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The author discusses the paper by Ashley (2012), a review of the recent literature on sexual orientation, noting the lack of studies in ethnic minority populations on this topic. There is a discussion of the paper by Dudley (2012), which provides insights into black LGBT culture from the perspective of the history of the black LGBT community in New York City. Hill's paper (2012) questioning whether there is more homophobia in the black community is discussed and insights are provided. The paper by Gibbs and Jones (2012) on the role of behavioral scientists working with the LGBT members of the black community is reviewed. The author links these papers with the themes of stigma and homophobia, the intersection of multiple identities, and health and healthcare disparities. There is also a discussion focusing attention on youth as one of the most vulnerable populations. [ABSTRACT FROM PUBLISHER]

This welcome set of original and instructive papers illuminates and enriches the history of twentieth‐century ethology in multiple ways. It adds a wealth of actors, animals, methods, and places to those featured in previous treatments of ethology's development. Some of the papers extend the chronology beyond the heyday of ethology's disciplinary construction to consider exciting developments in the 1970s and beyond. Others consider animal behavior research programs pursued contemporaneously with but independently of mainline ethology's development from the 1930s through the 1960s. Another paper takes us inside an ethologist's archive of visual images to examine the importance of such images (and such a setting) for ethological practice. Collectively, the papers provide new opportunities to contemplate how research programs and disciplines evolve; the relations between concepts, practices, and places; ethology and politics, and much more. At the same time, the individuality of the papers is conspicuous. They have not been constructed on the same model. The authors have followed their own approaches, corresponding to their own, respective interests. A short commentary is not sufficient to do justice to each of them. Rather than attempt to review them one by one, I will consider a pair of themes that may help relate the papers to each other and to the history of ethology: (1) the ongoing challenge of defining ethology and identifying who the ethologists were (or are); (2) the practices and places of animal behavior study. [ABSTRACT FROM AUTHOR]

Several behavioral scientists have contributed to special issues of the "Decision Science" journal. K. MacCrimmon and J. Siu tackled the significant problem of modeling and measuring and individual decision maker's inevitable trade-offs. The authors find that the choice mode consistently exceeds the equivalence mode in its predictive accuracy. R. Duncan's paper examined possible determinants of the structure of decision units within organization. A. Delbecq studied contextual variables affecting decision making in program planning. Lastly, V. Vroom and A. Jago wrote a paper about decision making as a social process.

While researchers continue to develop their understanding of gender as a complex and multifaceted concept, the detrimental impact of gender-related inequity and social injustice persists. This conceptual paper describes the potential benefits of incorporating Relational Frame Theory (RFT) as a contextual and pragmatic approach to gender. An RFT lens might enhance our understanding of gender as a language-based phenomenon, involving patterns of derived relational responding and rule-governed behavior. Such an understanding might then facilitate the development of assessments and context-sensitive interventions that support flexible and expansive experiences of gender that promote thriving. Despite the potential utility of an RFT approach, RFT has rarely been applied to gender-related concerns. This paper aims to provide a starting point for exploring gender from an RFT perspective, highlight relevant RFT studies, acknowledge limitations of current lines of research, and provide recommendations regarding future research. We hope that the paper will also act as a call to action for contextual behavioral scientists, as well as demonstrate how an RFT perspective might both align with, as well as add to, existing perspectives from other disciplines. [ABSTRACT FROM AUTHOR]

In their recently published paper, Chater and Loewenstein critically elaborate on the differences between interventions that focus on individual behavior ('i-frame'), as opposed to the systems in which health behavior occurs ('s-frame'). They point out that behavioral scientists frequently rely on individual-level interventions, rather than systemic change to improve population health. As individual-level interventions have fallen short of the author's expectations to fix health problems, the authors argue that behavioral scientists should focus more on system-level change. They warn behavioral scientists that by framing disease as an individual problem they hinder real change. We agree with the arguments made by the authors; nevertheless, we propose that bringing underlying causes for the i-frame focus to light would advance their argument. In our commentary, we discuss that neoliberalism might be a reason for the focus on individual interventions in behavioral health sciences. [ABSTRACT FROM AUTHOR]

The article announces that the 2012 Fulker Award has been given to three researchers including Mark Adams, James King, and Alex Weiss for their paper "The majority of genetic variation in Orangutan personality and subjective well-being is non-additive" from the Behavior Genetics Association.

