From Euler to Navier–Stokes: A Spatial Analysis of Conceptual Changes in Nineteenth-century Fluid Dynamics

This article provides a spatial analysis of the conceptual framework of fluid dynamics during the nineteenth century, focusing on the transition from the Euler equation to the Navier–Stokes equation. A dynamic version of Peter Gärdenfors's theory of conceptual spaces is applied which distinguishes changes of five types: addition and deletion of special laws; change of metric; change in importance; change in separability; addition and deletion of dimensions. The case instantiates all types but the deletion of dimensions. We also provide a new view upon limiting case reduction at the conceptual level that clarifies the relation between the predecessor and successor conceptual framework. The nineteenth-century development of fluid dynamics is argued to be an instance of normal science development.     

The Creativity Matrix: Spotlights and Blind Spots in Our Understanding of the Phenomenon

In this paper, we organize past and present theories and models of creativity by using a new conceptual framework—the creativity matrix—with the aim of highlighting the dimensions of creativity we know a lot about and those we tend to either ignore or find difficult to study. This matrix is formed by bringing together a developmental model of creativity (the 4 C's) and a structural one (the 5 A's). We start by briefly describing these two conceptual frameworks, and then, we proceed to exploring the matrix itself by describing how the 5 A's are dynamically organized at each “level” of the 4 C's. Importantly, our overview of the matrix is informed by existing models and concepts that address one of more of the C's and the A's. This gives us a unique opportunity to take stock of what has been studied so far and, toward the end, consider new avenues for the development of theory and research agendas within creativity studies.     

Why Doesn’t He Just Leave Me Alone? Persistent Pursuit: A Critical Review of Theories and Evidence

An integrative review of three theories that explain why some individuals engage in persistent pursuit—coercive control theory, relational goal pursuit, and attachment theory—is presented. The meta-analytic evidence pointing to persistent pursuit as a gendered behavior is reviewed, and coercive control theory is used to explain gender differences. The strong conceptual and empirical overlap between coercive control as a form of intimate partner violence and persistent pursuit is examined. It is suggested that persistent pursuit measures do not adequately assess behaviors that may be used more commonly by women, such as use of physical attractiveness or gossip to damage one’s reputation. Given the promising empirical support for the theories, longitudinal and comparative evaluations, with new methods are needed.     

Ordinary Explanations and Career Theories

The author highlights the relatively unexplored relationship between ordinary language explanations of career behavior and formal theories of career development. As in Gergen and Gergen's (1982) framework, several ordinary explanations of career behavior are classified along two dimensions—the extent to which explanations are founded in the person or the situation and the extent to which they account for predictability and control or chance and change. The value of the framework for both theory development and practice is outlined. The use of ordinary explanations addresses a number of issues faced by counselors as they move between their clients' explanations and formal career and counseling theories.     

Developmental change and the multidimensional cognitive system

The cognitive system is a multidimensional, hierarchically-structured arrangement of cognitive dimensions functionally organized into three subsystems: perceiving, conceptualizing, and symbolizing. Ontogenetic change in these subsystems is described using theoretical concepts from both multivariate developmental psychology and systems theory. Both quantitative and qualitative changes in cognitive dimensions are discussed, including a synthesis of relevant empirical research. The Gompertz equation is used to describe the general form of quantitative change throughout the life-span. The pattern oo quantitative development involves growth, stability, and decline. The pattern of qualitative development, or shifts in structural organization, also invloves three periods: divergence, parallelism, and paraller-convergence. Thus, the overall quantitative-qualitative synthesis reveals a three-phase sequence of cognitive development: divergent growth (childhood- adolescence), parallel stability (adulthood), and parallel-convergent decline (old age).     

Intertheory relations from unified theories

The concept of unified theory is defined in logical and abstract semantic terms, and employed in the analysis of relations between empirical scientific theories. The conceptual framework of the approach applies to binary relations such as the reduction or replacement of one theory by another, and to multiple intertheory relations. Historically, unified theories tend to arise within the contexts of scientific conflicts which they may show susceptible of solution even in the most controversial cases of the logical incompatibility or conceptual incommensurability of competing theories. These conclusions are exemplified by the Planck-Einstein quantum theory of thermal radiation. The analysis shows in which sense it can, and in which it cannot, be said that this theory unifies Wien's law and the Rayleigh-Jeans law of black-body radiation.     

Multidimensions of Media Multitasking and Adaptive Media Selection

This study identifies 11 basic cognitive dimensions of media multitasking behaviors based upon resource theories. These dimensions provide a conceptual framework to help compare and synthesize media multitasking studies. In addition, using 2 empirical data sets, we examine how these cognitive dimensions interact with each other to predict choices of media multitasking behaviors in daily life in an adaptive manner to conserve limited mental resources. A systematic understanding of the multiple cognitive dimensions of media multitasking behaviors has the potential to foster theory‐guided designs and more mindful selection of media tasks, technologies, and environments to curb negative consequences of media multitasking and utilize its benefits.     

