Demonic possession, mesmerism, and hysteria: A social psychological perspective on their historical interrelations.

Provides a social psychological interpretation of the interrelations among demonic possession, mesmerism, and hysteria. It is argued that the reciprocal role relationship of mesmerist and magnetized S in the 18th and 19th centuries involved the secularization of the role relation that had existed between exorcist and demonically possessed. The commonalities between these 2 sets of social roles are delineated, some of the variables leading an individual to learn and enact the possessed role are outlined, and several lines of historical evidence pertaining to the influence of the exorcist–demoniac relationship on the mesmeric relationship are outlined. The influence of the possessed role in shaping the role of the hysterical patient is also discussed. The use of hysteria as a modern explanatory concept in histories of possession and mesmerism, however, is criticized. (198 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Redefining the science-practice relationship and professional training.

A revised conception of the relationship between psychological science and professional practice is proposed in the light of postmodern changes in perspectives on knowledge. Positivistic science, which has dominated the traditional interpretation of scientist–practitioner training, is considered from a constructivist point of view to be only one possible foundation of psychological knowledge. It is argued that the knowledge base of the profession should be derived with diverse methods and from multiple sources, including the knowledge of practice. The mutuality of science and practice is emphasized. An evolving framework for understanding the epistemology of practice, based on cognitive psychology, is presented. Emphasis on broadened choices of research methods, the development of reflective skills, and better linkage between teaching in the domains of research and practice are urged. Suggestions for research related to scientific training and the knowledge processes of practice are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A dual-process model of the alcohol–behavior link for social drinking.

A dual-process model of the alcohol–behavior link is presented, synthesizing 2 of the major social–cognitive approaches: expectancy and myopia theories. Substantial evidence has accrued to support both of these models, and recent neurocognitive models of the effects of alcohol on thought and behavior have provided evidence to support both as well. While proponents of these theories have not suggested that they are mutually exclusive views on how alcohol affects behavior, attempts to synthesize the 2 have been conspicuously absent. The dual-process model presented suggests that the alcohol–behavior link is better reconceptualized as involving a “preconsumption” and a “consumption” phase. This is achieved in the context of contemporary models of automaticity in social behavior, emphasizing the commonality of both controlled and automatic processes in drinking-related behavior. It is argued that a complete understanding of the alcohol–behavior link requires an appreciation of the ways in which the mind may become “intoxicated” even in the absence of alcohol consumption. Suggestions for further research in this area, testing the present dual-process model of the alcohol–behavior link, are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Near-death experiences: Out of body and out of mind?

Comments on the original article, "Implications of near-death experiences for a post-materialist psychology," by B. Greyson (see record 2010-03251-005). Greyson (2010) has argued that complex consciousness (i.e., near-death experiences, or NDEs) under conditions such as cardiac arrest and general anesthesia challenge “materialist reductionism” and require a revised psychology anchored in 21st-century quantum physics that includes consciousness in its conceptual formulation. Unfortunately, Greyson fails to specify how quantum mechanics or a holistic approach can (a) enlighten our understanding of NDEs and (b) pave a foundation for a “new scientific conceptualization of the interface between mind and brain (Greyson, 2010, p. 43).” We agree with Greyson that NDEs are fascinating phenomena, and we further recognize that quantum mechanics undergirds chemistry, and so surely plays some as-yet- undefined role in mental processes. However, we sharply disagree that it is necessary to “expand models of the mind” on the basis of quantum mechanics “before we can progress in our understanding of consciousness and the brain (Greyson, 2010, p. 43).” We do not wish to duel with Greyson regarding if and when the brain is “completely disabled” during NDEs, but instead argue that the future is bright for understanding NDEs in terms of the everyday workings of the brain, and suggest important avenues of inquiry. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment theory as defense: What happened to infantile sexuality?

Nearly a century after the publication of “Wild Psychoanalysis” (Freud, 1910) we struggle to grasp the full scope of one of Freud's seminal contributions and perhaps his most controversial idea, infantile sexuality. In 1905, with the publication of the Three Essays on the Theory of Sexuality, we observe Freud's theoretical shift from seduction theory to infantile sexuality as he declares the sexual as the subject of psychoanalysis. Despite this incredible discovery, in the past 50 years, our field has steadily moved away from the concept of infantile sexuality in favor of attachment as the central component in psychological development. It is argued in this paper that Freud always recognized the importance of healthy attachment as an important variable in development, but that he was interested in infantile sexuality as a separate, but related, aspect of development. This paper calls for a reevaluation of this endangered concept for the purpose of rediscovering that infantile sexuality with its emphasis on the body as the earliest means of emotional regulation and self-experience is the conduit to understanding our psychosomatic nature that is fundamental, along with related implications for development of gender, anxiety disorders, perversions, and other significant developmental and clinical variables. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Applying Concept Similarity to the Evaluation of Common Understanding in Multidisciplinary Learning