The article discusses the contents of the paper by Mark F. Ettin concerning the implications of Jean-Jacques Rousseau's political theories and the dynamics of group analysis. According to the author, Mark Ettin's paper suggested that Jean-Jacques Rousseau's theories more or less represent a moral system so much so that group analysis in comparison with it allows the examination of the moral implications of the latter. The difference between group analysis and that of Jean-Jacques Rousseau's system is that in a political system there is a need for a set of laws to govern the members, however in a group such set of rules is academic considering its size.

Severe congenital impairments in one child will affect the whole family, possibly for a generation if the child remains at home as an adult. Disability acquired in adult life will affect both partners as roles are gained or relinquished. For children this may result in a loss of parenting. The adjustment process to any psychological or personality changes may be very painful, particularly if children have no one outside the family to provide informed support. Acquired illness or disability in children may have enormous consequences for siblings, the health of the parents and the whole fabric of family life, often resulting in family isolation. In some Asian families, the feeling that the extended family unit is self sufficient and able to provide care may conflict with the ideal of increasing independence fostered by the professionals, and limit the possibility of support from social workers or psychologists. The extended family may reduce the need for statutory support. The expectation that care will be provided to old people by their daughters or daughters-in-law may be frustrated if the younger generation of women are disabled or otherwise engaged, resulting in possible family strife or rejection. [ABSTRACT FROM AUTHOR]

The growing availability of high-dimensional data sets offers behavioral scientists an unprecedented opportunity to integrate the information hidden in the novel types of data (e.g., genetic data, social media data, and GPS tracks, etc.,) and thereby obtain a more detailed and comprehensive view towards their research questions. In the context of clustering, analyzing the large volume of variables could potentially result in an accurate estimation or a novel discovery of underlying subgroups. However, a unique challenge is that the high-dimensional data sets likely involve a significant amount of irrelevant variables. These irrelevant variables do not contribute to the separation of clusters and they may mask cluster partitions. The current paper addresses this challenge by introducing a new clustering algorithm, called Cardinality K-means or CKM, and by proposing a novel model selection strategy. CKM is able to perform simultaneous clustering and variable selection with high stability. In two simulation studies and an empirical demonstration with genetic data, CKM consistently outperformed competing methods in terms of recovering cluster partitions and identifying signaling variables. Meanwhile, our novel model selection strategy determines the number of clusters based on a subset of variables that are most likely to be signaling variables. Through a simulation study, this strategy was found to result in a more accurate estimation of the number of clusters compared to the conventional strategy that utilizes the full set of variables. Our proposed CKM algorithm, together with the novel model selection strategy, has been implemented in a freely accessible R package. [ABSTRACT FROM AUTHOR]

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity ; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or "neuroscientific literacy" – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed. [ABSTRACT FROM AUTHOR]

The American Behavioral Scientist (ABS) was one of the first significant journals to publish a special issue on environmental justice (EJ). The influential volume, published in 2000, bore the title Advances in EJ: Research, Theory, and Methodology. The volume contained classic EJ theoretical essays such as Taylor's "The rise of the EJ paradigm" and Pellow's "Environmental inequality formation." ABS has published other influential EJ scholarship since then. [ABSTRACT FROM AUTHOR]

The article presents information on the comments of the editor for the journal "Human Studies." This special issue began with an idea proposed by George Psathas over lunch an intentionally open and broad call for papers to all contributors, editors and friends of "Human Studies." The present volume displays the many different ways that call was answered. As a sociologist have generally found it advisable to reject what in traditional academic circles is called interdisciplinary but in practice seems a way for one discipline to steal, and often distort in the process, ideas from other disciplines and claim them as their own. When, for instance, sociologists make use of psychological theories to explain children, rather than displaying interdisciplinarianism, they, from perspective, simply fill in gaps neglected by sociologists by stuffing in handy ideas from psychology, doing justice to neither.

