Psychological Science Research Articles

Determining the Speed Reaction Time to the Lower Limbs in a Women’ a Volleyball Team (CSU Medicina Tg. Mures)

Speed reaction is an important concept in various fields like physiology, psychology and sports science. It refers to the time it takes to respond to a specific stimulus visual, auditory, tactile. Reaction speed is an important and fundamental measure in the study of human performance and cognitive processes. Methods. The testing was conducted on the female volleyball players, members of the CSU Medicine Târgu Mureș team. This testing took place at the beginning of the 2023-2024 competitive season. Objective. The objectives of this study are to identify the reaction time values obtained during the testing of the CSU Medicine Târgu Mureș team. Results. The analysis of the results was conducted after downloading the data from the Optojump software as follows: Test 1 Range: 0.532 - 0.393 = 0.139 seconds, test 2. Range: 0.531 - 0.425 = 0.106 seconds Test 3 Range: 0.750 - 0.597 = 0.153 seconds Conclusion. This statement suggests that, based on the data collected from the three tests, there is consistency in the performance of individual subjects. Some subjects consistently have low reaction speed values across all three tests, while others consistently have high reaction speed values. Keywords: Volleyball, Optojump, Speed Reaction

A non-causalist account of the explanatory autonomy in the psychological sciences

It has been often claimed that physicalism challenges the explanatory autonomy of psychological sciences. Most who advocate for such explanatory autonomy and do not want to renounce to physicalism, presuppose a causalist account of explanatoriness and try to demonstrate that, adequately construed, (causal) psychological explanations are compatible with (some sufficient version of) physicalism. In Sect. 1 we summarize the different theses and assumptions involved in the seeming conflict between explanatory autonomy and physicalism. In Sect. 2 we review the main attempts to make them compatible assuming a causalist account of explanation and argue that none succeeds. In Sect. 3 we introduce a recent, non-causalist account of scientific explanation as ampliative, specialized embedding (ASE) that has been successfully applied to other fields. In Sect. 4 we apply ASE to elucidate two paradigmatic cognitive explanations of psychological phenomena: déjà vu and action production. We conclude that ASE elucidates well the autonomy of the cognitive explanations of these phenomena independently of what finally happens with the causal exclusion problem and that it may be generalized to other psychological explanations.

Does mental fatigue affect performance in racket sports? A systematic review

Mental fatigue impairs performance across several sports domains. However, a systematic review on its effects on racket sports performance has been lacking due to the previous scarcity of studies. This review aims to provide a comprehensive review the effects of mental fatigue on racket players’ performance, with a discussion of the underlying mechanisms. A thorough search was conducted across five databases, including Web of Science, PubMed, SCOPUS, SPORTDiscus (via EBSCOhost), and the Psychological and Behavioral Science Collection (via EBSCOhost). The PICOS framework established the inclusion criteria: (1) healthy racket sports players; (2) induction of mental fatigue in both field and laboratory settings; (3) comparison of mental fatigue interventions with a control group (e.g., watching a movie or reading a magazine); (4) assessment of performance outcomes, including physical performance, skilled performance, and perceptual-cognitive performance; and (5) randomized controlled trials (RCTs), non-randomized controlled trials (non-RCTs), and non-randomized non-controlled trials. Mental fatigue manipulation, subjective evaluation, and (neuro)physiological markers were synthesized to support the successful induction of mental fatigue. Performance was categorized into tennis, table tennis, badminton, and padel based on the characteristics of specific racket sports domains. Secondary outcomes, such as the rate perception of effort (RPE) and motivation, were synthesized to explain the mechanisms based on the prominent theory of the Psychobiological model of endurance performance. Six studies revealed that mental fatigue impacts stroke performance in table tennis, affecting speed, accuracy, faults, and only second-serve accuracy in tennis. The response time of psychomotor performance increased in table tennis, padel, and badminton. Meanwhile, mental fatigue increased the RPE and remained unchanged in heart rate, blood glucose, and lactate, consistent with the Psychobiological model of endurance performance. Additionally, attention is suggested as a significant underlying psychobiological factor.