Challenging Design: How Best to Account for the World as It Really Is

Evolutionary psychology and intelligent‐design theory both need to be able to account for the empirical world, or the world as it is. This essay is an attempt to clarify the challenges these theories need to meet, if the relevant empirical findings are replicable. There is evidence of change in the biological world and of modularity of mind, and there is a growing body of work that finds evolutionary theory a convincing and fruitful account of the “design” of the mind. Three major empirical findings within evolutionary psychology are presented and discussed. The author claims that Cartesian dualism, as it is usually meant within psychology—a split between body and mind—is false, but that Descartes' original division between body and soul has not been challenged and is not challenged by the evidence that the mind is also a biological entity. The article concludes that the convergence of theology and science is to be found in the onus to discover the truth about the world as it really is, and this calls for an ability on both parts to account for the empirical world.     

The state of methods and tools for social systems change

The last decade or so has seen an increase in the rate of attention to systems change and the application of multiple theories to study and influence change in systems. This article considers how these theories, described in other articles in this issues, plus theories about complex adaptive systems open opportunities for us to continue to expand our repertoire of tools and methods to address systems change. These conceptual frameworks, tools, and methods are expected to help us increase our capacity to study and influence both planned and self-organizing systems change. New tools and methods have emerged and others are needed to help us continue to explore and influence the complex social systems within which we operate.     

Role Theory and Social Cognition: Learning to Think like a Recycler

While the interactionist tradition of sociological role theory has been recognized as a promising conceptual framework for linking theories of social structure and social cognition, there remains little empirical research that examines the link between cognitive structure and role behavior. Our study tests the fundamental assumption that commitment to role behavior is associated with the development of a corresponding cognitive structure, through an analysis of a six-week field experiment designed to produce commitment to the role of “recycler.” We propose that intervention program participation resulted in recycler role-identity development, as well as corresponding changes in cognitive structure—i.e., the development of cognitive schemata—linked to the emergence of a new role-based view of self.     

Metaphilosophy in the Systems of Metatheories

This article discusses the essence and form of various types of metatheory, paying special attention to metaphilosophy. It suggests the idea of the metatheoretical model—a completely new approach in philosophical discussion—and considers this concept with regard to the Platonic model and the Rhodian model. These models permit two different systems of metatheoretical construction. The paradigms of modern science allow the formation of metatheories that help further the development of logical, mathematical, and similar sciences. The Rhodian model allows the discovery of methods that are helpful in building certain types of theory, as well as suggesting and examining theories that have special metatheoretical features and revealing their common features and differences with regard to other theories. The article discusses the complicated problem of the interrelation between philosophy and metaphilosophy and shows that metaphilosophy is also philosophy, not in the sense that metaphilosophy is a special part of philosophy but rather in the sense that metaphilosophy is a special kind of functioning of philosophy itself.     

Theory-Based Health Behavior Change: Developing, Testing, and Applying Theories for Evidence-Based Interventions

Theories are needed to explain and predict health behavior, as well as for the design and evaluation of interventions. Although there has been a history of developing, testing, applying, and refining health behavior theories, debates and limitations in evidence exist: The component of theories which, for example, predicts change should be better elaborated so that we can more easily understand what actually drives behavior change. Theories need to be empirically testable in two ways. Theories need to specify a set of changeable predictors to describe, explain, and predict behavior change, and they should enable us to design an effective intervention that produces exactly those changes in behavior that are predicted by the relevant theory. To make this possible, theories need to be specified in such a way that they can be rigorously tested and falsified. Moreover, for the design of theory-based interventions it must be possible to derive change techniques from the theory and to use them to generate changes in behavior. Based on eight state-of-the-science articles that make conceptual and empirical contributions to the current debate on health behavior theories, various approaches are discussed to gain further insights into explaining and changing health behaviors and the iterative process of theory development.     

Toward a Unified Framework for the Study of Between-Person and Within-Person Structures: Building a Bridge Between Two Research Paradigms

The vast majority of empirical research in the behavioral sciences is based on the analysis of between-person variation. In contrast, much of applied psychology is concerned with the analysis of variation within individuals. Furthermore, the mechanisms specified by psychological theories generally operate within, rather than across, individuals. This disconnect between research practice, applied demands, and psychological theories constitutes a major threat to the conceptual integrity of the field. Following groundbreaking earlier work, we propose a conceptual framework that distinguishes within-person (WP) and between-person (BP) sources of variation in psychological constructs. By simultaneously considering both sources of variation, it is shown how to identify possible reasons for nonequivalence of BP and WP structures as well as establishing areas of convergence. For this purpose, we first introduce the concept of conditional equivalence as a way to study partial structural equivalence of BP and WP structures in the presence of unconditional nonequivalence. Second, we demonstrate the construction of likelihood planes to explore the causes of structural nonequivalence. Third, we examine 4 common causes for unconditional nonequivalence—autoregression, subgroup differences, linear trends, and cyclic trends—and demonstrate how to account for them. Fourth, we provide an empirical example on BP and WP differences in attentiveness.     