The paper reconsiders the problem of whether traditional economics constitutes or comprises rational choice theory in the sense of a comprehensive economic model of and approach to human action and society. Rational choice theorists in economics as well as sociology and beyond claim that their theory and approach is founded in, derived from and justified by classical and neoclassical economics, especially its major figures. This reconsideration casts strong doubt on such claims to "rational choice" traditional economics. It argues and shows that both classical political economy and neoclassical economics essentially is or has no rational choice theory. This applies to virtually all the major economics classics and neoclassics, with some exceptions among their lesser counterparts. The paper aims to contribute to understand better the origins and rationale or lack thereof of rational choice theory and the economic approach to behavior and their implications for its sociological version. The rationale/benefit of this analysis and its finding for contemporary sociologists is three-fold. The first relating to rational choice sociologists is showing that classical/neoclassical economics is not rational choice theory and does not represent their theoretical foundation and precursor. The second pertaining to economic sociologists is demonstrating that conventional economics has elements of economic sociology, especially more than of rational choice theory. The third concerning other sociologists is to make them more familiar with the original ideas of conventional economics as distinct from their interpretations by contemporary economist pursuing the economic approach and rational choice theory. [ABSTRACT FROM AUTHOR]

One of the major tasks of educational psychologists is the writing of reports. Often, all involvement, assessment and intervention culminate in the production of a report. This paper explores critically the tensions involved in writing reports which are closed down in their conformity to requirements of different bodies, while looking for possibilities of openings in this closure. We acknowledge that report-writing is caught in the economies of exchange and the impossibility of gift-giving, based on the writing of Jacques Derrida. This paper will draw upon a small qualitative study of seven experienced school psychologists, and using a Derridian framework, it makes the familiar strange and the strange familiar [Biesta, G., J. Allan, and R. Edwards. 2011. “The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice.” British Journal of Educational Studies, 59 (3): 225–239.] on the process of report-writing. [ABSTRACT FROM PUBLISHER]

Content and Focus: Research publications often adopt two major forms. Firstly the generic edition, which publishes all work that has met a certain threshold of quality. The second type of offering is the special edition, a collection of papers held together with a common theme running through it. Such strategies can be viewed as 'rural' or 'urban' in nature, with the latter reflecting the more collectivised commonalities and the former reflecting the every person stands for her/himself strategy. This editorial extends this urban/rural analogy to consider how such a strategy fits in relation to counselling psychology training in the UK. In particular it raises a number of strengths and weaknesses in both approaches and proposes that a more urban research strategy would enhance the profession of counselling psychology and strengthen its voice within the world of applied psychology. Following on from the predominant thrust of this editorial, the papers within this particular edition of Counselling Psychology Review are introduced in turn (and, as you will see, the edition is more rural in nature). [ABSTRACT FROM AUTHOR]

This paper is a reflection on the process of conducting research as part of a clinical psychology doctorate course. Specific attention is given to the author’s thoughts about the feasibility of being a scientist–practitioner, the importance of supervision and the range of emotions elicited during the research process. [ABSTRACT FROM AUTHOR]

This paper considers a futures hedge strategy that minimizes the lower partial moments; such a strategy minimizes the downside risk and is consistent with the expected utility hypothesis. Two statistical methods are adopted to estimate the optimal hedge ratios: the empirical distribution function method and the kernel density estimation method. Both methods are applied to the Nikkei Stock Average (NSA) spot and futures markets. It is found that, for a hedger who is willing to absorb small losses but otherwise extremely cautious about large losses, the optimal hedge strategy that minimizes the lower partial moments may be sharply different from the minimum variance hedge strategy. If a hedger cares for downside-only risk, then the conventional minimum variance hedge strategy is inappropriate. The methods presented in this paper will be useful in these scenarios. [ABSTRACT FROM AUTHOR]

I review and discuss the articles in this issue by Walker, by Wanner, and by Heidtman et al. There are three main themes that appear in all three papers: these flow from the shared commitment among these authors to understanding and promoting "scientific theory construction" within sociology, and to dispelling some common misconceptions about scientific sociological theory. The common themes that run through the three papers can be put in the form of questions: 1) What is a theory? 2) How should we evaluate theory? 3) How does theory grow? In addition to discussing these three main themes. I discuss four sub-themes that emerged: 1) Sociology as a Scientific Endeavor; 2) Critiques of General Theory as Being Positivistic; 3) Unitary versus Multiple Forms of Theory Building; 4) Professional/Disciplinary Barriers to Theory Construction and Theory Building in Sociology. [ABSTRACT FROM AUTHOR]

