Sensitizing Questions: A Method to Facilitate Analyzing the Meaning of an Utterance

Much social science research entails interpreting the meaning of utterances, that is, phrases spoken, written or gestured. But how should researchers interpret the meaning of such utterances? A recent surge of research, informed by dialogism, emphasizes the contextual, social and unfinished nature of meaning. The present article operationalizes dialogism theory into six ‘sensitizing questions’ which can guide analysis. The questions are: (1) What is the context? (2) What is the speaker doing? (3) Who is being addressed? (4) Who is doing the talking? (5) What future is constituted? (6) What are the responses? Each question (and 16 sub-questions) is illustrated by analyzing the potential meanings of a single utterance. The article is a contribution to the development of new forms of ‘method’ for interpretative qualitative research. These methods aid the ‘human instrument’ to become a sensitive, theoretically-informed, and accountable analyst.     

WHERE ARE THE LATINAS?

The inclusion of scholarship about Latinas into psychology courses is considered by answering two questions: (1) How do we evaluate the scholarship that should be included? (2) What factors should be considered for inclusion? To answer the first question on the evaluation of scholarship, six criteria are presented. The factors to be considered for the inclusion of scholarship about Latinas are illustrated in a discussion of three topics that are often presented in introductory psychology courses: identity, gender role socialization, and educational achievement and aspirations. Our discussion questions the validity of the conceptualization of these three topics when Latinas and other ethno-racial groups are excluded and offers evidence of the possibilities for clarification and expansion of theory and knowledge when they are included.     

Liberty,Security, and Fairness

What constraints should be imposed on individual liberty for the sake of protecting our collective security? A helpful approach to answering this question is offered by a theory that grounds political obligation and authority in a moral requirement of fair contribution to mutually beneficial cooperative schemes. This approach encourages us to split the opening question into two—a question of correctness and a question of legitimacy—and generates a detailed set of answers to both subsidiary questions, with a nuanced and plausible set of implications. The plausibility of its treatment of the issues surrounding liberty and security, I argue, helps to confer credibility on the fairness-based theory that carries these implications.

     

To Live Is to Know,to Know Is to Change: Change in Personal Construct Psychology and Psychological Constructivism

This article deals with the subject of personal change. As such, one could be tempted to say that it deals with psychology as a whole: What else should psychology be concerned with? But this is not exactly how things are, as I will argue by answering a first question: Is psychology, as a discipline, mainly concerned with the study of human change? To a second question—whether personal construct theory (PCT) in particular is mainly concerned with the study of human change—I give an affirmative answer, after some necessary qualifications. I would like to dwell particularly on answering a third question: Can the way personal construct theory deals with change be regarded as centering around a peculiarity? I am convinced that the revolutionary and cutting-edge nature of PCT can be fully appreciated only by pinpointing and highlighting such a peculiarity. In discussing this, I find it convenient to answer a last question: Is the way PCT deals with change akin to the way other theories handle it? After having discussed personal change as it is treated in PCT, I give a bird's eye view of the contribution of personal construct psychology to the fields of psychology more concerned with change—namely, developmental and educational psychology. The last part of the article will focus on the role of change in clinical psychology, and on what Kelly pointed out as the focus of convenience of his theoretical construction: personal construct psychotherapy as a relational process aimed at favoring a personal change.     

The sociocultural movement in psychology,the role of theories in sociocultural inquiries,and the theory of sociocultural models

This special issue presents the theory of sociocultural models (TSCM) and its applications in diverse areas of psychology, including education, health care, clinical practice, gender relations, and general research. As many theories already exist in the social sciences, some readers may ask: “Why do cross‐cultural, cultural, and indigenous psychologists need another theory?” This question is comprised of two aspects: culture/cultural and theory/theoretical. Therefore, to answer it, it is important to clarify both issues. The first relates to cultural and its relation to psychological. The second, theory, considers its relation to cultural and psychological. These issues have long‐range implications for all culture and psychology disciplines as they pose many questions: What role does culture play in the mental functioning of people? How is culture constituted? Is cultural related to social? Does people’s mental functioning exert reciprocal influences on their cultural and social functioning? While working toward answering these questions, researchers quickly determine that more questions arise: What role should theories play in answering these questions? What constitutes theory in culture and psychology disciplines? How should such a theory (or such theories) address the triad of cultural, social, and mental? Consequently, in an effort to provide an overview of the TSCM and to begin to answer these questions, this introduction consists of two parts. The first part addresses the sociocultural turn in modern psychology; this part discusses its implications for research in culture and psychology disciplines. The second segment examines the topic of the theoretical backgrounds of cultural and cross‐cultural research and connects the philosophical paradigms of interpretivism and realism with the theory of sociocultural models. This introduction concludes with a brief overview of the articles included in this issue.     

