Suchergebnisse

Recent articles have explored from different perspectives the psychological foundations of American institutionalism from its beginning to the interwar years (Hodgson 1999; Lewin 1996; Rutherford 2000a, 2000b; Asso and Fiorito 2003). Other authors had previously dwelled upon the same topic in their writings on the originsand development of the social sciences in the United States (Curti 1980; Degler 1991; Ross 1991). All have a common starting point: the emergence during the second half of the nineteenth century of instinct-based theories of human agency. Although various thinkers had already acknowledged the role of impulses and proclivities, it was not until Darwin's introduction of biological explanations into behavioral analysis that instincts entered the rhetoric of the social sciences in a systematic way (Hodgson 1999; Degler 1991). William James, William McDougall, and C. Lloyd Morgan gave instinct theory its greatest refinement, soon stimulating its adoption by those economists who were looking for a viable alternative to hedonism. At the beginning of the century, early institutionalists like Thorstein Veblen, Robert F. Hoxie, Wesley C. Mitchell, and Carleton Parker employed instinct theory in their analysis of economic behavior. Their attention wasdrawn by the multiple layers of interaction between instinctive motivation and intentional economic behavior. Debates on the role of instinctsin economicswere not confined to the different souls of American Institutionalism, and many more "orthodox" figures, like Irving Fisher or Frank Taussig, actively participated.

This paper reviews the new Handbook of Social Psychology, with a special eye towards its utility for political scientists. The review focuses on theory, methodology, substantive areas of social psychological research, and political applications of social psychological findings. Special attention is paid to Handbook articles of particular merit and application to political science. These include articles on cognitive theory, experimentation, observational analyses and sociometry, as well as articles which add to our knowledge of such politically important problems as reasoning, compliance, and decision making. Throughout, important findings relevant to the operations of politics are spotlighted. These include, inter alia, cognitive biases towards the perception of unequal influence, the "risky shift," constraints on selective perception, and characteristics of leadership behavior. Omissions, theoretical flaws, and errors due to the "datedness" of findings are also discussed.

'Der Aufsatz stellt die kognitive Linguistik nach Lakoff und Johnson kurz vor, skizziert die davon abgeleitete systematische Metaphernanalyse als qualitative Forschungsmethode, und benennt mit Beispielen aus Interviews zum sozial integrierten Tabakkonsum Übereinstimmungen und Abgrenzungen zur Konzeption einer Alltagspsychologie nach Fritz Heider und Jerome Bruner.' (Autorenreferat)

ABSTRACT
The unexpected change in the way media researchers frame the Internet – from a utopia of free speech in the 1990s to a nightmare of spreading propaganda and disinformation in the 2010s – is reminiscent of the founding period of the field in 1880–1920. It was then that, because of the birth of the modern cultural-industrial media system that was put into large-scale propaganda use by governments and other social actors, the foundations of propaganda studies were laid. This is why the work of Gustave Le Bon (1841–1931) acquired new actuality. In Psychology of Crowds, first published in 1895, Le Bon suggested an explanation for why some people resort to propaganda and why others believe in it. This paper tracks the development of this research tradition from Le Bon to Walter Lippmann, Theodor W. Adorno, and – following the interlude of cultural studies in the 1980s and 1990s – the present day. In conclusion, a methodology for explaining the evolution of media studies is advanced, using qualitative-normative propaganda analysis as an illustration.

In this article, we argue that an understanding of the interwar years and the ascent of educational psychology contribute valuable knowledge about the inner workings of modern-day education with regard to the links between society and education in general and the boundary between normality and deviation in particular. The esta- blishment of the educational psychologist's office at Frederiksberg in Denmark, the introduction of IQ testing, and the related psychological files of students provide an image of a period of measurement in schools during which IQ testing was decisive in decisions to transfer students to the remedial school. The testing and filing were the foremost im-portant technologies of the period. We draw on sources that allow us to view educational psychol-ogy and testing in their local, national, and political context. The sources applied are primarily obtained from Frederiksberg City Archive that contains archives from the Educational Psychology Office.

"First edition July 1945." ; "Prepared under the direction of the National research council's Committee on a textbook of military psychology."--Acknowledgments. ; "References" at end of each chapter except chapter 24. ; Mode of access: Internet.

Abstract. Increasing demands on ecosystems, decreasing biodiversity, and climate change are among the most pressing environmental issues of our time. As changing weather conditions are leading to increased vector-borne diseases and heat- and flood-related deaths, it is entering collective consciousness: environmental issues are human health issues. In public health, the field addressing these issues is known as environmental health. This field addresses both the effects people have on their environment as well as the effects of the environment on people. Psychology, as a discipline concerned with explaining, predicting, and changing behavior has much to contribute to these issues because human behavior is key in promoting environmental health. To date, however, an integrative view of environmental health in psychology is lacking, hampering urgently needed progress. In this paper, we review how the environment and human health are intertwined, and that much can be gained through a systemic view of environmental health in psychology. Based on a review of the literature, we suggest that psychologists unite efforts to promote an integrative science and practice of environmental health psychology, and jointly address environmental-health related behavior. The research agenda for this field will include integrating behavior change theory and intervention approaches. Thereby, psychology can potentially make an important contribution to sustained environmental health for generations to come.

Der Beitrag versucht einige wichtige Arbeitsschritte aus der Arbeit der AG "Lehren und Lernen von Psychologie, Psychologie des Lehrens und Lernens, Kommunikation von/über Psychologie" der NGfP aus der Sicht des Autors herauszuarbeiten und unter dem Gesichtspunkt des Theorie-Praxis-Problems und des Streits der "Bedürfnis- oder Wissenschaftsorientierung" der Psychologie-Ausbildung zu diskutieren. Ferner werden die Zielsetzungen einer zeitgemäßen didaktischen und methodischen Entwicklung der Vermittlung von Psychologie - Persönlichkeitsentwicklung im Studium mit wissenschaftspropadeutischer (interdisziplinärer) Zielsetzung, Orientierung der Didaktik an den Subjekten des Lehr- und Lernprozesses ("selbstreflexive Didaktik"), Stärkung der Lehr- und Lernmotivation - als weiter zu verfolgende Ziele für die zukünftige Arbeit der AG angesprochen.

Das Wohlbefinden von Mitarbeitenden ist ein entscheidender Einflussfaktor für diverse organisationale Erfolgsgrößen wie Arbeitsleistung oder -zufriedenheit. Dieser Artikel beschäftigt sich mit der Frage, ob und durch welche Wirkmechanismen Interventionen der Positiven Psychologie das Wohlbefinden in Arbeitnehmerstichproben erhöhen und organisationale Ergebnisgrößen beeinflussen können. Die Studienergebnisse unter Einbezug bisheriger Forschung legen nahe, dass Positive Interventionen bei langfristiger Anwendung das Potenzial haben, Wohlbefinden und persönliche Ressourcen von Beschäftigten zu steigern. Implikationen für die Praxis werden diskutiert.