling of psychological processes is often considered as competing alternative to theoretical modelling. In contrast, the current study explores potential synergetic effects of these two general approaches both for predictive accuracy and theoretical understanding. Theoretical models have high explanatory value but can have weak predictive power. Machine learning models have high predictive power but low transparency and require large amounts of data and computational power. The combination of machine learning and theoretical models may yield both higher predictive accuracy as well as higher explanatory value and lower requirements of data and computational power as compared to either of the two approaches alone. We examine our assumptions in the field of team motivation, using archival performance data from 1,425,926 individual and relay races of swimming competitions. While the results revealed better prediction of the machine learning model, an exploration of the machine learning model with explainable artificial intelligence methods offered new insights also for the theoretical model. Finally, the combination of machine learning and theoretical modelling required less computational power than the machine learning approach alone, but not less data for building the model.

Traditionally, resilience has been viewed as a general positive adaptation to stressors. However, the hallmark of resilience – returning to the previous state following a perturbation – may also have severe downsides, which are often overlooked. Specifically, it may be unrealistic to return to the previous state or resilience may cause a person to become stuck in an undesirable state. In this article, we first call for a more nuanced theoretical conceptualization of resilience. To do so, we draw on insights from dynamical systems theory help to clearly define the role of a stressor and the idealized pathway to adapt to it. Then, we exemplify the potential downsides of resilience in the context of trauma and social adversity, learning, and goal-disengagement. In conclusion, researchers and practitioners should become more cautious with the term resilience and provide nuanced accounts for what they mean to avoid potentially harmful consequences.

This paper lays out a model of mental schemes and schematic processes and uses it to offer an alternative "schematic synthesis" model of psychological change—a model that is at variance with most conventional theories. We argue that a theory of the internal workings of the mind, which provides a theoretical explanation of how clients' in-session experiences and performances are constructed, moment-by-moment, would enhance therapists' effectiveness and provide a guide for intervention. In this paper we describe how Pascual Leone's Theory of Constructive Operators (TCO) (Pascual-Leone & Johnson, 2021) can be applied to understand therapeutic change. TCO describes a mind that works by scheme activation, in combination with mental operators that act on schemes, to facilitate their synthesis. It offers a theoretical view of the internal workings of the mind that can causally explain how change occurs. This differs from standard accounts of mechanisms of change, such as learning or insight, which predominantly provide descriptions of how change occurs from an external vantage point. We use the TCO model to explain how emotional change takes place in therapy by a developmental process of transformation by “synthesis” of schemes, rather than by learning or insight. We illustrate application of the model in the context of a therapy transcript.