Applying social psychology to a global crisis: Student engagement in a laboratory class during the COVID-19 pandemic.

2021 ◽  
Author(s):  
Gili Freedman ◽  
India G. Oates ◽  
Shannon Elise Kirk
Keyword(s):  
Social Psychology ◽  
Student Engagement ◽  
Global Crisis ◽  
Laboratory Class

Learner-Active Technology-Infused Classroom

2021 ◽  
Vol 12 (1) ◽  
pp. 30-44
Author(s):  
Aubrey L.C. Statti
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Virtual Education ◽  
Academic Rigor ◽  
Global Crisis ◽  
Student Responsibility ◽  
Digital Learners ◽  
Original Case ◽  
Tremendous Impact

With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.

Special Issue on “New Media and Social Psychology”

2006 ◽  
Vol 37 (2) ◽  
pp. 57-57
Author(s):  
Bernad Batinic ◽  
Anja Goeritz
Keyword(s):  
Social Psychology ◽  
New Media ◽  
Special Issue

Small Group Research in Europe

2002 ◽  
Vol 7 (4) ◽  
pp. 265-274 ◽  
Author(s):  
Francisco Gil Rodríguez ◽  
Carlos María Alcover de la Hera
Keyword(s):  
Social Psychology ◽  
Work Teams ◽  
Rapid Development ◽  
Spanish History ◽  
Organizational Contexts ◽  
Scarce Resources ◽  
Long Period ◽  
Group Research ◽  
Important Field ◽  
Scientific Results

After a long period of scarce resources and a long delay in new scientific results suffered as a consequence of recent Spanish history, research concerning groups has experienced a rapid development over the last 15 years of the 20th century—the result of the late but then clear institutionalization of psychology into university structure. Although most research has been carried out at the very heart of social psychology and along the traditional lines of the field, a significant growth in the study of groups and work teams in organizational contexts can now be highlighted, coinciding with the tendency detected internationally during the last years. Beyond the normalization of group research in Spain, it is necessary to point out its excessive dependency in both theory and methodology on models and tools elaborated throughout North America and Europe. The present review closes with the proposal of creating a European formative curriculum for group psychologists in order to unify and promote research within this active and important field of psychology.

Intimate Partner Violence and Help-Seeking

2017 ◽  
Vol 22 (4) ◽  
pp. 263-281 ◽  
Author(s):  
Solveig Lelaurain ◽  
Pierluigi Graziani ◽  
Grégory Lo Monaco
Keyword(s):  
Social Psychology ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Help Seeking ◽  
Intimate Partner ◽  
Review Of The Literature ◽  
Social Concern ◽  
Inclusion Criteria ◽  
Inhibiting Factors ◽  
Wide Range

Abstract. Intimate partner violence (IPV) is a global social concern: many women are affected by this phenomenon and by the difficulty of putting an end to it. This review of the literature aims to identify help-seeking facilitating and inhibiting factors in response to IPV. It was carried out on the PsycINFO and Medline databases using the following keywords: “intimate partner violence,” “domestic violence,” “help-seeking,” and “help-seeking barrier.” Ninety out of 771 eligible publications were included on the basis of inclusion criteria. The results highlight that (1) research on this phenomenon is very recent and underdeveloped in Europe, (2) theoretical and conceptual frameworks are poorly developed and extended, (3) there is a significant impact of violence characteristics (e.g., severity, type) on help-seeking, and (4) help-seeking is a complex and multifactorial process influenced by a wide range of factors simultaneously individual and social. To conclude, these findings lead us to propose a psychosocial conceptualization of the help-seeking process by indicating how the levels of explanation approach in social psychology can be applied to this field of research in order to increase our understanding of this phenomenon.

Beyond Intelligence Testing

2012 ◽  
Vol 17 (4) ◽  
pp. 320-325 ◽  
Author(s):  
Serge Nicolas ◽  
Zachary Levine
Keyword(s):  
Social Psychology ◽  
Experimental Psychology ◽  
Intelligence Testing ◽  
Developmental Psychology ◽  
Mental Life ◽  
Applied Psychology ◽  
Important Research ◽  
Memory Research ◽  
English Translations ◽  
The Many

Though Alfred Binet was a prolific writer, many of his 1893–1903 works are not well known. This is partly due to a lack of English translations of the many important papers and books that he and his collaborators created during this period. Binet’s insights into intelligence testing are widely celebrated, but the centennial of his death provides an occasion to reexamine his other psychological examinations. His studies included many diverse aspects of mental life, including memory research and the science of testimony. Indeed, Binet was a pioneer of psychology and produced important research on cognitive and experimental psychology, developmental psychology, social psychology, and applied psychology. This paper seeks to elucidate these aspects of his work.

Social Psychology and Noninvasive Electrical Stimulation

2016 ◽  
Vol 21 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Paulo S. Boggio ◽  
Gabriel G. Rêgo ◽  
Lucas M. Marques ◽  
Thiago L. Costa
Keyword(s):  
Social Psychology ◽  
Social Neuroscience ◽  
Special Focus ◽  
Social Pain ◽  
Substantial Evidence ◽  
Social Decision ◽  
Correlational Research ◽  
Neuroscience Research ◽  
Social Decision Making ◽  
Brain Behavior

Abstract. Social neuroscience and psychology have made substantial advances in the last few decades. Nonetheless, the field has relied mostly on behavioral, imaging, and other correlational research methods. Here we argue that transcranial direct current stimulation (tDCS) is an effective and relevant technique to be used in this field of research, allowing for the establishment of more causal brain-behavior relationships than can be achieved with most of the techniques used in this field. We review relevant brain stimulation-aided research in the fields of social pain, social interaction, prejudice, and social decision-making, with a special focus on tDCS. Despite the fact that the use of tDCS in Social Neuroscience and Psychology studies is still in its early days, results are promising. As better understanding of the processes behind social cognition becomes increasingly necessary due to political, clinical, and even philosophical demands, the fact that tDCS is arguably rare in Social Neuroscience research is very noteworthy. This review aims at inspiring researchers to employ tDCS in the investigation of issues within Social Neuroscience. We present substantial evidence that tDCS is indeed an appropriate tool for this purpose.

“The Teacher Who had the Greatest Influence on My Thinking”

2008 ◽  
Vol 39 (3) ◽  
pp. 141-150 ◽  
Author(s):  
Rainer Reisenzein ◽  
Irina Mchitarjan
Keyword(s):  
Social Psychology ◽  
Common Sense ◽  
Interpersonal Relations ◽  
Responsibility Attribution ◽  
Alexius Meinong ◽  
Theory Of Value ◽  
Psychological Inquiry ◽  
Academic Teacher ◽  
Common Sense Psychology

According to Heider, some of his ideas about common-sense psychology presented in The Psychology of Interpersonal Relations ( Heider, 1958 ) originally came from his academic teacher, Alexius Meinong. However, Heider makes no reference to Meinong in his book. To clarify Meinong’s influence on Heider, we compare Heider’s explication of common-sense psychology with Meinong’s writings, in particular those on ethics. Our results confirm that Heider’s common-sense psychology is informed by Meinong’s psychological analyses in several respects: Heider adopts aspects of Meinong’s theory of emotion, his theory of value, and his theory of responsibility attribution. In addition, Heider more or less continues Meinong’s method of psychological inquiry. Thus, even without Meinong’s name attached, many aspects of Meinong’s psychology found their way into today’s social psychology via Heider. Unknowingly, some of us have been Meinongians all along.

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