Animal research in psychology: declining or thriving?

From Dialog's PsychINFO database the number of studies with 6 species reported in the Psychological Abstracts was calculated for each year from 1967 to 1988. Also, the number of studies with an additional 11 species were calculated for each year from 1973 to 1988. A hand search in the Journal of the Experimental Analysis of Behavior and Learning and Motivation was also conducted to explore trends in studies on 12 species from 1970 to 1987. The numbers of studies on many species (e.g., baboons, bats, chimpanzees, dolphins, gerbils, guinea pigs, gorillas, hamsters, lemurs, mice, pigeons, rats, seals, and snakes) have remained stable. There has, however, been a steady decline in the numbers of studies on selected species (e.g., cats, dogs, and rabbits). Possible reasons for changing trends in studies on selected species include: increased costs, the cognitive emphasis in psychology, and arguably, animal rights activism.     

Is the use of sentient animals in basic research justifiable?

Animals can be used in many ways in science and scientific research. Given that society values sentient animals and that basic research is not goal oriented, the question is raised: "Is the use of sentient animals in basic research justifiable?" We explore this in the context of funding issues, outcomes from basic research, and the position of society as a whole on using sentient animals in research that is not goal oriented. We conclude that the use of sentient animals in basic research cannot be justified in light of society's priorities.     

What next in the psychology of musical measurement?

The Psychological Record -     

Methodological issues in the psychology of religion: toward another paradigm?

Recent evaluations have identified the psychology of religion as a field in crisis and have called for a new multilevel interdisciplinary paradigm. However, a critical meta-perspective on methods reveals a broad range of methodologies, each appropriate for particular levels of complexity in the psychology of religion. No single methodology is appropriate for every level, nor can higher levels of complexity be explained by data from lower levels. The authors identify the different types of research practiced in the psychology of religion and critically discuss philosophical presuppositions involved in two major methodological traditions, the empiricist-analytical and the hermeneutical, often identified as quantitative and qualitative traditions, respectively.     

Is the paradox of fiction soluble in psychology?

If feeling a genuine emotion requires believing that its object actually exists, and if this is a belief we are unlikely to have about fictional entities, then how could we feel genuine emotions towards these entities? This question lies at the core of the paradox of fiction. Since its original formulation, this paradox has generated a substantial literature. Until recently, the dominant strategy had consisted in trying to solve it. Yet, it is more and more common for scholars to try to dismiss it using data and theories from psychology. In opposition to this trend, the present paper argues that the paradox of fiction cannot be dissolved in the ways recommended by the recent literature. We start by showing how contemporary attempts at dissolving the paradox assume that it emerges from theoretical commitments regarding the nature of emotions. Next, we argue that the paradox of fiction rather emerges from everyday observations, the validity of which is independent of any such commitment. This is why we then go on to claim that a mere appeal to psychology in order to discredit these theoretical commitments cannot dissolve the paradox. We bring our discussion to a close on a more positive note by exploring how the paradox could in fact be solved by an adequate theory of the emotions.     

Johannes Kepler’s computer simulation of the universe: Some remarks about theory in psychology

Computer simulation may be an overly seductive way of formulating theory in the social sciences. The capability of constructing complex computer simulation models may remove some of the incentive for finding simple laws. This point is illustrated via a fantasy in which the sixteenth century astronomical theorist, Johannes Kepler, uses Ms computer instead of his mind to account for extant data on stellar and planetary motion. Similarities between sixteenth century cosmology and twentieth century psychology are discussed.     

Qualitative research in psychology: Could William James get a job?

Considering the case of William James, the author examines the likelihood of a successful career as a qualitative researcher in contemporary U.S. psychology. Fifty-seven journals affiliated with the American Psychological Association or its divisions were analyzed to show the place of qualitative research in U.S. psychology over the past 50 years. Journal abstracts, mission statements, and a short e-mail questionnaire from editors were used to understand patterns and trends in qualitative research in U.S. psychology. Editors are generally accepting of qualitative work, although mission statements do not always signal likely interest in qualitative work. The amount of qualitative work published is comparably low, but patterns of increased publication are found in some journals. Trends in methodologies, topics of research, and ways in which qualitative research enters journals over time are discussed. Suggestions for the publication of qualitative work are provided.     

Trends in school psychology research: 1974–1980

Research articles appearing in five major journals from 1974 to 1980 were categorized in 1 of 16 categories as determined by the major theme of the paper. A chi-square analysis was used to determine whether years differed in relative distribution of observations across the categories. Spearman's rho correlation coefficients were calculated for the rank order of categories between each pair of years, allowing for comparison of the current data with O'Callaghan's (1974) data. Results indicate a significant change in content of articles published over the 7-year period. Articles concerning instrument development and validation account for the relatively largest percentage of total articles published in the 1974–1980 period and have continued to increase since the 1967–1973 period examined by O'Callaghan. Schools and agencies primarily contributing to this research are identified across the 7-year time span. Results are discussed in terms of the professional literature's potential reflection of the role of the school psychologist.     