The success of an architecture, engineering, and construction (AEC) project largely depends on the effective collaboration of project participants. This characteristic of the industry requires that AEC education shall foster multidisciplinary collaboration skills of students. On the other hand, many AEC education programs have started using information and communication technologies (ICTs) to facilitate teaching and learning such as distance learning. One of the challenges in a computer-mediated learning environment arises from the need for computer systems to determine whether a common understanding regarding a certain subject is established among a group of students. To achieve this goal, ICT needs to be able to detect changes in the knowledge structure of students in order to provide better mediation. This paper presents a study on the development of a concept similarity measure that has less computational complexity than graph-based similarity analyses. The similarity measure is intended to determine the similarity of multiple knowledge structures [e.g., concept maps (CMAPs)] of students. The concept similarity measure is developed based on the feature-based method in which propositions associated with a concept are considered as features of the concept. Therefore, the similarity of concepts can be measured by comparing the propositions of the concepts. In addition, since concepts are the key component of a knowledge structure, the common understanding of students can be determined by measuring the similarity of concepts in the knowledge structure of the students. The proposed measure is evaluated by (1) comparing it with the Dice coefficient for analyzing two sets of concepts; (2) analyzing its performance in a generic case of four CMAPs; and (3) applying it to a case using “photovoltaic system” as an example. In this case, results are intuitively obvious so that calculation results can be corroborated by human judgment. Finally, the concept similarity measure is applied to derive the similarity of CMAPs in the case study. Based on the initial evaluations, this study shows that the proposed measure has demonstrated promising features for determining the similarity of multiple knowledge structures or the common understanding of students. However, when the number of knowledge structures increases, concept similarity analyses become more complicated because uncertain situations arise due to ambiguous human perception to propositions that are shared by multiple concepts. Future research is thus needed to understand and clearly define concept similarity in those situations. In addition, other studies are also identified for future research.     

Parent–offspring conflict theory: An evolutionary framework for understanding conflict within human families.

Decades of research demonstrate that conflict shapes and permeates a broad range of family processes. In the current article, we argue that greater insight, integration of knowledge, and empirical achievement in the study of family conflict can be realized by utilizing a powerful theory from evolutionary biology that is barely known within psychology: parent–offspring conflict theory (POCT). In the current article, we articulate POCT for psychological scientists, extend its scope by connecting it to the broader framework of life history theory, and draw out its implications for understanding conflict within human families. We specifically apply POCT to 2 instances of early mother–offspring interaction (prenatal conflict and weaning conflict); discuss the effects of genetic relatedness on behavioral conflict between parents, children, and their siblings; review the emerging literature on parent–offspring conflict over the choice of mates and spouses; and examine parent–offspring conflict from the perspective of imprinted genes. This review demonstrates the utility of POCT, not only for explaining what is known about conflict within families but also for generating novel hypotheses, suggesting new lines of research, and moving us toward the “big picture” by integrating across biological and psychological domains of knowledge. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work.

[Correction Notice: An erratum for this article was reported in Vol 95(4) of Journal of Applied Psychology (see record 2010-13313-015).] As corporate scandals proliferate, practitioners and researchers alike need a cumulative, quantitative understanding of the antecedents associated with unethical decisions in organizations. In this meta-analysis, the authors draw from over 30 years of research and multiple literatures to examine individual (“bad apple”), moral issue (“bad case”), and organizational environment (“bad barrel”) antecedents of unethical choice. Findings provide empirical support for several foundational theories and paint a clearer picture of relationships characterized by mixed results. Structural equation modeling revealed the complexity (multidetermined nature) of unethical choice, as well as a need for research that simultaneously examines different sets of antecedents. Moderator analyses unexpectedly uncovered better prediction of unethical behavior than of intention for several variables. This suggests a need to more strongly consider a new “ethical impulse” perspective in addition to the traditional “ethical calculus” perspective. Results serve as a data-based foundation and guide for future theoretical and empirical development in the domain of behavioral ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

William James and the art of human understanding.

Proposes (1) that William James (1842–1910), one of the founders of philosophical pragmatism as well as psychological science, developed a distinctive theory of human understanding, according to which all knowledge, including scientific knowledge, is ultimately based on "the finding of analogy"; (2) that this theory of human understanding underlay both his psychological and philosophical thought; and (3) that this theory depended on his artistic sensibility and experience. James's native artistic ability and interests are discussed, and his period as an artist's apprentice in the early 1860s is depicted as particularly salient to the development of his system of thought. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental representation of normal subjects about the sources of knowledge in different semantic categories and unique entities.

