Journal of Health & Medical Economics

Introduction

A brief, informal historical review of biological psychology is provided. The founding of the journal is related to the organization of psychophysiologists in the mid twentieth century. The distinctive rationale for the founding of the journal at this time is discussed. The sequence of editors and their impact on the journal is reviewed. Overall, the journal remains robust while continuing to strive for expanded content on biological processes as related to psychological processes in both human and animal participants. Feelings of belonging are integral in people's choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps psychology (more women than men) and philosophy (more men than women) to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically relevant individual differences (empathizing, systematizing, and intellectual combativeness) as well as life goals (prioritization of family, money and status) to feelings of belonging and majoring in psychology or philosophy. We find that men report higher intellectual combativeness than women, and intellectual combativeness predicts feelings of belonging and majoring in philosophy over psychology. Although systematizing and empathizing are predictive of belonging and, in turn, majoring in psychology and philosophy, respectively, when other factors are taken into account, women and men do not differ in empathizing and systematizing. Women, more than men, report prioritizing having a family, wealth, and status in choosing a career and these directly or indirectly feed into feelings of belonging and majoring in psychology, in contrast to prior theory. Together, these findings suggest that students’ perceptions of their own combativeness and the extent to which they desire money and status play essential roles in women's feeling they belong in psychology and men's feeling they belong in philosophy. Structural Equation Models (SEM) is a method of latent variable analysis that offers a high degree of flexibility in terms of modeling methods for applied research questions. Recent advancements associated with longitudinal SEM have unlocked innovative ways to decompose variance and to estimate mean trends over time.

Description

However, these longitudinal methods are not necessarily readily accessible to scholars seeking to advance theory and practice in school psychology. Importantly, not all longitudinal data are the same and not all longitudinal SEMs are the same; thus, analytic approaches must be appropriately matched to specific research aims to meaningfully inform school psychology theory and practice. The present article highlights recent advances in longitudinal SEMs, clarifies their similarities to other perhaps more familiar methods, and matches their applications to specific types of research questions. The intent of this work is to promote careful thinking about the correspondence between estimands, developmental theory, and practical applications to foster specificity in testing quantitative questions in school psychology research and advance a more rigorous evaluation of longitudinal trends relevant to research and practice in the field. With more and more vehicles becoming autonomous, intelligent and connected, paying attention to the future usage of car Human Machine Interface (HMI) with these vehicles should also get more relevant. While car HMI has been addressed in several scientific studies, little attention is being paid to designing and implementing interactive glazing into everyday (autonomous) driving contexts. Through reflecting on what was found before in theory and practice, we describe an engineering psychology practice and the design of six novel future user scenarios, which envision the application of a specific set of Augmented Reality (AR) support user interactions. We also present evaluations conducted with the scenarios and experiential prototypes and found that these AR scenarios support our target user groups in experiencing a new type of interactions. The overall evaluation was positive, with some valuable assessment results and suggestions. We envision that this paper will interest applied psychology educators who aspire to teach how to operationalize AR in a Human Centered Design (HCD) process to students with little preexisting expertise or little scientific knowledge about engineering psychology. This paper describes some epistemic cultural considerations which shape the uses of psychology. I argue the study of mind is bound by the metaphysical background of the given locale and era in which it is practiced. The epistemic setting in which psychology takes place will shape what is worth observing, how it is to be studied, how the data is to be interpreted, and the nature of the ultimate explanatory units. To demonstrate conceptual epistemic constraints, I discuss metaphor use in psychology. In addition, epistemic constraints shape the praxes that arise from structural study of the mind. In order to illustrate this cultural constraint, I discuss soviet psychology and provide a contrast between practical uses of psychoanalysis in India, Egypt and rural Ghana. In response to these conceptual and practical epistemic limitations, psychology could adapt methods drawn from history and anthropology. Western psychology remains a young field encumbered by a long history of being a tool of oppression against Indigenous persons. At the same time, indigenous cultural health beliefs have influenced western psychology, though not often recognized, and Indigenous persons often rely on aspects of western psychology for care. Hence, this chapter will briefly discuss western psychology while drawing from a decolonial and indigenist lens to support social transformation in practice, research, and education. To do so, Western psychology’s foundation in racism and eugenics, as well as the appropriation of Indigenous psychology will be introduced. The chapter will culminate by highlighting Indigenous psychology and the thrivance of Indigenous peoples today, which includes revitalizing and reinventing Indigenous healing methods. In this paper an integrationist linguist (Peter E Jones) and an ecological psychologist (Catherine Read) open a dialogue on the possibility of a productive relationship between the integrationist approach to language and communication of Roy Harris and James Gibson's ecological psychology of perceiving/acting/ knowing. Within their own disciplinary contexts, each position is one of profound critique and innovation in relation to established and pervasive ‘myths’. Specifically, Harris is concerned with the ‘language myth’ the explicit positions and implicit assumptions in the Western language tradition (including modern linguistics) about the nature of language and the relationship between language and communication. In sharp contrast to mainstream approaches, Harris rejects both coding and representational views of meaning and takes signs (including linguistic signs) to be the product, rather than the precondition, of communicational activity. Similarly, Gibson critiques assumptions about how perception takes place, especially in the case of vision that have informed Western science at least since descartes' optics.

Conclusion

In particular, Gibson rejects the passive ‘retinal image fallacy’ of seeing in favour of an activity based non-representational perspective of ‘direct perception’. The paper offers a critical dialogue over the key theoretical perspectives of both traditions, focusing particularly on the import and implications of each theorist's claims and assumptions about the other's field. Highlighting key areas of apparent common ground across the two approaches, we also argue that Gibson appears not to be entirely free of assumptions about language that belong to Harris's ‘language myth’, while Harris appears at times to assume the ‘image’ based model of perception that Gibson rejected. In the context of current interest in a possible reconciliation or combination of integrational linguistics and ecological psychology, the paper, therefore, raises fundamental questions around the extent to which these independently developed programmes of demythologization are compatible or possibly synergistic.