How social psychology can succeed: A response to Silverman.

I. Silverman's (see record 1979-03511-001) argument that social psychology should focus more on long term, high impact studies is considered correct but insufficient to resolve the widespread dissatisfaction in the field. It is suggested that social psychologists share an understanding of the field that is broader than the understanding implicit in their research. Some examples are offered in which the broader approach can build on existing strengths to revitalize the field. (French summary) (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A stimulus–response social psychology?

Comments on D. Kipnis's (see record 199707781-001) article that critically analyzes social psychology's assumption that psychological states can explain social behavior. The present author suggests that, essentially, Kipnis is calling for a return to behavioral social psychology, in suggesting that social psychology be solely concerned with explanations of what social behavior arises in response to objective changes in technology. The author continues that it is certainly not the case that humans are merely reactive in response to environmental stimuli (including technology), but, rather, as Dewey and Mead argued, they are equally proactive, causal, influencing agents acting on the environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching social psychology: A Canadian dilemma.

Criticizes the American dominance of Canadian social psychology. It is argued that many American models and perspectives are only partially relevant to Canada. The exclusive use of American textbooks is also criticized; these texts are considered to incorrectly interpret Canadian phenomena as directly analagous to American. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A suggested principle of complementarity for psychology: In theory, not method.

A distinction between the Copenhagen Interpretation and complementarity is underscored, with the former based on methodological effects (i.e., disturbance) and the latter on nonmechanical theoretical understandings of empirical findings. Psychology cannot have a Copenhagen Interpretation per se because it lacks clear experimental data comparable to the wave-vs-particle findings on the nature of light. Psychology's problems do not stem from method but from the uncertain and confusing grounds that predicate its theories. Physikos, Bios, Socius, and Logos are presented as complementary grounds for theoretical explanation. It is advised that a theorist try to stay within just 1 ground at a time, although he or she can then shift to a complementary ground to explain the same target without being inconsistent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied psychology: An international journey.

This article reviews evidence of the increasing internationalization of the field of psychology and traces some historical developments in this globalization of psychology as a scientific discipline and profession. Many of these developments are seen through the personal experiences, professional and scientific involvements, and reflections of the author over the past 40 years. Trends in the process and content of the international aspects of psychology are discussed. These include examples of organizational efforts to increase communication and cooperation in advancing psychological knowledge internationally, as well as the conducting of transnational research projects. These efforts have increasingly addressed significant social problems of concern in many different countries. Parallel and joint efforts of psychologists from different countries have added a new vitality to the field of applied psychology, extended our research generalizations, and enriched our science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social psychology of creativity: A componential conceptualization.

Considers the definition and assessment of creativity and presents a componential framework for conceptualizing this faculty. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance. (99 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied training programmes of psychology in Canada: A survey.

[Correction Notice: An erratum for this article was reported in Vol 12(2) of Canadian Psychologist Psychologie Canadienne (see record 2007-02141-045). Page 49 contains an error regarding the available staff for applied training programs at the University of Victoria. The correct figure under column 7 (staff, full-time, psychology) should not be 40. Instead the correct figure for 1971-72 should be 11; under "staff, other departments", 4 should be listed; under "staff, part-time", 1 should be listed; under "staff in applied settings", 3 should be listed.] A survey of professional applied training programmes in the Canadian universities was carried out in 1969. Reported were 29 programmes: 17 in clinical psychology, 4 each in counselling and school psychology, one each in educational psychology and learning disabilities and 2 in experimental psychopathology. The number of places in the universities was related to the expected manpower requirements. Information was also given concerning the numbers of teachers in each programme, the types of applied settings utilized, and the different courses offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Forensic psychology: A threat and a response.

Comments that forensic psychologists lack status and recognition in many circles. Some forensic psychologists are concerned both by current activities to board certify other forensic science professionals and by a marked lack of educational opportunities specific to this specialty. These concerns have been responded to by the American Board of Forensic Psychology, a body dedicated to the establishment and maintenance of standards for, and educational opportunities in, forensic psychology and to the certification of qualified forensic psychologists. Such certification is viewed as part of a movement toward national accreditation of a number of forensic science specialties. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The turn to discourse in social psychology.

We discuss the emerging turn to discursive social psychology as an alternative to experimental social psychology. We note that the barriers to change are rooted in the history of the discipline, in the failure of researchers to recognize the distinction between movements and actions and in their reluctance to switch from positivist to post-positivist criteria. We outline the tenets of discursive psychology and of its associated method, discourse analysis. Illustrations of discourse analysis are drawn primarily from a recent study of date rape. Throughout, we emphasize the centrality of discourse in social life and the definition of the social being as Homo loquens. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why social psychology fails.

Maintains that the failure of social psychology to develop substance and direction has been due primarily to the misguided vision that complex social phenomena can be fruitfully studied by experimental laboratory methods. Many who share this view but maintain their commitment to the experimental method are turning to nonreactive experiments in field settings. Based on matters of ethics and propriety, however, it is inevitable that these will continue in the same pattern of short-term, low-impact studies that predominated in the laboratory. Short-term, low-impact research strategies cannot, by themselves, bring us to the minimal goal of meaningful, general laws of social development and behavior, and social psychologists can only begin to grow toward that goal when the experiment ceases to be the primary modus operandi. (French summary) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Plurality in social psychology.