The last decade has produced an upsurge of interest in affect and emotion. The classic theorists always recognized the important motivating force of affective response. In the late 1970's, sociologists challenged the popular view that emotions were a private, biological or psychological phenomenon by expressing the insight that most emotions originate in social events. Much debate has centered on the dispute between positivist autonomic and social constructionist positions. There are many signs now that the fast-growing research on emotions is maturing into a more highly developed substantive area. Having successfully declared the sociological relevance of the new subfield. Researchers interested in the new social analyses of emotions have formed their own community to a large extent. Quantitative work in the emotion area seems to be focused on stable aspects of affective response. Some surveys use traditional questionnaires to assess cultural beliefs. Others measure sentiments, the relatively enduring affective features of ongoing relationships.

In the first part of the paper the author briefly describes the role of social sciences and humanities in the present in Europe and in Slovakia. The description focuses on those research fields, in which social sciences and humanities contribute to the scientific knowledge the most. In the second part the author addresses the questions, which were prepared by the organizers of the round table and sent to all participants in advance. Namely: How is the relationship between the state and scientific institutions? What sources of funding are available for scientific study? Which institutions and in what ways conduct studies in the humanities? How are the research topics for projects chosen? The answers to these questions are based on participant's experiences as a member of diverse Slovak and international research committees and institutions. [ABSTRACT FROM AUTHOR]

Introduces a series of articles published in a special edition of the "Journal of Clinical Psychology in Medical Settings," published on June 2004. Articles' consonance with the goals of the Association of Medical School Psychologists; Discussion of priorities in health professions training and psychology’s contributions in academic health centers (AHC) and medical school settings; Educational priorities in the AHC environment and their effect on psychology training.; Contributions of psychologists in the dynamic interplay between research, clinical practice,and health policy; Describes the evolution of a career as a medical school psychologist; Issues of administration and governance of psychology in AHC and medical schools.

Background: In 2015, Collins and Varmus articulated a vision for precision medicine emphasizing molecular characterization of illness to identify actionable biomarkers to support individualized treatment. Researchers have argued for a broader conceptualization, precision health. Precision health is an ambitious conceptualization of health, which includes dynamic linkages between research and practice as well as medicine, population health, and public health. The goal is a unified approach to match a full range of promotion, prevention, diagnostic, and treatment interventions to fundamental and actionable determinants of health; to not just address symptoms, but to directly target genetic, biological, environmental, and social and behavioral determinants of health.Purpose: The purpose of this paper is to elucidate the role of social and behavioral sciences within precision health.Main Body: Recent technologies, research frameworks, and methods are enabling new approaches to measure, intervene, and conduct social and behavioral science research. These approaches support three opportunities in precision health that the social and behavioral sciences could colead including: (a) developing interventions that continuously "tune" to each person's evolving needs; (b) enhancing and accelerating links between research and practice; and (c) studying mechanisms of change in real-world contexts. There are three challenges for precision health: (a) methods of knowledge organization and curation; (b) ethical conduct of research; and (c) equitable implementation of precision health.Conclusions: Precision health requires active coleadership from social and behavioral scientists. Prior work and evidence firmly demonstrate why the social and behavioral sciences should colead with regard to three opportunity and three challenge areas. [ABSTRACT FROM AUTHOR]

Can animals behave morally if they can't mindread? Does morality require mindreading capacities? Moral psychologists believe that mindreading is contingently involved in moral judgements. Moral philosophers argue that moral behaviour necessarily requires the possession of mindreading capacities. In this paper, I argue that while the former may be right, the latter are mistaken. Using the example of empathy, I show that animals with no mindreading capacities could behave on the basis of emotions that possess an identifiable moral content. Therefore, at least one type of moral motivation does not require mindreading. This means that, a priori, non-mindreading animals can be moral. [ABSTRACT FROM AUTHOR]