According to the “sensory-motor model of semantic knowledge,” different categories of knowledge differ for the weight that different “sources of knowledge” have in their representation. Our study aimed to evaluate this model, checking if subjective evaluations given by normal subjects confirm the different weight that various sources of knowledge have in the representation of different biological and artifact categories and of unique entities, such as famous people or monuments. Results showed that the visual properties are considered as the main source of knowledge for all the living and nonliving categories (as well as for unique entities), but that the clustering of these “sources of knowledge” is different for biological and artifacts categories. Visual data are, indeed, mainly associated with other perceptual (auditory, olfactory, gustatory, and tactual) attributes in the mental representation of living beings and unique entities, whereas they are associated with action-related properties and tactile information in the case of artifacts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Within- and between-culture variation: Individual differences and the cultural logics of honor, face, and dignity cultures.

The CuPS (Culture × Person × Situation) approach attempts to jointly consider culture and individual differences, without treating either as noise and without reducing one to the other. Culture is important because it helps define psychological situations and create meaningful clusters of behavior according to particular logics. Individual differences are important because individuals vary in the extent to which they endorse or reject a culture's ideals. Further, because different cultures are organized by different logics, individual differences mean something different in each. Central to these studies are concepts of honor-related violence and individual worth as being inalienable versus socially conferred. We illustrate our argument with 2 experiments involving participants from honor, face, and dignity cultures. The studies showed that the same “type” of person who was most helpful, honest, and likely to behave with integrity in one culture was the “type” of person least likely to do so in another culture. We discuss how CuPS can provide a rudimentary but integrated approach to understanding both within- and between-culture variation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The healing paradox of forgiveness.

Reviews the concept of forgiveness and relates it to the process of psychological healing. It is proposed that understanding the dynamics of forgiveness can serve as a powerful therapeutic tool. Steps in the process of forgiveness, forgiveness as paradox, and forgiveness as spiritual practice are discussed. A case example is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From perceptual rags to metaphoric riches—Bodily, social, and cultural constraints on sociocognitive metaphors: Comment on Landau, Meier, and Keefer (2010).

What leads people to describe some of their interpersonal relationships as “close” and “warm” and others as “distant” and “cold”? Landau, Meier, and Keefer (2010) proposed that conceptual metaphors facilitate social cognition by allowing people to use knowledge from a relatively concrete (source) domain (e.g., physical distance) in understanding a different, usually more abstract (target) concept (e.g., love). We concur that such a notion of metaphors can greatly enrich the field of social cognition. At the same time, we believe it is important to devote greater theoretical attention to the nature of metaphorical representations in social cognition. We believe that Landau et al. place too much emphasis on sociocognitive metaphors as top-down knowledge structures and pay too little attention to the constraints that shape metaphors from the bottom up. In the present contribution, we highlight important bottom-up constraints, imposed through bodily constraints and social scaffolds. Sociocognitive metaphors do not exist just for mental representation but for action as well. We discuss the relevance of grounding sociocognitive metaphors for broader motivational purposes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reasons for skepticism about the efficacy of simulated social contact interventions.

Comments on Crisp and Turner (May–June 2009), who argued that imagining intergroup interactions reduces intergroup prejudice. They argued that the procedure is remarkably effective, with “significant potential application for policymakers and educators seeking to promote tolerance for social diversity” (p. 238). We believe that such interventions, although appealing to many individuals, are problematic and that the authors’ conclusions are overly optimistic. We believe that simulated contact interventions are highly unlikely to produce meaningful attitude change. In sum, we are deeply skeptical about the ability of imagined contact interventions to reduce prejudice. A single, brief, imaginary encounter with an outgroup member is unlikely to reverse or erase the psychological mechanisms that create prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wanting, having, and needing: Integrating motive disposition theory and self-determination theory.

Four studies explored the motivational and experiential dynamics of psychological needs, applying both self-determination theory and motive disposition theory. In all 4 studies, motive dispositions toward achievement and affiliation (“wanting” particular experiences) predicted corresponding feelings of competence and relatedness (“having” those experiences). Competence and relatedness in turn predicted well-being, again indicating that these 2 experiences may really be “needed.” Illuminating how wanting gets to having, in Studies 2 and 3, participants reported greater self-concordance for motive-congruent goals, which, in longitudinal Study 3, predicted greater attainment of those goals and thus enhanced well-being. Study 4 replicated selected earlier results using an implicit as well as an explicit motive disposition measure. Supporting the presumed universality of competence and relatedness needs, in no studies did motive dispositions moderate the effects of corresponding need-satisfaction on well-being. Discussion focuses on a “sequential process” model of psychological needs that views needs as both motives that instigate and outcomes that reward behavior. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

What counts in the development of young children's number knowledge?

