American and British college students' epistemological beliefs about research on psychological and biological development

Epistemological beliefs about the nature, sources, and limits of knowledge are often assumed to be similar across different domains of knowledge. This assumption was tested by comparing beliefs about scientific research on psychological and biological development. Undergraduates from the United States and the United Kingdom responded to a set of epistemologically relevant statements about each field and then compared the two fields directly in terms of their confidence in the conclusions and advice of experts. On all measures, more negative beliefs were expressed about research on psychological development. Although U.S. students were more skeptical about both fields, U.S. and U.K. students displayed similar response patterns. To justify their skepticism toward scientific research as a valid source of knowledge about psychological development, students in both countries gave similar reasons (e.g., the difficulty in accurately measuring psychological variables). These results demonstrate that epistemological beliefs can differ substantially between two closely related fields. They also highlight issues that must be addressed to make education about the validity of research in developmental psychology more effective.     

Finding and Correcting Flawed Research Literatures

Humanistic psychology has always viewed scientific psychology with skepticism. Good reasons for this skepticism continuously appear. One is then left with the choice, "Is a scientific approach to humans inherently wrongheaded?" or "Is scientific psychology an imperfect but improving enterprise?" This article reviews another domain where research in scientific psychology proves misleading. Suppose a psychologist was asked a question such as, "Is psychotherapy effective?" or "Is remote intercessory prayer effective?" or "Do humans possess psychic powers?" How might a psychologist reply? The most common strategy would be to conduct a meta-analysis over the relevant research literature and report the results. In all 3 cases (i.e., psychotherapy, efficacy of remote intercessory prayer, and telepathic powers) the answer would be a significant, positive effect size, suggesting that all 3 are real, efficacious phenomena. Unfortunately, in at least 2 of the 3 cases, the literature likely gives an incorrect answer to the question. How can one show that some literatures yield "incorrect" answers to research queries, whereas other literatures give "correct" answers? Finally, how should psychology's publication practices change to avoid flawed literatures?     

Beyond the Mainstreams

My interest in the theory and art of psychoanalysis is traced to some of its sources—my childhood and expulsion from Germany in the late 1930s, my experience as a member of a discriminated-against minority, my nonacceptance as a psychologist by American psychoanalytic societies, my invitation to participate in the development of self psychology, and my fortuitous encounter with personal and professional friends who have contributed to the scope of my psychoanalytic endeavors (e.g., to my abiding interest in research and, in particular, the empirical studies of the early mother–infant dyad). I offer this account as evidence of the varied and creative opportunities that await psychoanalysts not outside but beyond the mainstream of American psychoanalysis.     

Postdoctoral Internships: Potential Adverse Impacts on Internships, Dissertations, and Trainees

Increased consideration of transforming the predoctoral psychology internship into a postdoctoral training experience has resulted from changes in the training and reimbursement for psychology trainees, concerns about employment of recent graduates, and the perceived limited status of psychology interns within health care settings. Whether this fundamental shift in psychology's training paradigm could resolve any of the problems that have led to its deliberation is not known. The authors identify problems with a postdoctoral internship which may be as thorny as the problems it is intended to ameliorate. It may have unintended adverse effects (e.g., risk of reduced quality in training and dissertations, new pressures on internship programs and trainees, increased licensure quandaries). Until a highly detailed proposal is developed and its full range of potential consequences are analyzed and debated, it is premature for professional organizations to conclude whether such fundamental change should be pursued.     

Can Skeptics Earn Their Keep?

This paper investigates the prospects for skepticism once we distinguish between bare skeptical theses and arguments and mature philosophical theory. If all skeptics have to offer is bare theses and arguments, skepticism presents only a challenge of reflective equilibrium. But if skeptics can move toward developed theory, then skeptics have, as I will put it, earned their keep. Just as foundationalism should be taken seriously in part because theory development goes well beyond a mere regress argument for the view, just so skepticism needs theory development to be taken seriously as well. The problem is that it is not clear that theory development is possible for skeptics. Here I articulate this concern and give some grounds for thinking that it can be overcome.     

Referees' Decision Making in Handball and Transgressive Behaviors: Influence of Stereotypes About Gender of Players?

We offer norm theory as a framework for developing some common ground within both feminist psychology and lesbian and gay psychology about the meaning of empirical differences between social groups. Norm theory is a social cognitive theory that predicts that empirical differences will be consistently explained by taking more typical groups (e.g., men, straight people) as implicit norms for comparison and by attributing differences to less typical groups (e.g., women, lesbians, and gay men). Results of an experiment (N = 114) are presented to show that norms shape interpretations of empirical differences between lesbian/gay and straight persons by (1) leading explanations to focus on attributes of lesbian/gay persons, and (2) leading to judgments that straight persons have less mutable attributes. Stereotypes also affected interpretations; stereotype-consistent results led to more essentialistic explanations and, when targets were female, to higher ratings of the results' importance and fundamentality. We highlight how experiments can be used to understand the process of constructing the meaning of scientific data, and make recommendations for empiricists' interpretive practices and constructionist theories in feminist psychology and lesbian and gay psychology.     

Publication Bias: A call for improved meta‐analytic practice in the organizational sciences

Previous research has introduced the threat of publication bias to meta‐analytic reviews in management and industrial/organizational (I/O) psychology research. However, a comprehensive review of top‐tier journals demonstrates that more than two thirds of meta‐analytic studies in management and I/O psychology ignore the issue. Of the studies that do empirically evaluate publication bias, almost all use methods that are based on problematic assumptions (e.g., the Failsafe N and subgroup comparisons by source of data). The current paper reviews the issue of publication bias and introduces to management and I/O psychology new methodological techniques to assess this bias. To illustrate the methods, multiple publication bias methods are demonstrated in a meta‐analytic review of conditional reasoning tests for aggression. We offer specific recommendations that address both design and analysis issues to mitigate the existence and influence of publication bias.     