Lewin’s contribution to social science is extensive. This paper takes Lewin’s notion of defining the field at a given time and brings it into the arena of action research to make explicit links between attending and inquiring in the present tense and the collaborative dynamics of action research within the social space of a change process. Inquiring in the present tense in the field as it exists at a given time has hitherto not been explored explicitly. The paper highlights the unfolding and emergent nature of action research in terms of the inquiry process of first-, second- and third-person practices as they take place in the present tense. It advances a framework that can guide the action researcher in the practice of action research that enhances the integration of present tense into the collaborative effort. In doing so, it extends our knowledge of the richness of the Lewin legacy and elaborates a neglected and necessary mechanism in the field of organization development and action research. [ABSTRACT FROM PUBLISHER]

In 2009 Woodman has recently challenged youth sociologists concerned with inequality to evolve from what he describes as a middling orthodoxy that misrepresents the work of Ulrich Beck in an effort to emphasise the continuing relevance of class. In 2010 Roberts forcefully responds to Woodman, arguing that Beck's own words and empirical evidence contradict his argument. Woodman responds to Roberts, reasserting his position and asks for the debate to move beyond mere 'quote wars'. This paper engages with this debate, taking Woodman's challenge seriously while maintaining that Beck's jettison of class is problematic, and that the concept of class itself is still vital. The paper concludes with suggestions as to what youth sociologists concerned with socio-economic inequality might want to focus upon in the future. [ABSTRACT FROM AUTHOR]

This paper aims to explore the issue of literacy for children with profound and multiple learning difficulties (PMLD). A group of parents met for six sessions with the authors and discussed how literacy could be applied to their children in the homes. A multi-sensory approach was discussed and experimented with using various texts mentioned in the article. This paper deals with three main ideas, namely challenging parental constructions about their children and about literacy and story-telling; the possible therapeutic role of such a process and its ensuing influence on parents' roles as advocates for their children; and the idea of experimenting with stories and practices using the senses. In conclusion, the relevance of the above for practising educational psychologists is highlighted. [ABSTRACT FROM AUTHOR]

Purpose: This paper examines the empirical research concerning counselling psychologists who utilise the internet in their practice. More specifically, we summarise the quantitative research of online therapeutic outcomes and alliances reported in text-based therapeutic encounters. Background: Online therapy creates much debate within the therapeutic world. Many question the validity of entering into these relatively uncharted waters, while others have begun working productively in this territory. To date, a small pool of research examining the efficacy of such work has emerged and provides the focus for this paper. Method: A review of the literature has been conducted with a two-fold strategy. Initially a review of 16 quantitative outcome studies investigating this area are presented and discussed - these have been selected from Barak, Hen, Boniel-Nissim and Shapira's (2008) comprehensive review of the effectiveness of internetbased psychotherapeutic interventions. Following this, the focus is moved to the concept of the online therapeutic alliance. A systematic review of the existing literature outlines five pertinent quantitative studies and these are discussed in relation to key qualitative work in this area. Conclusions: Conclusions are drawn highlighting that work in this medium shows great promise, with both successful outcomes and strong alliances being reported online. Such findings, although limited due to the dearth of the research available, challenge the views of those sceptical of counselling psychologists entering into virtual arenas. [ABSTRACT FROM AUTHOR]

This special issue addresses the science and imagination of living generously. Generosity is investigated from multiple disciplinary approaches, across the seven articles included in the issue. The first article engages an economic approach to address heterogeneity and generosity for adult Americans, analyzing charitable giving before and after the great recession of 2008. The second article engages a psychological approach to investigate later life-course generosity by studying mortality salience – concerns over the end of life – and age effects on charitable donations. The third article engages sociological and management approaches to study how social science data impacts generosity, by investigating an interaction with data analytics during the life-course stages of emerging and young adulthood. The fourth article engages a psychological approach to examine earlier life-course dynamics, by studying whether and under what conditions children exhibit generosity of affection towards religious out-groups. The fifth article engages a psychological approach to investigate generosity, religion, and moral foundations for adults. The sixth article engages an economics approach to probe millennial generosity, challenging popular notions of greater selfishness in younger generations. The seventh article engages an educational approach to theorize connections between global and local ecological generosity in children's stories, finding that creating stories together can be a tool to foster intergenerational transmission of care for the environment. Cumulatively, these seven article contribute new knowledge on generosity throughout complex and important life-course dynamics. [ABSTRACT FROM AUTHOR]