Five Perspectives on the Meaning of Meaning in the Context of Clinical Practices

What is meaningful in life? This is a question many individuals ask at least once in their lifetime. Many researchers have also asked this question, and a large body of literature seems to answer in theoretical and academic terms. But what is the meaning of meaning in clinical practice? That is, what is the role of meaning in psychotherapy, recovery, and positive mental health? And how could meaning in life be addressed in practices: What clinical competencies are needed? To answer these and other questions, a broad panel of researchers and practitioners met at the world conference of the International Network for Personal Meaning (INPM) in Toronto in July of 2016. A passionate debate followed, particularly on the question of the meaning of meaning in clinical practice. In this article, five panel members—Mick Cooper, Clara Hill, Robert Neimeyer, Kirk Schneider, and Paul Wong—elaborate their perspective on these two questions. At the end of the article, the moderator, Joel Vos summarizes, their differences and agreements, and suggests a pluralistic, multidimensional perspective on meaning for practitioners. Despite some fundamental differences, the authors report many similar perspectives on the meaning of meaning in clinical practice and on clinical competencies. This debate could be used as an example of how practitioners could also converse with their clients; the process of exploring the question, “What does meaning mean to you here and now, in our therapy room?” could be meaningful in itself.     

Placing Community Psychology in the Context of the Social, Health and Educational Sciences: Directions for Interdisciplinary Research and Action

Building on Maton, Perkins and Saegert’s framework on inter-disciplinary work related to community psychology, this article addresses two questions about community psychology in the context of the social, health and educational sciences: (1) What can community psychology learn from other disciplines? and (2) What can community psychology uniquely contribute to other disciplines?     

Semantic Organization, Strategy Use, and Productivity in Bilingual Semantic Verbal Fluency

This study of semantic verbal fluency addressed two research questions: (1) What are the between-language similarities and differences in the performance of balanced bilinguals? (2) What is the relationship between productivity and the use of a semantic grouping strategy to organize responses? Forty neurologically normal, bilingual adults were tested twice in each language (French/English), in a 2 (Language) by 2 (Test) by 2 (Group) design. On Test 2, half the 40 subjects were instructed to group items by subcategory, while half simply repeated the test. Results showed (1) many more between-language similarities than differences and (2) no between-group differences in productivity.     

Yesterday,today and tomorrow

1260 American subjects were timed as they responded to one of the three questions (‘What day of the week is today?’ (Tod question), ‘What day of the week was yesterday?’ (Y question), and ‘What day of the week will tomorrow be?’ (Tom question)) at one of three times of the day (early morning, mid-day and the late evening). Response times as a function of the day on which the question was posed defined an inverted U-curve for all questions in all three conditions. The Tod question always triggered the fastest responses. In the morning, responses to the Y question were faster than responses to the Tom questions, whereas in the evening the converse was the case. At mid-day responses to the Y question were faster than responses to the Tom question at the beginning of the week and slower than those at its end. The patterns of introspection associated with the responses also defined reversed U-functions. The results are interpreted in the framework of a multi-channel spreading activation model.     

A Boolean map theory of visual attention

A theory is presented that attempts to answer two questions. What visual contents can an observer consciously access at one moment? Answer: only one feature value (e.g., green) per dimension, but those feature values can be associated (as a group) with multiple spatially precise locations (comprising a single labeled Boolean map). How can an observer voluntarily select what to access? Answer: in one of two ways: (a) by selecting one feature value in one dimension (e.g., selecting the color red) or (b) by iteratively combining the output of (a) with a preexisting Boolean map via the Boolean operations of intersection and union. Boolean map theory offers a unified interpretation of a wide variety of visual attention phenomena usually treated in separate literatures. In so doing, it also illuminates the neglected phenomena of attention to structure.     