Argues that social psychology should be considered a polyparadigmatic enterprise based on human science social psychology theories and discusses the nature of a paradigm and the social character of paradigm-construction as a knowledge-building industry. Four major approaches of human science social psychology are presented: existential-phenomenology, hermeneutical dialectics, dialogal existentialism, and critical emancipatory theory. These approaches are discussed in terms of the changing meanings of intentionality. "Way of Life Psychology" is presented as a discipline capable of integrating the contributions of the various human science schools of thought in social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instrumentation in social psychology.

Focuses on various conceptual paradigms that were "instrumented with display or measurement procedures having the potential for relatively standardized usage." The paradigms include problems concerning (a) attitude formation and change, (b) social conformity, (c) game behavior, and (d) group performance. Comment is made on "advantages and disadvantages of the primitive state of instrumentation in the field," and regards the future as making increasing use of more sophisticated instruments. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied psychology in action: Reply to Dr. Wells and to miss Epstein.

Comments on an article by F. L. Wells titled Comment on word meaning (1954) and an article by Mary Epstein titled A note on "the non-directive approach in advertising appeals' (1954); both of these articles comment on the current author's original article (see record 1955-01709-001). The author notes that Dr. Wells is correct in his analysis; the author should have used credulity in his original article. As for Epstein's comments, she is somewhat correct when she says that the non-interference principle is not applicable to advertising. If there were no "interference," there would be no selling. However, doesn't a patient have an attitude towards the therapist at the end of the sessions? Actually, there is no pure example of inferred advertising. In the end, it is the atmosphere created by the advertisement that is important. Direct-inferred, directive-nondirective, are more logical constructs than useful tools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied dimensions of comparative psychology.

Relatively little attention has been paid to potential applications of comparative psychology during the recent review and reevaluation of the discipline. Yet, problems arising from the human–animal relationship most often demand solutions that call upon both a knowledge of naturalistic behavior patterns and familiarity with the principles of learning and behavioral analysis, a combination uniquely characteristic of comparative psychology. Applications of comparative psychology are well established in zoos, in attempts to preserve endangered species, small animal veterinary practice, in agriculture, and in animal welfare. Applied comparative psychology is likely to establish itself as a valuable adjunct to more traditional activities in all of these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mail survey research in counseling psychology: Current practice and suggested guidelines.

40 studies published in the Journal of Counseling Psychology from January 1980 through October 1989 that used mail survey procedures were identified. Research pertaining to the methodological procedures that enhance response rates was examined, and a questionnaire inquiring about the use of these procedures sent to authors of the 40 studies. 31 primary researchers, representing 34 (85%) of these studies, responded. Many of the studies did not follow empirically evaluated procedures for increasing response rates. Recommendations for counseling studies that use mail surveys to collect data are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reappraisal of Wundt's influence on social psychology.

Discusses the social psychology of Wundt and its link to current developments in the constructionist movement in modern psychology. The historical lines of descent from Wundt's experimental psychology to American behaviorist social psychology are traced, and the relationship between Wundt's (1911) Volkerpsychologie to the social scientists who kept alive Wundt's social psychological orientation and who figure as antecedents of postmodern constructionism is delineated. With historical hindsight, the behaviorist program for social psychology may now be seen as an aberrant detour around the fundamental questions of social psychology. The questions asked by Wundt appear to be perennial questions. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A model course in social psychology and health.

Describes a model course for social science and premedical undergraduates concerned with interpersonal aspects of psychology as they relate to health and illness. The course is based on (1) the results of a survey of faculty (N?=?112) in medicine and health psychology; (2) the 2-yr teaching experiences of the authors; (3) input of experts in the field; and (4) evaluations from students in psychology, sociology, and the health sciences. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a national social psychology: A review of Social psychology: The Canadian context.

Reviews the book, Social Psychology: The Canadian Context edited by J. W. Berry and G. J. S. Wilde (1972). In Social Psychology: The Canadian Context, Berry and Wilde tie their selections from journals and books to the themes of Canadian identity, dualism, and pluralism. National social psychology could turn out to be the most effective way yet conceived for individual scholars to have their pure-science cake and apply it too. Its emergence depends, in part, on continuance of the nationalism, which is sweeping Canada at present. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A social psychologist's perspective on school psychology reform.

Discusses social psychology's experimental approach to understanding social factors influencing human behavior. Social psychology research provides school psychologists with insights for understanding issues regarding professional roles in the face of current school psychology reform. Theory and research on social roles suggests that school psychologists' acquisition of additional educationally relevant roles with an overarching rationale will lead to better adjusted professionals and more useful outcomes. As a result of school psychology reform schools may emerge as experimenting societies, implementing and evaluating innovative social and educational practices. A focus on social and environmental influences, in addition to child-centered factors, can be useful to school psychology efforts to solve educational problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)