Communicative interactions across different species have so far received relatively little attention from cognitive or behavioral scientists. Most research in this area views the process of communication as the adaptive interaction of manipulative signalers and information-assessing receivers. This paper discusses some shortcomings of the information/influence model of communication, particularly in the empirical study of interspecific communicative interactions. It then presents an alternative theoretical model, based on recent contributions in psycholinguistics and semiotics. The semiotic alignment model views communication as a dynamic process of joint semiosis resulting in the alignment of the interactants' own-worlds (Umwelten). It is argued that this model can improve our understanding of communicative interactions between heterospecifics and provide the basis for future work in the empirical study of interspecific communication. [ABSTRACT FROM AUTHOR]

A commentary on the Special Issue papers on the Scientist-Practitioner Model is presented. Based on the authors' recollections, a senior scholar uses a contextual approach to describe the historical and social sources of the evolution of the S-P model. It is recommended that the S-P perspective not be restricted to a philosophy of training nor a particular kind of scientific methodology, but include a historical and social understanding of the unfolding instantiations of the model. [ABSTRACT FROM AUTHOR]

The Society of Teachers of Family Medicine (STFM; www.stfm.org) is a community of physicians, educators, behavioral scientists, and researchers devoted to teaching family medicine through undergraduate, graduate, and continuing medical education, with the mission of improving the health of all people through education, research, patient care, and advocacy. STFM holds an Annual Conference each spring and a Predoctoral Education Conference each winter. STFM held its 31st Annual Predoctoral Education Conference in Albuquerque, New Mexico, from January 27 to January 30, 2005. Plenary speakers included Robert Graham, MD; Patricia Carney, PhD; and Lori Alvord, MD (author of the Scalpel and the Silver Bear) with Thomas Hatathli, a Native American traditional healer. Participants shared ideas and learned new skills attending over 70 workshops, seminars, and discussions, and 40 educational research and evaluation-paper presentations. Common themes included professionalism, community medicine, cultural competency, and learner and program evaluation. A subcommittee of the STFM Education Committee selected the best completed undergraduate medical educational research or curriculum evaluation papers for inclusion in the Proceedings. Also selected for inclusion in Proceedings are 2 papers now in press in Family Medicine: DeHaven MJ and Chen LL. "Teaching Medical Students Research While Reaching the Underserved" and Alper B and Vinson D. "Experiential Curriculum Improves Medical Students' Ability to Answer Clinical Questions Using the Internet." [ABSTRACT FROM AUTHOR]

My main goal in this paper is to propose a reformulation of foundational models in behavioral research, including Tinbergen's (1963) well-known four levels of analysis (namely, ontogenetic, mechanistic, functional, and evolutionary questions) and Mayr's (1961) dichotomy between proximate and ultimate causations. After critically evaluating these influential but problematic models, I present a three-level neo-Tinbergenian approach to behavior that considers the triadic integration of behavioral causes, structure, and consequences along a single temporal continuum. I then argue that object-directed play is a good candidate behavior to apply this new paradigm by presenting significant examples of the combined analysis of at least two of these three levels. Finally, I show how stone handling, a form of culturally-transmitted object play in macaques, is perfectly amenable to this unified three-level explanatory framework. My proposed approach fits recent theoretical and empirical advances in behavioral biology, has a heuristic value, and may provide numerous benefits to a range of behavioral scientists. • This paper offers a three-level neo-Tinbergenian approach to object play. • It aims to integrate the causes, structure, and consequences of this behavior. • Stone handling in macaques is amenable to this unified explanatory framework. [ABSTRACT FROM AUTHOR]

Historically, the sociology of knowledge has focused on ideology as the examination of how ideas are rooted in the social structure and how they are used to serve group interests. Recently, however, organization scholars have defined ideologies as sets of beliefs, without reference to underlying interests. The present paper argues that this usage makes ideology redundant with concepts that already have been examined rigorously by social psychologists, but that the original meaning promises new insights. [ABSTRACT FROM AUTHOR]

