Annals of Theoretical Psychology – serie

Viral Vaccines Joseph L. Melnick As with history in general, the history of vaccines needs to be reexamined and updated. My task is to look back to see what has been successful and to look forward to see what remains to be accomplished in the prevention of viral diseases by vaccines. Also, I shall refer to the pertinent material discussed at two recent conferences of the Institute of Medicine, National Academy of Sciences, on virus vaccines under development and their target populations in the United States (1985b) and in developing countries (1986). These reports, plus a third on Vaccine Supply and Innovation (1985a), should be required reading for all those in both the public and the private sector who have a responsibility or interest in vaccines for the prevention of human disease. It has been through the development and use of vaccines that many viral diseases have been brought under control. The vaccines consist either of infectious living attenu­ ated viruses or of noninfectious killed viruses or subviral antigens. When we look at the record, it is the live vaccines that have given the great successes in controlling diseases around the world. Examples are smallpox, yellow fever, poliomyelitis, measles, mumps, and rubella.

This is the first of a two-volume work in the Annals series devoted to developmental psychology. The project was originally conceived in 1985 when Paul van Geert, who had just completed his Theory building in developmental psychology (North Holland, 1986), agreed to col­ laborate on anAnnals volume examining foundational issues pertaining to the concept of development. The project attracted considerable interest and, in view of the length of the resulting manuscript, a decision was made to publish it in two volumes. Fortunately, the contributors provided coherent perspectives on two relatively distinct developmen­ tal themes which served to facilitate our task of dividing their contribu­ tions into two volumes. The first volume deals with the foundations of developmental theory and methodology; the second volume -to appear as Volume 8 of the Annals -with theoretical issues in developmental psychology. In this first volume, the contributions by Willis Overton and Joachim Wohlwill were completed in 1988, those by Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries followed quickly and replies to commentaries were completed in 1990. Paul van Geert provides a general framework within which the founda­ tional issues of development are discussed. He is especially concerned with the nature of transition models and the structure of time in developmental theory. The relationship between methods and framework, or theory, is the topic of Joachim Wohlwill's contribution.

As a follow up to Volume 7, contributors continue to explore the latest developments in developmental psychology. Here, researchers focus on the integration of theory and research and evaluates theoretical progress and advanced research. Continuing with the successful format of previous volumes in Annals of Theoretical Psychology, Volume 10 presents four major contributions-each accompanied by commentaries and replies to commentaries.

Early in 1986 I invited Professor Robinson to collaborate on a volume of the Annals devoted to the theme of the 'person' in psychology. He accepted my invitation later that year suggesting, instead, that the volume be devoted to the theme of explanation in psychology. I gladly compromised for, as I knew from his exterisive writings on the history and philosophy of psychology, the concept of explanation is firmly rooted in philosophical anthropology. The contributions by Rom Harre, James Lamiell, Joseph Margolis, and George Miller were available in June, 1988, and the commentaries and replies to commentaries early in 1989. Fortunately, foundational papers wear well, as the content of the present volume so aptly testifies. Beginning with Volume 6, the Annals will be entirely edited and prepared using the computer facilities at our Center. Thanks to the dedicated effort of my colleague, Professor William Baker, this is the first volume produced from camera-ready copy. His personal support and technical expertise made the transition to desk-top publishing somewhat less than formidable. Mrs. Valerie Welch, our Center secretary, entered the text and managed my personal correspondence; Casey Boodt proofread the entire manuscript; and the University of Alberta continues to support my involvement with this series. Dan Robinson's commitment to scholarship also extends to the more mundane task of editing. Every volume with a co-editor is a challenge; he made this one a delight.

The present volume is a continuation of Volume 8 in the Annals series. Together Volumes 8 and 9 are intended to show the contribu- tion of history to theory in psychology. The reader is referred to the Introduction by Hans Rappard and Pieter van Strien, and the Preface in Volume 8 that serve as a prelude to the papers included in both volumes. Volume 8 includes three major papers: Psychological objects, practice, and history by Kurt Danziger, with commentaries by Mitchell Ash, Franz Samelson, and John Mills; History and the psychological imagination by Irmingard Staeuble, with commentar- ies by Carl Graumann and Roger Smith; and The historical practice of theory construction by Pieter 1. van Strien, with commentaries by Helmut Luck, Kenneth Gergen, and Ian Lubek. Similarly, the present volume includes three major papers and ten commentaries. In preparation of this volume and its companion, Volume 8, we gratefully acknowledge the assistance of Valerie Welch who entered the text, and Casey Boodt who proofread the text and prepared the indexes. Leendert P. Mos and William J. Baker June, 1993 vii Contents Chapter 1. History and system ...* ...* ...1 ...Hans V Rappard Psychology as its history ...*...**...*. *...*. . 41 Daniel N. Robinson Theoretical psychology, systematology, and phenomenological variation...* ...47 . Eckart Scheerer Systematization and history...* * ...63 K. B. Madsen Towards the remarriage of theoretical psychology and psychology: Reply to commentators...67 Hans V Rappard Chapter 2.

