Psychological Studies Of Science And Technology

This book provides a significant contribution to scholarship on the psychology of science and the psychology of technology by showcasing a range of theory and research distinguished as psychological studies of science and technology. Science and technology are central to almost all domains of human activity, for which reason they are the focus of subdisciplines such as philosophy of science, philosophy of technology, sociology of knowledge, and history of science and technology. To date, psychology has been marginal in this space and limited to relatively narrow epistemological orientations. By explicitly embracing pluralism and an international approach, this book offers new perspectives and directions for psychological contributions. The book brings together leading theorists and researchers from around the world and spans scholarship across a variety of traditions that include theoretical psychology, critical psychology, feminist psychology and social constructionist approaches. Following a historical and conceptual introduction, the collection is divided into three sections: Scoping a New Psychology of Science and Technology, Applying Psychological Concepts to the Study of Science and Technology and Critical Perspectives on Psychology as a Science. The book will interest interdisciplinary scholars who work in the space of Science and Technology Studies and psychologists interested in the diverse human aspects of science and technology.

This book provides a significant contribution to scholarship on the psychology of science and the psychology of technology by showcasing a range of theory and research distinguished as psychological studies of science and technology. Science and technology are central to almost all domains of human activity, for which reason they are the focus of subdisciplines such as philosophy of science, philosophy of technology, sociology of knowledge, and history of science and technology. To date, psychology has been marginal in this space and limited to relatively narrow epistemological orientations. By explicitly embracing pluralism and an international approach, this book offers new perspectives and directions for psychological contributions. The book brings together leading theorists and researchers from around the world and spans scholarship across a variety of traditions that include theoretical psychology, critical psychology, feminist psychology and social constructionist approaches. Following a historical and conceptual introduction, the collection is divided into three sections: Scoping a New Psychology of Science and Technology, Applying Psychological Concepts to the Study of Science and Technology and Critical Perspectives on Psychology as a Science. The book will interest interdisciplinary scholars who work in the space of Science and Technology Studies and psychologists interested in the diverse human aspects of science and technology. Kieran C. O'Doherty is Associate Professor in the Department of Psychology, University of Guelph, Canada. Lisa M. Osbeck is Professor of Psychology, University of West Georgia, USA. Ernst Schraube is Associate Professor of Social Psychology of Technology in the Department of People and Technology at Roskilde University, Denmark. Jeffery Yen is Associate Professor in the Department of Psychology at the University of Guelph, Canada.

This unique treatise expands on the philosophy of technology to argue for a psychology of technology based on the complex relationships between psychology, biology and technology, especially in the light of our relationships with our digital devices, our online lives, and our human experience. Drawing from disciplines ranging from philosophy and evolution to cognition and neuroscience, it examines myriad aspects of the brain’s creative development: the cognitive, sensory, and motor processes that enable technological progress and its resulting efficiencies and deficiencies along with our discomforts and pleasures. These experiences are key to behavioral and affective processes in technology, manifest in such diverse phenomena as multitasking, the shift in tech design from ergonomics to hedonomics, and the many types of online problem behaviors. Through these rich pages, readers can understand more deeply the history and future of human adjustment and adaptation in an environment intertwined with technology—and, with the ascendance of video games and virtual reality, new conceptions of the human self. Among the topics covered: Could we have remained a tech-devoid society? Technology, ergonomics and the non-executive functions of our body. New directions in brain-computer interface. From avatars and agents to virtual reality technology.“br> On measuring affective responses to objects. Psychology, technology, ethics, and culture. A timely lens on a field that will grow in importance as it shapes our existence, Psychology of Technology will be read and discussed by not only psychologists, social scientists, and behavioral scientists, but also by technology designers and developers and those in biotechnology.

The social psychology of science is a compelling new area of study whose shape is still emerging. This erudite and innovative book outlines a theoretical and methodological agenda for this new field, and bridges the gap between the individually focused aspects of psychology and the sociological elements of science studies. Presenting a side of social psychology that, until now, has received almost no attention in the social sciences literature, this volume offers the first detailed and comprehensive study of the social psychology of science, complete with a large number of empirical and theoretical examples. The volume's introductory section provides a detailed analysis of how modern social psychology might apply to the study of science. Chapters show how to analyze science in terms of social cognition, attribution theory, attitudes and attitude change, social motivation, social influence and social conformity, and intergroup relations, weaving extensive illustrations from the science studies literature into the theoretical analysis. The nature and role of experimentation are discussed, as are metaanalytic methods for summarizing the results of multiple studies. Ways to facilitate the generalization of causal inferences from experimental work are also examined. The book focuses on such topics as interactions among small groups of scientists, and the impact of social motivation, influence, and conformity on scientific work. Also covered are scientists' responses to ethical issues in research, differences in cognitive style distribution, creativity in research and development, and the sociologists's view of the social psychology of science and technology. In addition, the book provides two annotated bibliographies, one on the philosophy of science and the other on social psychology, to guide readers in both disciplines to salient recent works. Valuable to the entire science studies community, this text will be of special interest to philosophers, sociologists, psychologists, and historians of science interested in the nature of knowledge development in science. Because of its novel application of social psychological theories and methods, this book will be useful as a primary text or a secondary text in courses on science studies in psychology, sociology, or philosophy departments.

Science as Psychology reveals the complexity and richness of rationality by demonstrating how social relationships, emotion, culture, and identity are implicated in the problem-solving practices of laboratory scientists. In this study, the authors gather and analyze interview and observational data from innovation-focused laboratories in the engineering sciences to show how the complex practices of laboratory research scientists provide rich psychological insights, and how a better understanding of science practice facilitates understanding of human beings more generally. The study focuses not on dismantling the rational core of scientific practice, but on illustrating how social, personal, and cognitive processes are intricately woven together in scientific thinking. The book is thus a contribution to science studies, the psychology of science, and general psychology.

The Foundations of Science and the Concepts of Psychology and Psychoanalysis was first published in 1956. Minnesota Archive Editions uses digital technology to make long unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. This first volume of Minnesota Studies in the Philosophy of Science presents some of the relatively more consolidated research of the Minnesota Center for Philosophy of Science. The work of the Center, which was established in 1953 through a grant from the Louis W. and Maud Hill Family Foundation, has so far been devoted largely to the philosophical, logical, and methodological problems of psychology. Some of the twelve papers in this volume are concerned with broad philosophical foundations; others consider specific problems of method or interpretation. The contributors, some of whom are represented in the authorship of more than one paper, are Herbert Feigl, director of the Center; Rudolf Carnap; B.F. Skinner; Michael Scriven; Albert Ellis; Antony Flew; L. J. Cronbach; Paul E. Meehl; R. C. Buck; and Wilfrid Sellars.

Annabel Ness Evans and Bryan J. Rooney provide an applied approach in this thoroughly updated second edition of Methods of Psychological Research. The authors continue to rely on student feedback from their extensive classroom experience to insure both accessibility and relevance. End-of-chapter FAQs and projects complement the in-text exercises and art to develop a refreshingly realistic methodology.

Why Science Matters: Understanding the Methods of Psychological Research rises above standard research methods texts by presenting an up-to-date view of contemporary psychological science as it is currently understood and practiced. Explores not only the procedural aspects of psychological research, but also delves into the issue of how to accomplish effective science. Explicates how hypotheses and theories are to be evaluated. Suggests that the proper approach to devising and evaluating theories is by abduction, not by induction or deduction alone. Incorporates new investigatory procedures, current methodologists, conflicts and issues, implications of the philosophy of science, and a lively prose style. Provides a picture of science that will engage students and expand their abilities as both scientists and psychologists.