The paper presents a user-centric methodology in order to design successful mobile health (mHealth) applications. In addition to the theoretical background, such an example is presented with an application targeting chronic pain. The pain domain was decided due to its significance in many aspects: its complexity, dispersion in the population, the financial burden it causes, etc. The paper presents a step-by-step plan in order to build mobile health applications. Participatory design and interdisciplinarity are only some of the critical issues towards the desired result. In the given example (development of the PainApp), a participatory design was followed with a team of seventeen stakeholders that drove the design and development phases. Three physicians, one behavioral scientist, three IT and UX experts, and ten patients collaborated together to develop the final solution. The several features implemented in the PainApp solution are presented in details. The application is threefold: it supports the management, reporting, and treatment effectiveness monitoring. The paper is giving details on the methodological approach while presenting insights on the actual plan and the steps followed for having a patient-centric solution. Key success factors and barriers to mobile health applications that support the need for such an approach are also presented. [ABSTRACT FROM AUTHOR]

The author reflects on the purpose of the reports on the study of the self that are being submitted. He notes that the study of the self is unusual among social psychology's area of research in that the self was a well-originated topic of scholarly query prior psychologists accepted it and their particular research methods. Likewise, it suggests that the study of the self is not a develop research enterprise in psychology and he believes that it is simply too very far advanced.

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This paper has two aims. The first is to shed light on a remarkable archival source, namely survey responses from thousands of American psychologists during the 1960s in which they described their contemporary research practices and discussed whether the practices were 'ethical.' The second aim is to examine the process through which the American Psychological Association (APA) used these survey responses to create principles on how psychologists should treat human subjects. The paper focuses on debates over whether 'deception' research was acceptable. It documents how members of the committee that wrote the principles refereed what was, in fact, a disagreement between two contemporary research orientations. The paper argues that the ethics committee ultimately built the model of 'the resilient self' into the APA's 1973 ethics code. At the broadest level, the paper explores how prevailing understandings of human nature are written into seemingly universal and timeless codes of ethics. © 2010 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The rise of the institutionalist school of economics, in the 1910s and 1920s, has recently been given the historical attention it deserves. However, historical studies of the school have left two questions unanswered. First, to what extent was the institutionalist's interest in academic psychology (frequently declared in their meta-economic writings) realized in their economic writings? Second, what evidence of a fruitful collaboration with institutional economics can be found in the work of psychologists? In this paper I consider the meta-economic statements of three key institutionalists, Wesley C. Mitchell, John M. Clark, and Walton H. Hamilton, and two key economic works by Mitchell and Clark. I contend that these works show little systematic engagement of academic psychology. A study of psychological literature of the period yields the same conclusion; in particular, industrial psychology did not come into fruitful contact with institutional economics, despite the parallel interests of the two fields and their parallel rise after World War I. © 2010 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

In this paper, we examine the interrelationships among language, culture, and cognition. The central notion that individuals with different linguistic and cultural backgrounds think differently is not far from our everyday experience. If you have had the opportunity to engage in a conversation with a person whose native language is not English, you may have found that communication breaks down at times and that some concepts are not easily translated into another language. Or if you happen to be a fluent bilingual or multilingual, you may agree with those bilinguals or multilinguals who mention that they think differently in each of their language. A number of intriguing questions arise here. Is there a particular style of thinking that is natural for speakers of each language? If so, is it possible for a person to think in a different way, one that is not natural for that individual? Is this style of thinking imparted by the language, the culture, or both? These and lots of other questions have engaged the attention of anthropologists, linguists and psychologists, but the point that we are going to explore is the lexical influences on cognition considering the relationship between language, culture and cognition. [ABSTRACT FROM AUTHOR]

This paper points to two little-discussed interrelated features—among sociologists—about the nature of the lifeworld ( Lebenswelt): that the experience of transcendence is an essential component of human actions, and that lived experience ( Erlebnis) is founded on the non-discursivity of the lifeworld, i.e., the pre-predicative background expectancies from which the discursive arises. I examine the intellectual route of Alfred Schutz who developed his mundane lifeworld theory from appropriating Edmund Husserl’s notions of appresentation and apperception. Harold Garfinkel later extended Schutz’s concept of lifeworld to the empirical investigations of constitutive social orders. By way of conclusion, I warn against a strain of constructionism in sociology, which tends to ignore the two said features of lived experience and inaccurately conceives social realities as essentially the actor’s discursive accomplishments. [ABSTRACT FROM AUTHOR]