科学划界视域下心理学学科焦虑与学科自觉

心理学科学划界是心理学发展史上的根本问题,构成了心理学发展历史研究的出发点和逻辑起点。心理学科学划界观点多样,争论不休,导致心理学处于学科焦虑当中。当前,心理学需要以文化文思促进学科自觉,这其中隐含的不仅仅是对心理学科学化追求道路的深入思考,同时,也是实现心理学话语方式转换以及与科学关系的深刻把握。     

Evil and Justice: An Experiential Personal Construct Approach

George Kelly (1955) made a philosophical assumption that the universe is integral or interconnected. This assumption, often overlooked by scholars, has profound implications for global issues facing the world today, including the perpetration of acts that can be considered evil. I first give an experiential personal construct psychology definition of evil (the perpetration of acts, out of our own woundedness, that harm another's central ways of being). I then discuss the ways that evil acts are manifested: objectifying others, denying connectedness, numbing of inner experiences, and a limited ability to introspect. Using these manifestations of evil, I illustrate the ways that evil acts are being perpetrated against others (e.g., travel bans, border walls) as well as the greater universe (e.g., ignoring climate change, exploiting the natural world). I conclude by discussing steps each person can take to minimize the perpetration of evil in the world today. Some of these actions are public (e.g., political, speaking up); others are more personal (e.g., maintaining an attitude of humility and reverence for the greater world). I advocate that people carefully and thoughtfully consider the implications of each action for all of our fellow humans as well as the entire planet.     

Deej‐a Vu: Documentary revisits facilitated communication pseudoscience

Deej is a documentary about a young man named Deej who has autism with complex communication needs (i.e., nonverbal autism). To the uninitiated, Deej might look like a poignant story about people misperceiving Deej until he reveals the intelligence hidden inside him. The documentary uses Deej's story to suggest that other people with complex communication needs are similarly misunderstood. In actuality, the documentary is misleading and concerning. Deej demonstrates his hidden intelligence via facilitated communication. The documentary does not mention the science that discredits facilitated communication or the harm that facilitated communication has enabled. In the present paper, I use the history of facilitated communication to examine Deej. I describe how the documentary promotes facilitated communication by encouraging improper forms of scientific reasoning. Finally, I suggest that skepticism toward facilitated communication is necessary to ameliorate its harmful influence and to encourage genuine acceptance of people with complex communication needs.     

Concepts Structured Through Reduction: A Structuralist Resource Illuminates The Consolidation – Long-Term Potentiation (Ltp) Link

The structuralist program has developed a useful metascientific resource: ontological reductive links (ORLs) between the constituents of the potential models of reduced and reducing theories. This resource was developed initially to overcome an objection to structuralist ``global' accounts of the intertheoretic reduction relation. But it also illuminates the way that concepts at a higher level of scientific investigation (e.g., cognitive psychology) become ``structured through reduction' to lower-level investigations (e.g., cellular/molecular neuroscience). After (briefly) explaining this structuralist background, I demonstrate how this resource illuminates an actual, emerging scientific example: the link between the psychological concept of a ``consolidation switch' from short-term to long-term memory and the cellular/molecular mechanisms of the transition from early- to late-phases of long-term potentiation (LTP) (an important type of synaptic plasticity in mammalian hippocampus and cortex).     

Applied Sport Psychology Supervision Experience: A Qualitative Analysis

We examined the supervision experience of graduate trainees in applied sport psychology. Semistructured interviews conducted with sport psychology trainees were analyzed through the use of consensual qualitative research methodology. Three domains emerged from the analysis: programmatic factors, supervision process, and supervision content. The results provide insights (e.g., desired supervisor qualities) into the aspects of supervision that trainees feel address their needs, as well as instances in which the supervision experience could be improved. The findings may have implications (e.g., areas of potential growth for sport psychology supervision) for future research directions on supervision in applied sport psychology and could offer potential areas of consideration for current supervisors.     

Repeated Behavior and Environmental Psychology: The Role of Personal Involvement and Habit Formation in Explaining Water Consumption1

Extending existing theory in social and environmental psychology, we develop a model to study important predictors of water consumption behavior. Overall results provide support for the predictive ability of stimuli (e.g., environmental awareness), reasoned processes (e.g., personal involvement), unreasoned processes (e.g., habits), and situational factors (e.g., income) on water consumption behavior. Findings indicate that households with lower water usage display greater awareness of water conservation issues, are more highly involved in the decision to use water, and tend to form habits associated with lower usage levels. Furthermore, the results are consistent with past research that attitudes toward water usage appear to be poor predictors of water consumption behavior. After controlling for situational factors (e.g., household size), the findings substantiate the role of personal involvement and habit formation in explaining water consumption, lending further support to the adaptation and development of repeated behavior models in environmental psychology.     

Roles of instruments in psychological research

What roles have instruments played in psychology and related disciplines? How have instruments affected the dynamics of psychological research, with what possibilities and limits? What is the psychological instrument? This article provides a conceptual foundation for specific case studies concerning such questions. The discussion begins by challenging widely accepted assumptions about the subject and analyzing the general relations between scientific experimentation and the uses of instruments in psychology. Building on this analysis, a deliberately inclusive definition of what constitutes a psychological instrument is proposed. The discussion then takes up the relation between instrumentation and theories and differentiates in greater detail the roles instruments have had over the course of psychology's history. Finally, the authors offer an approach to evaluating the possibilities and limitations of instruments in psychology.     

Value beyond truth-value: a practical response to skepticism

Synthese - I aim to offer a practical response to skepticism. I begin (in section one) by surveying a family of responses to skepticism that I term “dogmatic” and argue that they are...