Archives of scientific psychology最新文献_第3页

The emperor with no clothes: A critique of collectivism and individualism. 不穿衣服的皇帝:对集体主义和个人主义的批判。

Archives of scientific psychology Pub Date : 2018-12-20 DOI: 10.1037/ARC0000059

Y. J. Wong, Shu-Yi Wang, Elyssa M. Klann

引用次数: 23

Transpersonal psychology as a heterodox approach to psychological science: Focus on the construct of self-expansiveness and its measure. 超个人心理学作为一种非正统的心理科学研究方法:关注自我膨胀的建构及其测量。

Archives of scientific psychology Pub Date : 2018-12-13 DOI: 10.1037/ARC0000057

H. Friedman

引用次数: 16

Getting to Baselines for Human Nature, Development, and Wellbeing 达到人性、发展和幸福的底线

Archives of scientific psychology Pub Date : 2018-12-13 DOI: 10.1037/arc0000053

D. Narvaez, David C Witherington

{"title":"Getting to Baselines for Human Nature, Development, and Wellbeing","authors":"D. Narvaez, David C Witherington","doi":"10.1037/arc0000053","DOIUrl":"https://doi.org/10.1037/arc0000053","url":null,"abstract":"To make judgments about research findings, one must have a baseline against which to compare the results. One of the baselines the field of psychology should use is what is normal or typical for humanity as a species. Humanity emerged from the social mammalian line with many similar basic needs. Human infants are born highly immature and require an intensive “nest” to grow properly. However, modern industrialized societies often do not provide humanity’s evolved nest, thereby undermining optimal normal development in their citizens. Yet, scientific psychologists, who assess citizens in these societies, assume they are studying typical members of the human species. But human beings are extensively shaped by postnatal experience, expected experience that the evolved nest provides. Humanity’s evolved nest has been a characteristic of virtually all societies until recently. Industrialized nations typically do not provide the evolved nest, leading to underdevelopment of human species characteristics which include cooperative sociality and nature connection, contributing to the current destructiveness of modern humans toward one another and the planet. We make several suggestions for how to realign psychological science to include the multi-disciplinary knowledge needed to understand humanity and the development of human nature. We recommend that psychology take seriously the evolved nest and assist parents and policymakers in its provision. Our future may depend on it. S C I E N T I F I C A B S T R A C T Every responsible science is careful to establish baselines for the phenomenon under study. In psychology, baselines are usually coupled with assumptions about what is typical human behavior in a particular domain. We note the limitations of current methods for establishing baselines and suggest that a broader, transdisciplinary and metatheoretical approach is needed. Applied to human wellbeing, measurement is not a matter of applying techniques, but requires taking into account evolution, ethology, anthropology as well as other information that helps us establish baselines for species-typical human development. Human beings are biosocial creatures, highly malleable postnatally and dynamically shaped by experience, co-constructed by caregivers and the community and for which humanity evolved an intensive developmental system or niche. Humanity’s evolved developmental niche or nest should be a factor in determining baselines. Members of current industrialized nations may not provide the best source for baselines in part because they usually are raised in a species-atypical manner (outside humanity’s evolved nest unnested). Among our suggestions, we advise that history/ systems theory and a transdisciplinary approach be included in the psychology curriculum; that complexity be embraced; This article was published December 13, 2018. Darcia Narvaez, Department of Psychology, University of Notre Dame; David Witherington, Department of Psychology, Universit","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"205–213"},"PeriodicalIF":0.0,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41600163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Supplemental Material for The Relationship Between Intelligence and Creativity: On Methodology for Necessity and Sufficiency 智力与创造力的关系:必要性与充分性的方法论

