Situating ourselves linguistically and culturally in psychological reality.

PsycCRITIQUES ◽  
2011 ◽  
Vol 56 (35) ◽  
Author(s):  
Sherri McCarthy ◽  
Natalie Hess
Keyword(s):  
Psychological Reality

LPCD framework: Analytical tool or psychological model?

2018 ◽  
Vol 41 ◽  
Author(s):  
David Danks
Keyword(s):  
Decision Making ◽  
Analytical Tool ◽  
Mathematical Framework ◽  
Bayesian Decision ◽  
Perceptual Decision Making ◽  
Psychological Model ◽  
Psychological Reality ◽  
Psychological Theories ◽  
Target Article ◽  
Bayesian Decision Making

AbstractThe target article uses a mathematical framework derived from Bayesian decision making to demonstrate suboptimal decision making but then attributes psychological reality to the framework components. Rahnev & Denison's (R&D) positive proposal thus risks ignoring plausible psychological theories that could implement complex perceptual decision making. We must be careful not to slide from success with an analytical tool to the reality of the tool components.

Morphomic structures in synchrony and diachrony

2018 ◽  
Author(s):  
Martin Maiden
Keyword(s):  
Crucial Role ◽  
Psychological Reality ◽  
Linguistic Description ◽  
Crucial Problem ◽  
Theoretical Considerations

The chapter discusses in further detail the nature of morphomes and of morphomic structure, demonstrating the crucial role played by diachronic data in diagnosing the psychological reality of putative morphomic structures and addressing some serious misapprehensions in the literature with regard to the kind of criteria adopted in this book. It is also argued here that the identification of morphomic structures is a necessary part of linguistic description, independently of theoretical considerations. It is stressed that the crucial problem is to explain why morphomic structures persist in diachrony.

Positive Psychology’s A Priori Problem

2017 ◽  
Vol 58 (3) ◽  
pp. 313-342 ◽  
Author(s):  
Barbara S. Held
Keyword(s):  
Conceptual Framework ◽  
A Priori ◽  
A Posteriori ◽  
Negative Numbers ◽  
Psychological States ◽  
Psychological Reality ◽  
Negative Results ◽  
Optimal Functioning ◽  
Conceptual Muddles ◽  
Negative Phenomena

The positive/negative distinction works well in many fields—for example, in mathematics negative numbers hold their own, and in medical pathology negative results are usually celebrated. But in positive psychology negativity should be replaced with positivity for flourishing/optimal functioning to occur. That the designation of the psychological states and processes deemed positive (good/desirable) and negative (bad/undesirable) is made a priori, independent of circumstantial particularity, both intrapersonal and interpersonal, does not seem to bother positive psychologists. But it should, as it results in conceptual muddles and dead ends that cannot be solved within their conceptual framework of positivity and negativity. Especially problematic is an ambiguity I find in positive psychologists’ a priori and a posteriori understandings of positivity and negativity, an ambiguity about constitutive and causal relations that pervades their science and the conclusions drawn from it. By eliminating their a priori dichotomy of positivity and negativity, positive psychologists might well find themselves in a better position to put back together the psychological reality that they have fractured in their ontologically dubious move of carving up psychological reality a priori into positive and negative phenomena. They then might find themselves better placed to “broaden and build” their own science of flourishing.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

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