Facilitating the arrival of illegal immigrants in the Netherlands: Irregular chain migration versus smuggling chains

What role do human smuggling organizations play in facilitating the arrival of (illegal) immigrants in the Netherlands and their further incorporation into Dutch society? Based on empirical research among 325 illegal immigrants living in the Netherlands, the question of how illegal immigrants succeeded in scaling the walls of the European Union and settling in the Netherlands is addressed. Answering this question clarifies not only the role of human smuggling organizations but also that of loyal relatives living in the Netherlands for the continuation of the irregular migration process.     

Exploitation and the Vulnerability Clause

What conditions of vulnerability must an individual face in order that we might ever correctly say that she or he has been wrongfully exploited? Mikhail Valdman has recently argued that wrongful exploitation is the extraction of excessive benefits from someone who cannot reasonably refuse one’s offer. So, ‘being unable to reasonably refuse an offer’ is Valdman’s answer to this question. I will argue that this answer is too narrow, but that other competing answers, like Alan Wertheimer’s, are too broad. I propose a new answer, a “vulnerability clause” to partially comprise a theory of wrongful exploitation. In so doing, I appeal to Marilyn Frye’s account of oppression and take guidance from her inclusion and exclusion criteria.     

Please May I Have a Bike? Better Yet, May I Have a Hug? An Examination of Children’s and Adolescents’ Happiness

Academic research on children’s and adolescents’ happiness has been slow to develop. This research provides an empirical investigation to answer the question, “What makes children and adolescents happy?” We explore this question in two studies with a total of 300 participants ages 8–18. Study 1 asks participants to answer the open-ended question, “What makes me happy?” There were five emergent themes—“people and pets,” “achievements,” “material things,” “hobbies,” and “sports”. Study 2 also asks participants to answer the question, “What makes me happy?”, but uses two different measures (a semi-structured thought listing task and a collage task). Using three different happiness measures, we found consistent age differences in what children perceive to make them happy.     

Alphabet Soup: ERP,CT, and ACT for OCD

The present article comments on the case conference presented in this issue, namely, Himle and Franklin's (Himle & Franklin, 2009) exposure and response prevention (ERP); Chosak and colleagues' (Chosak, Marques, Fama, Renaud, & Wilhelm, 2009) cognitive therapy (CT); and (Twohig, 2009) Acceptance and Commitment Therapy (ACT). Two questions are addressed: (1) How different are these treatments? (2) What are the active vs. inert ingredients of each treatment? With regard to the first question, it is concluded that ERP and ACT appear more similar than dissimilar in terms of actual therapist/patient behaviors. CT shows more substantial differences from ERP and ACT, primarily in the therapist's direct efforts to target antecedent cognitions. With regard to the second question, examination of the likely active ingredients of each treatment suggests that interventions that encourage direct behavioral change (described as a characteristic feature of ERP and ACT and an incidental feature of CT) are most likely responsible for improvement in all three treatments, whereas evidence for the importance of altering antecedent cognitions (a characteristic feature of CT and an incidental feature of ERP) is less clear. Additional controlled research is recommended to identify which aspects of treatment are truly efficacious for OCD and other conditions.     

Greater Happiness for a Greater Number: Some Non-controversial Options for Governments

There are dramatic differences in average happiness across nations ranging from 3.24 in Togo to 8.00 in Denmark on a 0–10-points scale. These differences are an indication that collective conditions in nations are important for happiness. Can governments play a role in the creation of such conditions? This question is addressed in an analysis of average happiness in 131 nations in 2006. The following sub-questions are considered. (1) Is there a positive correlation between average happiness in nations and the quality or the size of governments? (2) Can we explain a positive correlation in terms of causality? (3) Can we specify causality by discerning direct and indirect effects? (4) What about governments and inequality in happiness? (5) What can governments do to increase happiness intentionally? The conclusion is that the technical quality of governments is an important cause for average happiness in nations, and this causality can be specified to some extent. Good governments also reduce inequality of happiness in nations eventually. The implication is that governments can increase average happiness, and in due time reduce inequality in happiness, and that they have some non-controversial options to do so on purpose.     