Does home internet use influence the academic performance of low-income children?

HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families (http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was 15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed.     

Dissertation research in school psychology: 1967–73

Reports the results of a categorical analysis designed to ascertain the kinds of dissertation research completed for the doctoral degree in school psychology during the years 1967–1973. Major areas of research emphasis were delineated although trend analysis revealed no significant trends over the seven-year period.     

The dissemination and use of research knowledge in teacher education programs: A nonevent?

Teaching, like other professions, has a developing knowledge base that serves to guide practitioners (Shulman, 1986). Knowledge generated by research is an important component of this knowledge. What are some avenues for dissemination of such research? What are the main impediments to the success of this endeavor? What is a possible link between dissemination efforts and the use of research knowledge by teachers? These questions will be dealt with in this paper.     

Analytical psychology and the ghost of Lamarck: did Jung believe in the inheritance of acquired characteristics?

Whether Jung was a Lamarckian or not has always been a hotly debated topic, both within the post‐Jungian community and amongst scholars with an interest in Jung in the wider academic community. Yet surprisingly few substantial pieces of work have been dedicated to it and, to my mind, no one has yet managed to do justice to all the subtleties involved. The scholars who have claimed that Jung is a Lamarckian have, for the most part, oversimplified the debate by failing to discuss the passages in which Jung appears to be defending himself against Lamarckism; the scholars who have defended Jung against Lamarckism, however, have as a rule not adequately dealt with the question of whether these passages actually get Jung off the hook. This paper will attempt to correct this imbalance by putting forward four key passages spanning Jung's career that all represent conclusive evidence that Jung was indeed a Lamarckian. After discussing these, it will then deal in detail with the passages in which Jung appears to be defending himself against Lamarckism, making the case that they do not represent a defence against Lamarckism at all and have therefore generally been misinterpreted by many scholars.     

Counselling psychology in the workplace: Strategy or sticking plaster?

This paper reviews the rationale for, and describes the development of, an in-house Staff Counselling Psychology Service in two large National Health Service teaching hospital trusts and a college of health. The three elements of service delivery, the challenges in establishing a service and the familiar argument that the role of the Counselling Psychologist in such a setting carries the potential for participating in organizational development will be discussed. User statistics and the results of a consumer satisfaction survey will be presented to support the notion that strategy has a greater utility to an organization than being a 'sticking plaster'. Finally, the paper will argue that Counselling Psychology in the workplace demands of the practitioner additional skills.     

25 years of research on the use of geometry in spatial reorientation: a current theoretical perspective

The purpose of this article is to review and evaluate the range of theories proposed to explain findings on the use of geometry in reorientation. We consider five key approaches and models associated with them and, in the course of reviewing each approach, five key issues. First, we take up modularity theory itself, as recently revised by Lee and Spelke (Cognitive Psychology, 61, 152–176, 2010a; Experimental Brain Research, 206, 179–188, 2010b). In this context, we discuss issues concerning the basic distinction between geometry and features. Second, we review the view-matching approach (Stürzl, Cheung, Cheng, & Zeil, Journal of Experimental Psychology: Animal Behavior Processes, 34, 1–14, 2008). In this context, we highlight the possibility of cross-species differences, as well as commonalities. Third, we review an associative theory (Miller & Shettleworth, Journal of Experimental Psychology: Animal Behavior Processes, 33, 191–212, 2007; Journal of Experimental Psychology: Animal Behavior Processes, 34, 419–422, 2008). In this context, we focus on phenomena of cue competition. Fourth, we take up adaptive combination theory (Newcombe & Huttenlocher, 2006). In this context, we focus on discussing development and the effects of experience. Fifth, we examine various neurally based approaches, including frameworks proposed by Doeller and Burgess (Proceedings of the National Academy of Sciences of the United States of America, 105, 5909–5914, 2008; Doeller, King, & Burgess, Proceedings of the National Academy of Sciences of the United States of America, 105, 5915–5920, 2008) and by Sheynikhovich, Chavarriaga, Strösslin, Arleo, and Gerstner (Psychological Review, 116, 540–566, 2009). In this context, we examine the issue of the neural substrates of spatial navigation. We conclude that none of these approaches can account for all of the known phenomena concerning the use of geometry in reorientation and clarify what the challenges are for each approach.