This is the first of a two-volume work in the Annals series devoted to developmental psychology. The project was originally conceived in 1985 when Paul van Geert, who had just completed his Theory building in developmental psychology (North Holland, 1986), agreed to col­ laborate on anAnnals volume examining foundational issues pertaining to the concept of development. The project attracted considerable interest and, in view of the length of the resulting manuscript, a decision was made to publish it in two volumes. Fortunately, the contributors provided coherent perspectives on two relatively distinct developmen­ tal themes which served to facilitate our task of dividing their contribu­ tions into two volumes. The first volume deals with the foundations of developmental theory and methodology; the second volume -to appear as Volume 8 of the Annals -with theoretical issues in developmental psychology. In this first volume, the contributions by Willis Overton and Joachim Wohlwill were completed in 1988, those by Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries followed quickly and replies to commentaries were completed in 1990. Paul van Geert provides a general framework within which the founda­ tional issues of development are discussed. He is especially concerned with the nature of transition models and the structure of time in developmental theory. The relationship between methods and framework, or theory, is the topic of Joachim Wohlwill's contribution.

How do we understand and explain phenomena in psychology? What does the concept of “causality” mean when we discuss higher psychological functions and behavior? Is it possible to generate “laws” in a psychological and behavioral science—laws that go beyond statistical regularities, frequencies, and probabilities? An international group of authors compare and contrast the use of a causal model in psychology with a newer model—the catalytic model. The Catalyzing Mind: Beyond Models of Causality proposes an approach to the qualitative nature of psychological phenomena that focuses on the psychological significance and meaning of conditions, contexts, and situations as well as their sign-mediating processes. Contributors develop, apply, and criticize the notion of a catalyzing mind in hopes of achieving conceptual clarity and rigor. Disciplines such as philosophy, psychology, semiotics and biosemiotics are used for an interdisciplinary approach to the book. Research topics such as history and national identity, immigration, and transitions to adulthood are all brought into a dialogue with the concept of the catalyzing mind. With a variety of disciplines, theoretical concepts, and research topics this book is a collective effort at an approach to move beyond models of causality for explaining and understanding psychological phenomena.

This discipline has become more reflective in recent years. It has also become blatantly philosophical, which is itself cause for reflection. The philosophy of psychology has not been exactly a burgeoning field, and yet psychologists and philosophers of all persuasions are writing philosophical psychology. Perhaps all this activity merely reflects the uneasy bifurcation of psychology into biological and cognitive domains. After all, there were similar flurries in the 1920s and 1950s when the discipline assumed new directions. But, before, there were too many things to do; scientific knowing seemed so compelling and so singular in methodology. Today, the entire enterprise is much more uncertain, and not just psychology, but all human scientific inquiry. The fun­ damental questions remain much the same, of course; what has changed is that philosophers are explicitly addressing questions of psy­ chology and psychologists are at least implicitly engaged in philosophy. The bounderies are no longer clear cut! Theoretical psychology is as much the doing of philosophy as it is of experimental research. Volume 4 of these Annals attests to this state of affairs. The psychologists' style reflects their philosophical understanding; the philosophers differ according to what they take to be psychological knowledge.

I have been involved in constructing a unified theory for many years, in considering the state of psychology's unity-disunity, and in generally attempt­ ing to persuade our profession to work on its unification. In this work I have had the opportunity to become acquainted with the works of a number of other psychologists whose statements indicated that they had something to say on these topics. I saw also that it would be very productive for psychology to have these individuals address themselves to psychology's disunity-unity, consid­ ered as a problem that should be confronted and addressed. In 1983 I began to indicate that it was my intention to devote a book to the topic, as seen through the eyes of a group of prominent psychologists concerned with related issues. It was very fortunate from my standpoint that Joseph Royce and later Leendert Mos, who were editing this series, were interested in this book. I accepted the former's invitation to do within the present series the book I had planned. Although I must assume responsibility for selection of the contributors, for the book's organization, and for the first editing of their papers for substance, Pro­ fessor Mos offered to help in an editorial capacity and I am most grateful for his contributions to the formal editing. The volume is much improved as a result of his careful efforts, which in one case involved rewriting material.

As a follow up to Volume 7, contributors continue to explore the latest developments in developmental psychology. Here, researchers focus on the integration of theory and research and evaluates theoretical progress and advanced research. Continuing with the successful format of previous volumes in Annals of Theoretical Psychology, Volume 10 presents four major contributions-each accompanied by commentaries and replies to commentaries.