Lessons of soviet psychology

The work is devoted to the analysis of the collection of works “Soviet psychology: the stage of the history of science and mentality” // Responsible. ed. A.L. Zhuravlev, D.V. Ushakov, A.V. Yurevich. Moscow: Publishing house “Institute of Psychology RAS”, 2024. The main ideas presented in 21 articles of this book are highlighted. By studying a retrospective analysis of the works, seven main lessons for modern psychology are formulated, allowing us to see the significance of the Soviet period for the development of science. The first lesson is that despite the ideological pressure and attempts to unify psychology, it implemented the principles of postmodernity and metamodernity, characteristic of modern methodology, with great anticipation. Many ideas and theories were ahead of their time and are relevant and are still being developed today. Lesson two is the formation of psychology as a recognized scientific discipline, which was institutionalized, organized, and acquired a qualifying status. The third lesson teaches us that the space of scientific psychology must be restored: the gaps are closed by the discovery of forgotten names, their achievements and their contribution to the development of scientific thought are analyzed. The development and solution of scientific problems in psychology is rooted in the Soviet period, determining the continuity of scientific knowledge — this is the fourth lesson. The fifth lesson shows us that applied psychology developed intensively during the Soviet period and many of its achievements remain relevant today. The sixth lesson follows from an analysis of the psychology of Soviet people. A real, balanced analysis points to the ambivalence of the characteristics of Soviet people, the limitations of their economic mentality, the presence of double morality, denunciations, and fear of power. Finally, the modern psychological community should not forget what price many scientists paid for their beliefs, what destruction of entire directions in psychology was experienced. The Soviet period of development of Russian psychology is more diverse and ambiguous than previously imagined. The completed project of analyzing the Soviet period of psychology from the perspective of modern science showed its high efficiency and promise. Filling the gaps in the history of Russian psychology is not only fundamental for science, but it is also a moral duty to the generation of Soviet scientists.

Hubungan Psikologi Pendidikan dengan Belajar di Sekolah Dasar

Studying educational psychology is the same as studying a branch of science that discusses human behavior in the educational process. In its role, educational psychology makes it easier for teachers to carry out the learning process. The relationship between educational psychology and learning cannot be separated because the two have a reciprocal relationship. The relationship between educational psychology and learning is not just about educational psychology, more than just psychological science in practice, but rather about science or the study of knowledge that has the right to exist independently. This research discusses the nature of psychology, factors that influence children's psychology in the learning process, as well as the relationship between psychology and learning.

ChatGPT as Research Scientist: Probing GPT’s capabilities as a Research Librarian, Research Ethicist, Data Generator, and Data Predictor

How good a research scientist is ChatGPT? We systematically probed the capabilities of GPT-3.5 and GPT-4 across four central components of the scientific process: as a Research Librarian, Research Ethicist, Data Generator, and Novel Data Predictor, using psychological science as a testing field. In Study 1 (Research Librarian), unlike human researchers, GPT-3.5 and GPT-4 hallucinated, authoritatively generating fictional references 36.0% and 5.4% of the time, respectively, although GPT-4 exhibited an evolving capacity to acknowledge its fictions. In Study 2 (Research Ethicist), GPT-4 (though not GPT-3.5) proved capable of detecting violations like p-hacking in fictional research protocols, correcting 88.6% of blatantly presented issues, and 72.6% of subtly presented issues. In Study 3 (Data Generator), both models consistently replicated patterns of cultural bias previously discovered in large language corpora, indicating that ChatGPT can simulate known results, an antecedent to usefulness for both data generation and skills like hypothesis generation. Contrastingly, in Study 4 (Novel Data Predictor), neither model was successful at predicting new results absent in their training data, and neither appeared to leverage substantially new information when predicting more vs. less novel outcomes. Together, these results suggest that GPT is a flawed but rapidly improving librarian, a decent research ethicist already, capable of data generation in simple domains with known characteristics but poor at predicting novel patterns of empirical data to aid future experimentation.

Russian School Journal in History of Educational Journalism of Russian Diaspora in 1920s and 1930s

This article is dedicated to the analysis of the Russian School journal within the context of the development of émigré periodicals during the 1920s and 1930s. It presents the history and significance of the journal within the system of educational publications of the Russian diaspora. The study specifically investigates the role of Andrei Pavlov in the establishment and publication of the journal, particularly focusing on the financial support from various organizations in Subcarpathian Rus’. Utilizing archival sources, previously lesser-known facts from his biography are reconstructed. The mission of the journal, its structure, and thematic concerns are examined. It is emphasized that the editor perceived the primary objectives of the journal as combating the European spiritual crisis, discussing pressing issues in education and upbringing, providing methodological support for teachers and Russian schools in general, and objectively reporting on the state of Soviet education. Special attention is given to the authorship of the journal, which featured prominent representatives of émigré psychological and pedagogical science such as S. I. Hessen, V. V. Zenkovsky, G. Ya. Troshin, theorists and practitioners from the Czech school, as well as philosophers N. O. Lossky, I. I. Lapshin, and F. Pelikan. The conclusion drawn is that the Russian School journal continued the traditions of Russian pedagogical journals from the late 19th to early 20th centuries and served as a center for coordinating educational efforts among émigrés in the late 1930s.

