Humanistic psychology at the crossroads

Abstract

This article reviews presentations at recent APA conventions, as well as the composition of APA committees, and other activities and promotions undertaken with the assistance of pharmaceutical companies. In view of the above, it seems clear the medical model has made significant inroads into the psychological community. This paper will attempt to make clear why the APA should try to disassociate itself from a small but influential group of psychologists who are trying to redefine psychology.     

Personality disorders at the crossroads

Personality disorders are now at a crossroads with respect to theory, research, and conceptualization. In this article, we review relevant and current issues within the personality disorder field. After reviewing changes in the conception of personality disorders across the past half century (1952 to 2002), we focus on the issue of continuity versus discontinuity methodologies for assessing personality, interactionism, treatments, resolved and unresolved issues, and future directions. The issue of continuity versus discontinuity is a theme in this article. We conclude that the evidence is in favor of a reapprochment between a categorical classification system and a dimensional system and we also outline the difficulties in achieving this change.     

Patterns of knowledge in children's addition

Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Distinct profiles of procedural competence were derived from an analysis of children's problem-solving accuracy and strategies. Profiles were associated with patterns of conceptual knowledge and with age, although age and conceptual knowledge were not related. Findings highlight the usefulness of identifying profiles of procedural and conceptual knowledge for understanding the development of children's knowledge of addition.     

Road safety knowledge and policy: A historical institutional analysis of the Netherlands

This paper explores the institutional development of Dutch road safety policy over the last century and the role of knowledge therein. After a theoretical exploration of the concept of institutionalization, the article sketches an overview of the institutionalization of road safety policy in the Netherlands between 1900 and 2010. In particular, it reports on the rise of knowledge organizations and national policy departments since the 1960s. Furthermore, it indicates an increasing importance of the regional and local level of governance since 1990 in road safety, while knowledge relevant at that level is hardly produced. This recent mismatch between knowledge production and policy making results in two barriers for knowledge utilization in road safety policy: Dutch road safety knowledge is neither well tailored to regional and local governments, nor does it pay sufficient attention to the needs of regional and local governments to weigh various interests with road safety. This study presents an example of an investigation on how institutional patterns may enable and constrain knowledge utilization.     

Families and family psychology at the millennium. Intersecting crossroads

This introduction to the International Perspectives section presents a global overview of various issues and trends that families and family psychologists confront at the beginning of the 21st century. These are presented in broad strokes so that a kaleidoscopic intermingling of pieces emerges. Some predictions are included about new and expanding directions the field of family psychology is likely to take in coming decades. The need for additional research to field test criteria sets for emerging relational diagnosis and to evaluate which are the most efficacious therapeutic interventions is highlighted (F. W. Kaslow, 1987, 1995b). This section also includes 3 other articles on various aspects of family psychology by leading psychologists from 3 diverse countries and continents--the Virgin Islands (R. Dudley-Grant, 2001), Israel (E. Halpern, 2001), and Japan (K. Kameguchi, 2001). Each is representative of the larger region in which each author teaches and practices. These articles are intended to present a collage of some of the problems families are experiencing, future trends, and a call to action for psychologists to intervene to prevent and ameliorate family distress. Each author describes the history and current status of family psychology in his or her country and relates key dilemmas to what is happening on the world scene.     

The development of children's knowledge of alcohol and the role of drinking

Eighty children in kindergarten and grades 3, 6, and 8 were interviewed regarding their understanding of adult drinking and their knowledge of the rules of drinking. Understanding of adult drinking motives was assessed by asking them to interpret drinking episodes portrayed in brief vignettes. Their knowledge of drinking rules was inferred from answers to questions on where people drink, who can drink, how much is a lot to drink, and who decides the age of legal drinking. Children were also given a series of questions to assess their knowledge of physical causality. In addition, their parents were interviewed to determine their drinking frequency (in view of the children) and their attempts to talk with their children about drinking. The results indicated that children's understanding of adults' drinking motives followed closely a developmental model. Their motive scores were correlated with physical causality scores and, in the third grade, with their parents' drinking frequency. Girls' motive scores were significantly and consistently more mature than boys' scores. Furthermore, there was a significant relationship between children's stated intentions to drink and their parents' drinking frequency. The results are discussed in terms of the complexity of the concept of drinking; different dimensions have different developmental functions. Some aspects of drinking knowledge conform to other cognitive developmental phenomena (e.g., physical causality) while others are related to specific social context (e.g., parental drinking).     

