Action research is formative: research at Saskatchewan Hospital, 1957-61

The author has examined the five lines of research started at a mental hospital between 1957-61 to determine their immediate effects upon practice and subsequent citations in the literature. Three lines of research combining basic and applied studies affected practice and research as measured by literature citations. One line of basic studies of perception and psychopathology influenced research but not practice. Applied studies of perception and psychopathology influenced research but not practice. Applied studies of staff organization had immediate application but disappeared from the professional literature in a short time.     

Freudian Defense Mechanisms and Empirical Findings in Modern Social Psychology: Reaction Formation, Projection, Displacement, Undoing, Isolation, Sublimation, and Denial

Recent studies in social psychology are reviewed for evidence relevant to seven Freudian defense mechanisms. This work emphasizes normal populations, moderate rather than extreme forms of defense, and protection of self-esteem against threat. Reaction formation, isolation, and denial have been amply shown in studies, and they do seem to serve defensive functions. Undoing, in the sense of counterfactual thinking, is also well documented but does not serve to defend against the threat. Projection is evident, but the projection itself may be aby-product of defense rather than part of the defensive response itself. Displacement is not well supported in any meaningful sense, although emotions and physical arousal states do carry over from one situation to the next. No evidence of sublimation was found.     

The Social Psychology of Cramming

Several questionnaire, interview, and observational studies on a university campus revealed that students believe cramming is most useful in courses which required considerable memorization and is least useful when individual thought or creativity are called for. About two-thirds of the students questioned were dissatisfied with their study habits and there was more dissatisfaction among students doing poorly. Examination time is stressful and disturbances of sleep, eating, and general body condition are widespread. Such disturbances are proportionately greater among poor students. Cramming must be considered as an adaptation to a particular sort of evaluational system and cannot be understood without reference to the student role.     

The coding of constrained and preselected movement distance: Same-limb versus switched-limb reproduction

Three experiments were conducted to investigate the codes subserving the retention of movement extent information. Each experiment compared preselected and constrained movements in two independent movement tasks: same-limb reproduction and switched-limb reproduction. When movement direction was the same for both criterion and reproduction movements (experiment 1), same-limb reproduction was more accurate than switched-limb performance. With movement direction altered, however, switched-limb reproduction was equal to same-limb reproduction (experiment 2). These results were confirmed in experiment 3 which manipulated both movement direction and reproduction limb in a within-subject design. Furthermore, while preselected reproduction was superior to constrained reproduction in all three experiments, the two groups were not differentially affected by either the movement task or direction variables. The overall findings were interpreted as providing support for a multiple-cue memorial representation of movement extent and the notion of coding flexibility.     

Are you afraid of the dark? Notes on the psychology of belief in histories of science and the occult

Abstract

The popular view of the inherent conflict between science and the occult has been rendered obsolete by recent advances in the history of science. Yet, these historiographical revisions have gone unnoticed in the public understanding of science and public education at large. Particularly, reconstructions of the formation of modern psychology and its links to psychical research can show that the standard view of the latter as motivated by metaphysical bias fails to stand up to scrutiny. After highlighting certain basic methodological maxims shared by psychotherapists and historians, I will try to counterbalance simplistic claims of a ‘need to believe’ as a precondition of scientific open-mindedness regarding the occurrence of parapsychological phenomena by discussing instances revealing a presumably widespread ‘will to disbelieve’ in the occult. I shall argue that generalized psychological explanations are only helpful in our understanding of history if we apply them in a symmetrical manner.     

Pupillometry in Infancy Research

The human pupil is a small opening in each eye that dilates in response not only to changes in luminance, but also to novel events. Therefore, changes in pupil diameter are an attractive measure in studies on infants’ and young children’s physical and social cognition. However, designing and interpreting pupillometry studies for developmental populations come with caveats. Here we give an overview of how psychologically induced changes in pupil diameter have been investigated and interpreted in developmental studies. We highlight the methodological challenges when designing experiments for infants and young children and provide several suggestions to address common problems. The fact that pupillometry provides a sensitive measure of the time course of responses to novelty extends the scope of possibilities for researchers studying infant cognition and development.     

Influence of the Belgian Coast on Well-Being During the COVID-19 Pandemic

There is increasing evidence that blue spaces, particularly coastal environments, are beneficial for well-being. During the first-wave lockdown of the COVID-19 pandemic in Belgium, access to the coast was restricted due to restraint in circulation. Making use of this unique opportunity, this study investigated whether access and visits to the coast were positively associated with well-being by using a quasi-experimental design. The emotions of awe and nostalgia were studied as potential mediators between coastal visits and well-being. A total of 687 Flemish adults took part in an online survey that was launched end of April until beginning of June 2020. After controlling for covariates, results showed that access to the coast, but not visit frequency, was positively associated with well-being. More specifically, coastal residents reported less boredom and worry, and more happiness than inland residents. Awe and nostalgia were not significantly associated with coastal visits, but awe was negatively correlated with boredom. The study suggests a potential buffer effect of residential proximity to the coast against negative psychological consequences of the COVID-19 pandemic, supporting the notion that the coast has a positive impact on well-being.     

Introduction: The university revisited

Although universities are asked to play a role in the European knowledge society, the precise scope and meaning of this role is still under discussion. A major issue in this debate is the trend to adapt universities to economic needs and demands of society. In view of taking a critical stance against a one-sided economic interpretation of activities and functions of universities, their so-called “public” role is increasingly stressed in the debate as a crucial responsibility of universities that should not be marginalized and therefore deserves our attention. In this paper, which is the introduction to a special issue on the public role of the university, we want to stress the importance of addressing the question of “the role of universities in the Europe of knowledge” in an open way and thus, without prejudices against or in favour of possible answers. It is our contention that a critical view of what is happening in universities today cannot simply rely on authoritative ideas or principles that are vaguely reminiscent of our university traditions. Consequently, this introductory paper pleas for a firmer argumentative and a richer empirical basis that takes account of the fact that our background (horizon) has thoroughly changed in comparison to traditions that still implicitly inform our judgement of what universities can do, should do or should not do. Finally, we will discuss the way in which the articles collected in this issue are intended stimulating and supporting the debate on the public role of the university in Europe.