All the World Is Not a Stage: Emerging Contextualist Themes in Counseling and Development

Classical stage-based theories of human development, drawn from organismic worldviews, possess many shortcomings when extended to counseling applications. In attempting to reduce development to linear, hierarchical sequences, these theories fail to account for the interactional nature of change processes and implicitly pathologize developmental diversity. Responding to these shortcomings, counselors are turning to contextualist models of development that emphasize process over outcome. In this article I review key assumptions of contextualism, as embodied in social role theory and the life-span developmental tradition, highlighting relevant theory and research. I propose that two vital forces within current counseling—constructivism and interactional counseling—are animated by contextualist notions of development. Specific implications of contextualism for future counseling research and practice are outlined.     

Second order change and evidence‐based practice

Since its inception, family therapy (FT) has been distinguished by its explicit theoretical and practical focus on families and relationships as systems, with an emphasis on second order rather than first order change. As a result of these conceptual underpinnings we suggest that FT needs to look for manifestations of change which differ from individually focused disciplines such as clinical psychology. Studies of second order change have most commonly appeared in the form of conceptual papers and doctoral dissertations. We begin by revisiting the conceptual underpinnings of second order change. Building on this framework, we develop these aspects of change within the framework of recent developments in the empirical study of change. Finally, we point towards some promising directions for further evaluative work of FT as well as ways to incorporate some of these principles into training of FT students.     

The Integration of Determinants and Content in Rorschach Interpretation

Millon has presented a grand and rich theory of personality disorder. Fundamental to this theory are three polarity dimensions (active-passive, pleasure-pain, and self-other) from which the personality disorders are said to be derived. This article reviews these polarity dimensions with respect to their conceptual relation with the personality disorder nomenclature, their assessment, and their empirical support.     

Linear theory, dimensional theory, and the face-inversion effect

We contrast 2 theories within whose context problems are conceptualized and data interpreted. By traditional linear theory, a dependent variable is the sum of main-effect and interaction terms. By dimensional theory, independent variables yield values on internal dimensions that in turn determine performance. We frame our arguments within an investigation of the face-inversion effect--the greater processing disadvantage of inverting faces compared with non-faces. We report data from 3 simulations and 3 experiments wherein faces or non-faces are studied upright or inverted in a recognition procedure. The simulations demonstrate that (a) critical conclusions depend on which theory is used to interpret data and (b) dimensional theory is the more flexible and consistent in identifying underlying psychological structures, because dimensional theory subsumes linear theory as a special case. The experiments demonstrate that by dimensional theory, there is no face-inversion effect for unfamiliar faces but a clear face-inversion effect for celebrity faces.     

Modelling change in self-narratives and embodied experience: A multicase study and autoethnography

The article documents a multicase study of the researcher’s own clinical work with four clients who each presented with embodied expressions of distress. The researcher practised within a ‘narrative-dialogical’ framework and set out to build theories of therapeutic change. However, a parallel thesis emerged during the project: an autoethnographic account in which the researcher’s uses of supervision, personal therapy, dreams and life events capture data on the ways in which the therapist’s theories of change are modelled in the therapeutic space—with varying degrees of confidence and success. Sessions were audio-recorded and coded for qualitative markers indicating the emergence of novel self-narratives. A reflexive narrative running throughout the work highlights the superordinate role of reflexivity in theory development. Therapeutic change was typified by an evolving internalised map of self and world, with corresponding change in embodied experience. The article highlights techniques deployed by the therapist in highlighting and building upon moments of innovation with the therapeutic process. As an analysis of one therapist’s practice and the experiences of their clients, the study generates theories for ongoing exploration and study. The continuous evolution of change concepts reflects the theory-building work of clinicians in their everyday practice. The study highlights the use of self as research instrument and offers a candid and intimate example of how practitioner research might be structured and delivered.     

Thinking and Modeling at Multiple Levels: The Potential Contribution of Multilevel Modeling to Communication Theory and Research

In this introduction to the special issue on applications of multilevel modeling (MLM) to communication research, we provide a conceptual overview of the benefits of MLM—the ability to simultaneously analyze data collected at multiple levels, the ease with which it can be used to assess trends and change over time, and its incorporation of the nested structure of data in the estimation process. We highlight ways in which MLM can be used to further theory and research in communication. In addition, we comment on the applications of MLM highlighted in this special issue and echo past calls for more multilevel theorizing and analysis in the field of communication.