[Correction Notice: An erratum for this article was reported in Vol 47(1) of Developmental Psychology (see record 2011-00627-019). A coding error resulted in incorrect item-level data being reported on the point-to-x task (not the children‘s overall performance on this task) in Table 2 and in the section of the Results headed Point-to-X Task Performance (second column, p. 1314). In the first paragraph in the section, the correct average score for knowledge of cardinal meanings of the number words. In the second paragraph in the section, there is an example illustrating children’s greater performance on items involving a target and a distractor that were one digit apart. An additional adjustment in the second paragraph involves the finding that children performed better when at least one of two choice sets was a small number (1–3) than when both choice sets were greater than or equal to 4. More information for the corrections and the corrected table are given in the erratum.] Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the number words (e.g., knowing that the word “four” refers to sets with 4 items) is predicted by the “number talk” they hear from their primary caregiver in the early home environment. Results from 5 visits showed substantial variation in parents' number talk to children between the ages of 14 and 30 months. Moreover, this variation predicted children's knowledge of the cardinal meanings of number words at 46 months, even when socioeconomic status and other measures of parent and child talk were controlled. These findings suggest that encouraging parents to talk about number with their toddlers, and providing them with effective ways to do so, may positively impact children's school achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new vision for the journal.

It is with great pleasure that I accept and begin my tenure as the fourth editor of the International Journal of Stress Management (IJSM), following F. J. McGuigan, John Carlson, and Gary VandenBos. In this brief editorial, I provide historical context to set the path for the future of the journal and reflect on two parts of the journal’s title, “international” and “management,” that shape my vision for the journal. My envisioned future for the journal is increased focus on international and cross-cultural perspectives, as well as an interdisciplinary approach to gain a comprehensive understanding of factors that shape (a) individuals’ perceptions and experiences of stimuli (or stressors); (b) the environment’s internal and external pressures; (c) individuals’ perceptions of physiological, psychological, and behavioral health and well-being; as well as (d) individuals’ and organizations’ efforts toward prevention, coping, and management of healthy lifestyles. My ultimate goal is to see IJSM serve as the desired publication outlet of choice and primary journal for scholars and practitioners around the globe who are focused on the progress of scholarship and practice in identification and management of stress. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of What you don't know you know: Our hidden motives in life, business, and everything else.

Reviews the book, What you don't know you know: Our hidden motives in life, business, and everything else by Ken Eisold (2010). This book sets out to refresh and renew our understanding of the unconscious. It seeks to build on new research and recent discoveries, and in the process, rescue our thinking about the unconscious from the dying hand of psychoanalysis, to make it more widely accessible and useful (p. 18). A rather large chunk of this book is devoted to a discussion of the “self,” a comparison with concepts like “personality,” “individual,” and “ego,” and ultimately the shortcomings of the very term. This book argues for the centrality of the unconscious to the psychoanalytic identity. As such, I believe it is a useful corrective to the recent emphasis on the defining nature of transference and countertransference processes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Jerome Bruner: Language, culture, self.

Reviews the book, Jerome Bruner: Language, culture, self by David Bakhurst and Stuart G. Shanker (2001). The subject of this fine collection of essays is Jerome Bruner’s contribution to our contemporary understanding of the mind. As the editors note, although Bruner has typically “concerned himself with concrete and practical issues, such as education and, most recently, the law, he has always been an intensely theoretical thinker, a man fascinated by ideas” (p. 1). It is for that reason that the editors and contributors to this volume have chosen to focus exclusively on Bruner’s work as a “philosophical psychologist and philosopher of psychology” (p. 1). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Not evidence for separable controlled and automatic influences in artificial grammar learning: Comment on Higham, Vokey, and Pritchard (2000).

P. A. Higham, J. R. Vokey, and J. L. Pritchard (see record 2000-16324-006) claimed to provide evidence for separable controlled and automatic processes in artificial grammar learning. It is argued that their results are compatible with a single controlled influence: Participants might mistakenly identify more grammatical items than nongrammmatical items as belonging to the other grammar, because the grammars are very similar to each other, and the nongrammatical items are relatively highly dissimilar. Participants' knowledge may be ambiguous, rather than automatic. It is further argued that even if Higham et al's data do support automatic effects, opposition logic, in this case, cannot be said to have succeeded where dissociation logic has failed, because it is used to address the issue of whether participants have conscious control over the knowledge they acquire, rather than whether they possess conscious awareness of that knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)