Variations in the Appearance and Interpretation of Interpersonal Eye Contact in Social Categorizations and Psychiatric Populations Worldwide: A Scoping Review with a Critical Appraisal of the Literature.

Eye contact is one of the most fundamental forms of interhuman communication. However, to date, there has been no comprehensive research comparing how eye contact is made and interpreted in all possible populations worldwide. This study presents a summary of the existing literature on these modalities stratified to social categorizations and psychiatric disorders. A scoping review with critical appraisal of the literature according to the Joanna Briggs Institute (JBI) methodology. Databases AnthroSource, Medline, CINAHL, the Psychology and Behavioral Sciences Collection (EBSCO) and PsychInfo were searched. 7068 articles were screened for both the grey literature and reference lists, of which 385 were included, 282 for social categorizations and 103 for psychiatric disorders. In total, 603 thematic clustered outcomes of variations were included. Methodological quality was generally moderate to good. There is a great degree of variation in the presentation and interpretation of eye contact between and within populations. It remains unclear why specific variations occur in populations. Additionally, no gold standard for how eye contact should be used or interpreted emerged from the studies. Further research into the reason for differences in eye contact between and within populations is recommended.

The Possible Profession: Joe Lichtenberg and the Restoration of the Bodily Self

ABSTRACT Beginning with “The Psychoanalytic Situation and Infancy,” I consider Joe Lichtenberg’s legacy of creating an experience-near holistic psychology of the self in terms of a larger attempt to make psychoanalysis a more possible profession. By grounding developmental theory in an empirical-phenomenological science of subjectivity, Lichtenberg not only helped give self psychology a more “clinically relevant baby” (Stern) – he also widened the scope of analytic theory to include both the non-dynamic unconscious and the bodily subject, which Freud had abandoned in his search for a purely psychological science of subjectivity. In this sense, “The Psychoanalytic Situation and Infancy” represents the first major installment in Lichtenberg’s decades-long project toward what we might call, the restoration of the bodily self. Furthermore, by freeing psychoanalysis from its pathomorphic developmental theory – which construed adult psychopathology in disembodied terms, as evidence of the fragmented, conflicted nature of infant experience – Lichtenberg helped catalyze an “enactive” turn in psychoanalysis, opening the way for re-conceptualizing mental pathology in adaptive terms as “varieties of self-disorder” (Sass) – ensuring psychoanalysis’ relevance to the understanding and treatment of conditions long considered outside of its purview.

The psychosocial outcomes of young carers in Australia: a scoping review

ABSTRACT Young carers in Australia are people aged under 25 who undertake a substantial familial caring role. A range of associated disadvantages with this practice have been identified, however, no systematic literature review currently exists to consolidate the Australian research. Articles were included if they used a broadly quantitative methodology, were in English, and published since 2002 using original, contemporary Australian data and specifically discussed the caring role. The following databases were searched: Psychology and Behavioral Sciences Collection, APA PsychInfo, APA PsycArticles, MEDLINE Complete, Academic Search Complete, CINAHL with Full Text, Child Development & Adolescent Studies, APA PsycTherapy. Fourteen articles were included, and synthesised using a narrative style, capturing detailed information on approximately 8000 young carers, and briefer census-style data on 128,000 young carers. Quality ratings and risk of bias analyses were included. It was found that young carers exhibit a range of disadvantages across academic, social, and mental health domains, particularly when the care recipient is a parent, and even more so if the care needs are related to mental health or substance use. Additional research is required to further explore the relationships between the young caring role and outcomes.