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000050.supp

引用次数: 0

Cognitive Effects of Music and Dance Training in Children 音乐舞蹈训练对儿童认知的影响

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000048

A. D’Souza, M. Wiseheart

{"title":"Cognitive Effects of Music and Dance Training in Children","authors":"A. D’Souza, M. Wiseheart","doi":"10.1037/arc0000048","DOIUrl":"https://doi.org/10.1037/arc0000048","url":null,"abstract":"The idea that learning music can make a child smarter has gained considerable attention from parents, educators, and policymakers. Intuitively, learning to play an instrument is mentally challenging and is thought to generalize to nonmusic improvements. This claim offers promise in using music to enhance mental performance, but before it can be applied to areas such as education and cognitive remediation, the reliability of musical effects must be established. Early research indicated that musicians outperformed nonmusicians on a range of psychological abilities beyond music processing. Alternatively, because better mental ability could also result from other training activities or an individual’s background characteristics, any conclusions on musical training were still premature. In fact, although some recent studies that provided musical training to nontrained children did show small mental improvements after a few weeks of training, most well-designed studies that trained nonexperts failed to find any of the benefits previously seen in expert musicians. In the current study, children aged 6 to 9 years old were given 3 weeks of music or dance lessons and measured on mental performance before and after training. To test for training-induced change, performance before and after training was compared with a nontrained group. To test whether learning music itself caused change, performance in trained groups was compared with each other, because dance is a similarly challenging skill and shares training features with music. No training effects were observed on any tested cognitive ability, which questions whether mental enrichment can occur from short-term training. S C I E N T I F I C A B S T R A C T Musical training is popularly believed to improve children’s cognitive ability. Early research evidence, mostly correlational, suggested that musicians outperform nonmusicians on many cognitive abilities. However, recent experimental evidence has failed to replicate most benefits, leaving it unclear whether previously demonstrated effects were a direct result of learning music. Although a few studies have shown some change with as little as a few weeks of training, the This article was published November 15, 2018. Annalise A. D’Souza and Melody Wiseheart, Department of Psychology and LaMarsh Centre for Child and Youth Research, York University. The authors have made available for use by others the data that underlie the analyses presented in this article (D’Souza & Wiseheart, 2018), thus allowing replication and potential extensions of this work by qualified researchers. Next users are obligated to involve the data originators in their publication plans, if the originators so desire. This research was supported by Grant 410–2010-2747 to Melody Wiseheart from the Social Sciences and Humanities Research Council of Canada. The study was approved by the York University Human Participants Review Sub-Committee, e2008-177. Data have been previously presented","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"178–192"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45220010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29

Psychological Barriers to Evolutionary Psychology: Ideological Bias and Coalitional Adaptations 进化心理学的心理障碍：意识形态偏见与联盟适应

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000049

D. Buss, William von Hippel

{"title":"Psychological Barriers to Evolutionary Psychology: Ideological Bias and Coalitional Adaptations","authors":"D. Buss, William von Hippel","doi":"10.1037/arc0000049","DOIUrl":"https://doi.org/10.1037/arc0000049","url":null,"abstract":"In this paper, we argue that four interlocking barriers stand in the way of research scientists who seek to understand human social psychology. The first barrier is the political ideology of most social psychologists, which is typically on the left (or liberal) side of the spectrum. The second barrier is a view of human nature common among people on the political left, which is that we are born without any predilections to behave in a particular manner. According to this view, our mind is a blank slate at birth and is corrupted solely by the ills of bad environments or societies. The third barrier is a tendency to reject theories and findings that might contravene the “blank slate” view of human nature, particularly theories and findings that arise from evolutionary approaches to human behavior. The fourth barrier is a collection of evolved tendencies that prevent investigators from being dispassionate seekers of scientific truth. These include our evolved tendency to be more focused on persuasion than truth-seeking, to be concerned with the maintenance of our prestige as scientists, and to form and maintain coalitions that compete with each other. We provide initial evidence for some of these possibilities with data gathered from a survey of 335 established social psychologists. We conclude with the irony that our evolved psychology may interfere with the scientific understanding of our evolved psychology. S C I E N T I F I C A B S T R A C T In this paper, we argue that four interlocking barriers beset psychologists seeking to develop a proper science of social psychology. The first is the ideological orientation characteristic of most social psychologists—heavily skewed on the left side of the political spectrum. The second is the adoption of a view of human nature that social psychologists believe to be most conducive to that ideology—a blank slate that is corrupted solely by the ills of bad environments. The third is a rejection of theories and findings believed to contravene that view of human nature—those coming from evolutionary This article was published November 15, 2018. David M. Buss, Department of Psychology, University of Texas at Austin; William von Hippel, Centre for Psychology and Evolution, School of Psychology, University of Queensland. This article is part of the special section “Heterodox Issues in Psychology.” The guest editor for this section is Scott O. Lilienfeld. The authors have made available for use by others the data that underlie the analyses presented in this paper (see Von Hippel, 2015), thus allowing replication and potential extensions of this work by qualified researchers. Next users are obligated to involve the data originators in their publication plans, if the originators so desire. The data are available at https://osf.io/8zeqp/ The experiment materials are available at https://osf.io/5jqmn/ Correspondence concerning this article should be addressed to David M. Buss, Department of Psychology, University of T","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"148–158"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 37