The role of emotion knowledge in the links between shyness and children's socio‐emotional functioning at preschool

The present study investigated the potential protective role of components of emotion knowledge (i.e., emotion recognition, situation knowledge) in the links between young children's shyness and indices of socio‐emotional functioning. Participants were n = 163 children (82 boys and 81 girls) aged 23–77 months (M = 53.29, SD = 14.48), recruited from preschools in Italy. Parents provided ratings of child shyness and teachers rated children's socio‐emotional functioning at preschool (i.e., social competence, anxiety‐withdrawal, peer rejection). Children were also interviewed to assess their abilities to recognize facial emotional expressions and identify situations that affect emotions. Among the results, shyness was positively related to anxiety‐withdrawal and peer rejection. In addition, emotion recognition was found to significantly moderate the links between shyness and preschool socio‐emotional functioning, appearing to serve a buffering role. For example, at lower levels of emotion recognition, shyness was positively associated with both anxiety‐withdrawal and rejection by peers, but at higher levels of emotion recognition, these associations were attenuated. Results are discussed in terms of the protective role of emotion recognition in promoting shy children's positive socio‐emotional functioning within the classroom context.     

Prior knowledge and subtyping effects in children's category learning

Two experiments examined how 5- and 10-year-old children revise their category representations when exposed to exemplars that are congruent or incongruent with existing knowledge. During training children were presented with exemplars containing features that were congruent or incongruent with children's social stereotypes together with a stereotype-neutral feature. In the knowledge-subtyping condition this neutral feature predicted the stereotype-congruence of the other features. In the knowledge-standard condition the neutral feature was uncorrelated with stereotype-congruence. At test children made judgements about feature co-occurrence within the learned category. In each experiment these judgements were influenced by both stereotypical beliefs and exemplar observation. Stereotypical beliefs, however, had a greater influence on co-occurrence judgements in the knowledge-subtyping than in the standard conditions. In Experiment 2 these effects were shown to generalize to judgements about features that were not presented during training. These results challenge current models of knowledge-based categorization by showing that exemplar structure determines whether novel exemplar features are incorporated into category representations.     

The rainbow of emotions: at the crossroads of neurobiology and phenomenology

Continental Philosophy Review - This contribution seeks to explicitly articulate two directions of a continuous phenomenal field: (1) the genesis of intersubjectivity in its bodily basis (both...     

The effects of prior knowledge on children's memory and suggestibility

In this study, 5- and 6-year-olds were read a story and asked to recall its details. Two independent factors-prestory knowledge and poststory suggestions-were crossed to examine the effects on children's story recall. The results indicated that prestory social knowledge about the story protagonist as well as academic knowledge relating to the content of the story influenced the accuracy of children's recall immediately after the story presentation. Following the suggestive interview, children reported interviewer-provided social and academic misinformation to a greater extent when the misinformation was consistent with their prior knowledge. In contrast, children were more likely to refute misinformation that contradicted their academic knowledge. These findings are discussed in terms of the mechanisms underlying the knowledge-memory and knowledge-suggestibility linkages.     

Patterns of strengths and weaknesses in children's knowledge about fractions

The purpose of this study was to explore individual patterns of strengths and weaknesses in children's mathematical knowledge about common fractions. Tasks that primarily measure either conceptual or procedural aspects of mathematical knowledge were assessed with the same children in their fourth- and fifth-grade years (N=181, 56% female and 44% male). Procedural knowledge was regressed on levels of conceptual knowledge, and vice versa, to obtain residual scores. Residual scores capture variability in each kind of math knowledge that is not shared with the other type of knowledge. Cluster analysis using residuals indicated four distinct knowledge profiles in fourth graders: (a) higher than expected conceptual knowledge and relatively lower procedural knowledge, (b) relatively lower conceptual knowledge and higher procedural knowledge, (c) lower concepts but expected levels of procedural knowledge, and (d) relatively higher than expected levels of both procedural and conceptual knowledge. In fifth grade, another cluster emerged that showed lower procedures but expected levels of conceptual knowledge. In general, students with relatively lower than expected conceptual knowledge showed poorer accuracy on measures used to form the clusters and also word problem setups and estimation of sums. Implications for explaining seemingly conflicting results from prior work across studies are discussed.