Vision Loss and Substance Misuse: A Systematic Review

Background: The number of people in the U.S. affected by sensory disabilities and/or substance use has continued to increase, but the relationship between them has yet to be fully understood. The purpose of this review is to assess the relationship between substance use and vision loss in the U.S. as described by current literature. Methods: A search of published literature was conducted across MEDLINE, APA PsycINFO, Web of Science, and EBSCO: Psychology and Behavioral Sciences Collection, and CINAHL following the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) protocol. Risk of bias was assessed by the authors based on study design. U.S. based studies written in English between 2010 and 2022 that reported on vision loss and substance use were included. Results: In all, 21 articles were included (case reports 11, case series 1, cross-sectional 4, retrospective cohort 3, review 2) representing 89,132 patients. Nineteen studies found a positive association between vision loss and substance use, with 15 studies suggesting substance use was a risk factor for vision loss. One study reported on vision loss preceding substance use but was inconclusive. Conclusions: Our findings suggest that substance use may be a risk factor for vision loss, and we recommend that providers screen for vision loss in at risk patients to mitigate further disability. Further research is needed to assess the impact visual disabilities may have on substance use, and stronger evidence is needed to verify if substance use is truly a risk factor for vision loss.

Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology

The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the School Psychology Review leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.

Leveraging Experience Sampling/Ecological Momentary Assessment for Sociological Investigations of Everyday Life

Experience sampling (ES)—also referred to as ecological momentary assessment (EMA)—is a data collection method that involves asking study participants to report on their thoughts, feelings, behaviors, activities, and environments in (or near) real time. ES/EMA is typically administered using an intensive longitudinal design (repeated assessments within and across days). Although use of ES/EMA is widespread in psychology and health sciences, uptake of the method among sociologists has been limited. We argue that ES/EMA offers key advantages for the investigation of sociologically relevant phenomena, particularly in light of recent disciplinary emphasis on investigating the everyday mechanisms through which social structures and micro (individual and relational) processes are mutually constitutive. We describe extant and potential research applications illustrating the advantages of ES/EMA regarding enhanced validity, illuminating micro-temporal processes, and the potential for linkage with spatially and temporally referenced data sources. We also consider methodological challenges facing sociological research using ES/EMA.

Activism and academia: an interdisciplinary dialogue on academic freedom and social engagement

ABSTRACT This article focuses on the questions of academic freedom, scholar activism, public science, and social engagement. The five authors represent scholars from different disciplines and scientific paradigms as well as diverse gender, sexual orientation, nationality, ethnic, and class backgrounds, yet they share a joint passion for academic ‘activism’. The paper, therefore, reflects a multitude of transdisciplinary perspectives and positionalities. This dialogue was born out of the group’s desire to investigate the role of scientists in public and political matters, including engagement in social justice. The interdisciplinary nature of the dialogue allows for comparisons between how activism is defined, perceived, practiced, and considered (un)welcome in the disciplines of Sociology, Psychology, Law, Media Studies, and Medical Sciences.

Mind Unveiled: Cutting-Edge Neuroscience and Precision Brain Mapping

Neuroscience, a dynamic field at the forefront of scientific exploration, is unravelling the complexities of the human brain. By merging biology, psychology, physics, and computer science, researchers are gaining profound insights into cognition, behaviour, and the neurological underpinnings of diseases. Brain mapping is a key component of recent advancements. Techniques like fMRI, PET, and DTI offer unprecedented views of brain structure and function. The Human Connectome Project and similar initiatives have produced detailed maps of brain connections, revealing how different regions interact to support cognition and behaviour. These maps are crucial for identifying disease biomarkers, predicting treatment responses, and developing targeted therapies. Molecular biology and genetics are also driving progress. Researchers are uncovering the genetic basis of neurological disorders, providing clues about disease susceptibility and progression. Molecular imaging techniques visualise neurotransmitter systems and cellular processes, shedding light on disease mechanisms. The integration of neuroscience with computer modelling and AI is revolutionising research. AI algorithms analyse vast datasets, simulate neural networks, and even decode neural signals for brain-machine interfaces. This has the potential for personalised medicine and ground-breaking treatments. The future holds immense promise. Techniques like optogenetics and single-cell imaging will offer even greater precision in studying brain circuits. However, we must address ethical considerations around data privacy, cognitive enhancement, and brain-altering interventions. Neuroscience is not just about understanding the brain; it's about improving lives. Researchers are striving to conquer neurological disorders and maximize human potential by pushing the boundaries of knowledge and technology while upholding ethical principles.