Psychologists of the 21st century must be highly skilled and versatile to function effectively in academic health centers (AHCs). Thus, the current paper focuses on the training psychologists receive to prepare them for their diverse roles in AHCs. The paper is framed around the question: Do we need more medical knowledge, basic science and more psychological science? posed to the author by the conference organizers of the 3rd National Association of Psychologists in Academic Health Centers (APAHC) Conference and is based on the perspective of the author. [ABSTRACT FROM AUTHOR]

The Society for Teachers of Family Medicine (STFM; http://www.stfm.org) is a community of professionals devoted to teaching family medicine through undergraduate, graduate, and continuing medical education. This multidisciplinary group of physicians, educators, behavioral scientists, and researchers works to further STFM's mission of improving the health of all people through education, research, patient care, and advocacy. STFM holds an annual conference each spring and a predoctoral education conference each winter. STFM held its 33rd annual Predoctoral Education Conference in Memphis, Tennessee, from January 25 to 28, 2007. Elizabeth Garrett, MD, MSPH, professor and predoctoral director in the Department of Family and Community Medicine at the University of Missouri, Columbia, opened the conference with a stirring plenary about the direction of family medicine and the legacy we, as predoctoral educators, must create in the future of our students. Thomas Schwenk, MD, chair of the Department of Family Medicine at the University of Michigan, discussed the implications of training students in the era of new technologies and innovative approaches to delivering family medical care. Laurence Bauer, MSW, MEd, clinical associate professor in the Department of Family Medicine at Wright State University, delivered a motivating talk about funding opportunities from private foundations. Participants shared ideas and learned new skills in more than 65 workshops, seminars, and discussions as well as 38 education research and evaluation papers. Unifying themes included LCME ED2 (Educational Directive) requirements, community medicine, technology in medical education, preceptor development and learner and program evaluation. From the educational research or curriculum evaluation papers presented at the conference, a subcommittee of the STFM Education Committee selected 12 papers that we felt would be of interest to readers of Teaching and Learning in Medicine. These papers represent completed studies involving undergraduate medical education. [ABSTRACT FROM AUTHOR]

Can “self-respect” supplant the now much-maligned “global self-esteem” in psychological research and therapy? The aim of the present paper is to examine this suggestion and develop it further. It is argued that there are two distinct philosophical concepts of self-respect abroad in the literature, Kantian and Aristotelian, between which psychologists need to choose. The main components of Aristotelian self-respect are then worked out. The paper concludes by exploring how, in order to make those components objectively measurable, certain methodological pitfalls must be avoided. [ABSTRACT FROM AUTHOR]

This paper examines social pattern analysis, the yet-unarticulated research strategy that guides formal sociologists in their efforts to distill generic social patterns from their specific cultural, situational, and historical contexts. Following in the implicit methodological footsteps of Georg Simmel, social pattern analysts view specific sociohistorical configurations as mere instantiations of such patterns, thereby deliberately disregarding various idiosyncrasies of the particular communities, events, and social situations they examine. Analytically focused, they thus draw their evidence from multiple social contexts, thereby making their essentially decontextualized findings more generalizable. Furthermore, in sharp contrast to historians and ethnographers, they try to highlight universality rather than singularity, thereby focusing their attention on the common formal features of any given pattern across those contexts while deliberately ignoring differences among its various specific manifestations. The outcome of such transcultural, transsituational, and transhistorical (that is, transcontextual) mode of inquiry is an empirically grounded “social geometry.” [ABSTRACT FROM AUTHOR]

Rural sociologists figure prominently in the move towards public sociology. The paper takes up Michael Burawoy's call for public sociology and discusses what rural sociologists have to offer to publics and how we stand to gain as a discipline in working with publics. The paper argues that rural sociologists' ability to adopt a cosmopolitan view while negotiating the complexities of global/local processes provides a useful theoretical stance for doing public sociology. Methodologically, both feminist methods and various approaches to networks can guide us as we do public sociology. Then, the paper provides two examples of recent efforts to do public sociology with a women's community group in Sri Lanka in response to the tsunami and with the Pennsylvania Women's Agricultural Network to illustrate the possibilities and limitations of working with networks. In conclusion, the paper addresses opportunities for doing public sociology, the challenges we face as we go public, and future work that is needed to develop theoretically and methodologically strong public rural sociology. [ABSTRACT FROM AUTHOR]