JEWISH FOREIGN POLICY: ISRAEL,WORLD JEWRY AND THE DEFENCE OF “JEWISH INTERESTS”

Is there such a thing as a “Jewish foreign policy”? This article argues that Jewish foreign policy does in fact exist. It is not Israeli foreign policy, nor is it an aggregation of American Jewish political power and interests. Jewish foreign policy is not controlled by the Israeli Prime Minister, nor is it led by the myriad of Jewish communal organizations in the United States or elsewhere. It defies the traditional ‘Israel-diaspora’ dichotomy that all too often defines Jewish political discourse. Jewish foreign policy, like other systems of foreign policy, has its own distinctive set of interests and actors. It is a complex, informal, and de-centralized system of ethno-nationalist foreign policy. This article maps out the Jewish foreign policy system. In doing so, the following questions are addressed: Who are the actors involved? What are its interests? What are the challenges and problems facing the system?     

What are randomised controlled trials good for?

Randomized controlled trials (RCTs) are widely taken as the gold standard for establishing causal conclusions. Ideally conducted they ensure that the treatment ‘causes’ the outcome—in the experiment. But where else? This is the venerable question of external validity. I point out that the question comes in two importantly different forms: Is the specific causal conclusion warranted by the experiment true in a target situation? What will be the result of implementing the treatment there? This paper explains how the probabilistic theory of causality implies that RCTs can establish causal conclusions and thereby provides an account of what exactly that causal conclusion is. Clarifying the exact form of the conclusion shows just what is necessary for it to hold in a new setting and also how much more is needed to see what the actual outcome would be there were the treatment implemented.     

Exercising Theory: A Perspective on its Practice

What is the task of educational theory or philosophy if it is not merely conceived as specification of philosophical doctrines in the realm of education? In my view it is the particular task of educational-philosophical theory to work critically on the historically developed cultural constructs that shape our (educational) experience. Thus, the activity that educational theorists are to perform is the critical reflection of the “limits of our world” by drawing on philosophical references and theories. In this text I describe this activity drawing from my own research practice with a particular focus on its relation to what is called thinking.     

What sources contribute to variance in observer ratings? Using generalizability theory to assess construct validity of psychological measures

Cronbach and Meehl (Psychol. Bull. 1955; 52:281–302) stated that the key question to be addressed when assessing construct validity is ‘What sources contribute to variance in test performance?’ We illustrate the utility of generalizability theory (GT) as a conceptual framework that encourages psychological researchers to address this question and as a flexible set of analytic tools that can provide answers to inform both substantive theory and measurement practice. To illustrate these capabilities, we analyze observer ratings of 27 caregiver–child dyads, focusing on the importance of situational (contextual) factors as sources of variance in observer ratings of caregiver–child behaviors. Cross‐situational consistency was relatively low for the categories of behavior analyzed, indicating that dyads vary greatly in their interactional patterns from one situation to the next, so that it is difficult to predict behavioral frequencies in one context from behaviors observed in a different context. Our findings suggest that single‐situation behavioral measures may have limited generalizability, either to behavior in other contexts or as measures of global interaction tendencies. We discuss the implications of these findings for research and measurement design in developmental psychology. Copyright © 2008 John Wiley & Sons, Ltd.     

Thinking About a Word—Love,for Example

What is it we do when we philosophize about a word? How are we to act as we ask the philosophical question par excellence, “What is … ?” These questions are addressed here with particular focus on Troy Jollimore's Love's Vision and contemporary theories of love. Jollimore's rationalist account of love, based on a specific understanding of “reasons for love,” illustrates a particular philosophical mistake: When we think about a word, we are prone to believe that even though “the sense of the word” that we investigate may be up for grabs, the other words we use when we do these investigations are not. Jollimore's exploration of love is guided by specific conceptions of “reasons” and “rationality” that remain unquestioned. The article argues that we may have to rethink a great number of words as we embark on the task of uncovering the sense of one word.