THE EFFECT OF SOCIO-EMOTIONAL LEARNING ON THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE

Socio-emotional learning has become one of the most important areas of research in the theory and practice of psychological science. Although not much time has passed since the formation of socio-emotional learning, a lot of experience has been collected in the fields of theoretical and applied research, and it is known that socio-emotional learning has a direct impact on the development of emotional intelligence. Studies prove that regardless of IQ level, students face serious failures in the future because they do not have enough time to develop emotional intelligence. The most favorable project supporting the development of emotional intelligence is socio-emotional learning. Unfortunately, since socio-emotional learning is still emerging, there is no rich literature on it. However, the demand for the development of emotional intelligence and the support of socio-emotional learning in the education policy of many countries led to conducting extensive research on this project and achieving successful results. The work carried out by psychologists shows that there is great potential to make work more active in the country. In particular, we are talking about the activities of pre-school educational institutions, secondary schools and higher educational institutions.

Water on the mind: Mapping behavioral and psychological research on water security

AbstractWater security as a concept recognizes the profound connections between the physical and social aspects of water. Yet, water security research features limited perspectives from two disciplines directly concerned with human behavior—the behavioral and psychological sciences. This review aims to characterize the main areas of research on water (including floods and droughts) which do feature concepts and methods from the behavioral and psychological sciences, discuss knowledge gaps, and draw attention to their potential to contribute to water‐related research. Bibliometric mapping of published water research identifies five research clusters and associated sub‐clusters: risk perception and flood, climate change and drought, water quality and water conservation, drinking water and bottled water, and mental health and WASH. A summary of research in each cluster and sub‐cluster highlights the application of many conceptual frameworks and behavioral determinants associated with water‐related behavior. Few articles focus on the role of governance or structural factors, and studies in low‐ and middle‐income countries are less represented in some clusters. The discussion considers the scope to apply higher level organizing frameworks for structuring behavioral and psychological science applications in water security and for exploring synergies with the physical and wider social sciences. In conclusion, further engagement with behavioral and psychological science within, between, and beyond the clusters identified here, could potentially deepen understanding of human–water interactions and enhance the design of measures to promote water security.This article is categorized under: Human Water > Water Governance Human Water > Water as Imagined and Represented Science of Water > Water and Environmental Change

Open Science at Clinical Psychological Science: Reflections on Progress, Lessons Learned, and Suggestions for Continued Improvement

Open Science at <i>Clinical Psychological Science</i>: Reflections on Progress, Lessons Learned, and Suggestions for Continued Improvement

Rewilding psychology.

Some commentators have recently argued that scientific psychology is overly reliant on artificial laboratory-based activities and that it undervalues field-based investigations. However, it remains unclear how a field-based programme of psychological research might be organized in a scalable way. We examine and compare two existing field-based approaches: Roger Barker's behaviour settings programme and Edwin Hutchins's distributed cognition programme. Both programmes prioritize observational work, and both reject the individual as the unit of analysis in favour of a community-scale unit. However, whereas the behaviour settings programme is concerned with structural properties of community life, distributed cognition is concerned more narrowly with the functional analysis of expert team performance. We discuss how these programmes can inform a future community-scale approach to studying psychology in the wild. We conclude that the two programmes are proof of concept of the possibility of a scientific psychology that rejects methodological individualism. This article is part of the theme issue 'People, places, things and communities: expanding behaviour settings theory in the twenty-first century'.

People, places, things and communities: expanding behaviour settings theory in the twenty-first century.

Trends and developments in recent behavioural and cognitive sciences demonstrate the need for a well-developed theoretical and empirical framework for examining the ecology of human behaviour. The increasing recognition of the role of the environment and interaction with the environment in the organization of behaviour within the cognitive sciences has not been met with an equally disciplined and systematic account of that environment (Heft 2018 Ecol. Psychol. 30, 99-123 (doi:10.1080/10407413.2018.1410045); McGann 2014 Synth. Philos. 29, 217-233). Several bodies of work in behavioural ecology, anthropology and ecological psychology provide some frameworks for such an account. At present, however, the most systematic and theoretically disciplined account of the human behavioural ecosystem is that of behaviour settings, as developed by the researchers of the Midwest Psychological Field Station (see Barker 1968 Ecological psychology: concepts and methods for studying the environment of human behavior). The articles in this theme issue provide a critical examination of these theoretical and methodological resources. The collection addresses their theoretical value in connecting with contemporary issues in cognitive science and research practice in psychology, as well as the importance of the methodological specifics of behaviour settings research. Additionally, articles diagnose limitations and identify points of potential extension of both theory and methods, particularly with regard to changes owing to the advance of technology, and the complex relationship between the individual and the collective in behaviour settings work. This article is part of the theme issue 'People, places, things, and communities: expanding behaviour settings theory in the twenty-first century'.