New Ideas in Psychology最新文献

This paper describes some epistemic cultural considerations which shape the uses of psychology. I argue the study of mind is bound by the metaphysical background of the given locale and era in which it is practiced. The epistemic setting in which psychology takes place will shape what is worth observing, how it is to be studied, how the data is to be interpreted, and the nature of the ultimate explanatory units. To demonstrate conceptual epistemic constraints, I discuss metaphor use in psychology. In addition, epistemic constraints shape the praxes that arise from structural study of the mind. In order to illustrate this cultural constraint, I discuss Soviet Psychology and provide a contrast between practical uses of psychoanalysis in India, Egypt, and rural Ghana. In response to these conceptual and practical epistemic limitations, psychology could adapt methods drawn from history and anthropology.

This paper reviews prior work on the link between psychological preparedness and anticipatory response tendencies. First, the literature suggests that psychological preparedness is associated with a wide range of anticipatory response tendencies while, at the same time, suggesting several key moderators and a motivational component of preparedness. Second, it also suggests that there are several different forms and means of psychological preparedness. In particular, it suggests that different anticipatory response tendencies (e.g., implementation intentions) are the means employed to create different forms of psychological preparedness (e.g., action readiness). Finally, rather than fundamentally different variables, the literature suggests that the different forms and means of preparedness work together across different life (anticipated transitions versus routine life) contexts to optimize the same overall variable of psychological preparedness.

The Passion Scale (PS) is a self-report tool to measure passion which involves 8 items and concentrates on personal interest in a specific area, subject or skill. The present study's goal was to determine the psychometric properties of the PS with regard to the Iranian sample. The research methodology was descriptive and the sample included 684 people (377 women and 307 men) chosen on a non-random available basis and they responded to the scale of the research. The internal consistency and reliability of the research were measured using Cronbach's omega and alpha. The validity of the construct and the convergent validity was determined and verified for this scale using confirmatory factor analysis. The results showed that the PS has proper internal consistency and composite reliability. Meanwhile, the face and content validity of the questionnaire was assessed and confirmed. The validity of the construct and the convergent validity was determined and verified for this scale using confirmatory factor analysis. An analysis of the correlation matrix showed a positive correlation between the PS and the Grit perseverance scale (Grit-s) and its factors (p < 0.01). Meanwhile, the independent T Test was used in order to examine the difference between the scores of the men and women in the PS. The findings showed that the mean of women's score was higher that men's. Overall, this research suggested that the PS has optimal psychometric properties when it comes to the Iranian sample and that the scale could be applied with a great deal of confidence to the Iranian sample.

This article argues the thesis that rigorous, strongly reasoned psychotherapeutic practice rests, not only (and not always) on outcome research, but on many further equally, and in some cases more, secure epistemic foundations. In part 1 of the article, based on currently well-established epistemological thinking, a ranking of the degree of certainty of propositions yielded by different knowledge sources, and thus the confidence with which we may believe and act upon them, is presented. Following the description of each knowledge source, an analysis of the degree to which it enters into the practice of psychotherapy is developed. In part 2, several further knowledge sources essential to psychotherapy that are difficult to rank are presented, as well as the confidence that can reasonably be placed in knowledge derived from these sources. In part 3, an individual therapy session conducted by Aaron Beck is analyzed to illustrate its utilization of many of the knowledge sources discussed in the article.

We explored how label cue and body structure impacted the mental construal of animal-monster hybrids through the choice of Chinese classifiers. Taking Chinese classifiers zhi and ge as the probe, we manipulated label cue and perceptual input from monster structure and detected how these two factors influenced the interpretation of the hybrids. Our rationale is that if the choice of zhi is indicative of animal analogousness, and, conversely, that of ge is indexical of non-animal likeness, the difference of effect between using zhi and ge for monstrous animal hybrids should reflect the variation in their animacy interpretation. We found that the effect difference between zhi and ge across the higher- and lower-animacy monsters was remarkable in the unlabeled situation but, on the contrary, was attenuated in the labeled situation. In a word, linguistic cuing lumped the monster figures into the same category and biased them toward non-animate construal.

Clinical fear is at the core of anxiety disorders. Considerable research has examined processes through which clinical fears are learned and unlearned (i.e., acquisition, generalization, extinction, return of fear) in anxiety disorders. Empirically supported models of these processes implicate both associative and instrumental learning. Research has also delineated that avoidance (i.e., behaviors intended to prevent aversive experiences) and fear approach (i.e., behaviors that involve exposure to one's fear) modulate fear learning, yet these processes remain under-researched in anxiety-based disorders. The purpose of the current review is to a) review existing research on clinical fear learning, incorporating fear approach, avoidance, and inhibitory learning, and b) extend this model to advance the understanding of fear-based learning in eating disorders. Implications for research and treatment are discussed, including how the anxiety field can inform eating disorder research and the importance of empirically testing fear learning in eating disorders to improve treatment.

Psychological time is a complex concept. We examined how male inmates (N = 32) experience selected aspects of time. The study focused on the experience of the present and how it is related to the past and the future. To explore how time is experienced, we referred to spatial metaphors that conceptualize time in simpler categories based on spatial relations. Inmates tend to experience the present as brief moments, and when defining it – and other dimensions of time – they use a limited vocabulary. They tend to have an egocentric perception of time, in their estimations focusing more on the life time than the history time. Inmates seem to be primarily present-oriented, and they think about the present and the future frequently. At the same time, they do not perceive the interrelations between the three dimensions of time. It is discussed that the temporal dispositions of the inmates can be influenced by specific conditions of prison isolation, in which time serves as a method of discipline.