The Heterodoxy of Behavior Analysis 行为分析的异端

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000051

H. Schlinger

引用次数: 5

Action research in social psychology. 社会心理学中的行动研究。

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/ARC0000054

Andrew F. Simon, D. Wilder

引用次数: 2

The Relationship Between Intelligence and Creativity: On Methodology for Necessity and Sufficiency 智力与创造力的关系:必要性与充分性方法论

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000050

M. Ilagan, Welfredo Patungan

{"title":"The Relationship Between Intelligence and Creativity: On Methodology for Necessity and Sufficiency","authors":"M. Ilagan, Welfredo Patungan","doi":"10.1037/arc0000050","DOIUrl":"https://doi.org/10.1037/arc0000050","url":null,"abstract":"A classic theory in psychology is that intelligence is necessary but not sufficient for creativity: Unintelligent people are only uncreative, but intelligent people may be creative or uncreative. Many other theories in the social sciences invoke the same asymmetric necessary-but-not-sufficient relationship. Whereas the theory is simple enough to state, statistically confirming it—as scientists aim to do with their theories—is a complicated matter, as statistical methods conventional to psychologists are inappropriate for asymmetric relationships. For decades, this methodological problem left researchers stumped, and the present article sheds light on it. In particular, the present article does the following: argues that previous methods purported to statistically confirm the theorized relationship are lacking, proposes a novel model that elucidates the notions of necessity and sufficiency between a pair of variables, and demonstrates this model on a dataset from a published study of intelligence and creativity. Of the two creativity variables analyzed, the classic theory was confirmed for only one of them. It is important that social science researchers carefully think about methodology, as doing so guards against false-positive results in their respective fields. S C I E N T I F I C A B S T R A C T On the relationship between intelligence and creativity, a classic theory is that intelligence is necessary but not sufficient for creativity. Graphically, this theory is represented by a triangular shape of bivariate scatter between the two. As conventional linear methods are known to be inappropriate, a long-standing problem has been how to substantiate this theory. One innovation purported to solve this problem is the use of Necessary Condition Analysis, a method that confirms the relationship on the basis of an empty upper left corner in the scatterplot. The present article elaborates a novel take on this methodological problem. What it takes to account for necessity and sufficiency is tackled, and it is argued that Necessary Condition Analysis is not an appropriate method. As an alternative, a probability model of creativity as a function of IQ was posited, in particular for double-bounded creativity variables. Using the model proposed, intelligence versus creativity data from Jauk, Benedek, Dunst, and Neubauer (2013b) were reanalyzed. A formal hypothesis based on the theorized relationship was supported for one of the two creativity variables analyzed.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"193–204"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46192804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Supplemental Material for Cognitive Effects of Music and Dance Training in Children 儿童音乐和舞蹈训练的认知效果补充材料

Archives of scientific psychology Pub Date : 2018-11-15 DOI: 10.1037/arc0000048.supp

引用次数: 0