Viral Vaccines Joseph L. Melnick As with history in general, the history of vaccines needs to be reexamined and updated. My task is to look back to see what has been successful and to look forward to see what remains to be accomplished in the prevention of viral diseases by vaccines. Also, I shall refer to the pertinent material discussed at two recent conferences of the Institute of Medicine, National Academy of Sciences, on virus vaccines under development and their target populations in the United States (1985b) and in developing countries (1986). These reports, plus a third on Vaccine Supply and Innovation (1985a), should be required reading for all those in both the public and the private sector who have a responsibility or interest in vaccines for the prevention of human disease. It has been through the development and use of vaccines that many viral diseases have been brought under control. The vaccines consist either of infectious living attenu­ ated viruses or of noninfectious killed viruses or subviral antigens. When we look at the record, it is the live vaccines that have given the great successes in controlling diseases around the world. Examples are smallpox, yellow fever, poliomyelitis, measles, mumps, and rubella.

How do we understand and explain phenomena in psychology? What does the concept of “causality” mean when we discuss higher psychological functions and behavior? Is it possible to generate “laws” in a psychological and behavioral science—laws that go beyond statistical regularities, frequencies, and probabilities? An international group of authors compare and contrast the use of a causal model in psychology with a newer model—the catalytic model. The Catalyzing Mind: Beyond Models of Causality proposes an approach to the qualitative nature of psychological phenomena that focuses on the psychological significance and meaning of conditions, contexts, and situations as well as their sign-mediating processes. Contributors develop, apply, and criticize the notion of a catalyzing mind in hopes of achieving conceptual clarity and rigor. Disciplines such as philosophy, psychology, semiotics and biosemiotics are used for an interdisciplinary approach to the book. Research topics such as history and national identity, immigration, and transitions to adulthood are all brought into a dialogue with the concept of the catalyzing mind. With a variety of disciplines, theoretical concepts, and research topics this book is a collective effort at an approach to move beyond models of causality for explaining and understanding psychological phenomena.

The sciences philosophy, psychology and neuroscience share the basis that all refer to the human being. Therefore, an interdisciplinary collaboration would be desirable. The exchange of criticism is an essential requirement for interdisciplinary collaboration. Criticism must be heard and – if possible – considered. Indeed, criticism can be valid or unwarranted. However, whether criticism is unwarranted can only emerge from discussion and conversation. In the discussion of cognitive neuroscience, some criticism can easily be considered (such as the mereological fallacy that represents that talking about the person is substituted with talking bout the brain). Another issue for an interdisciplinary discussion of cognitive neuroscience is the interpretation of the readiness potential including re-considering Benjamin Libet’s classic experiments. Additionally, a critical discussion on cognitive neuroscience must address ethical questions, such as the possibility of the abuse of neuroscientific insight.

The sciences philosophy, psychology and neuroscience share the basis that all refer to the human being. Therefore, an interdisciplinary collaboration would be desirable. The exchange of criticism is an essential requirement for interdisciplinary collaboration. Criticism must be heard and – if possible – considered. Indeed, criticism can be valid or unwarranted. However, whether criticism is unwarranted can only emerge from discussion and conversation. In the discussion of cognitive neuroscience, some criticism can easily be considered (such as the mereological fallacy that represents that talking about the person is substituted with talking bout the brain). Another issue for an interdisciplinary discussion of cognitive neuroscience is the interpretation of the readiness potential including re-considering Benjamin Libet’s classic experiments. Additionally, a critical discussion on cognitive neuroscience must address ethical questions, such as the possibility of the abuse of neuroscientific insight.

This book contrasts earlier textbooks on “evidence-based practices.” Whereas the latter is a slogan that call for scientific evidence to be used in standardized treatment manuals, ethics-based practices call for individualized treatment that makes the situation meaningful for the patient. The main argument for changing the treatment design from being evidence-based to one based on ethics, is the hypothesis that good health care is based on treatment which makes the situation positive and meaningful for the patient. The awareness for this is primarily provided by ethical considerations.

This book contrasts earlier textbooks on “evidence-based practices.” Whereas the latter is a slogan that call for scientific evidence to be used in standardized treatment manuals, ethics-based practices call for individualized treatment that makes the situation meaningful for the patient. The main argument for changing the treatment design from being evidence-based to one based on ethics, is the hypothesis that good health care is based on treatment which makes the situation positive and meaningful for the patient. The awareness for this is primarily provided by ethical considerations.

In response to the increasingly ubiquitous, asynchronous, and pervasive use of cyber technology in everyday life, unique threats to cybersecurity (CS) have emerged requiring innovative and systemic solutions. Of the potential threats, Ubiquitous Technical Surveillance (UTS) presents one of the most acute generalized vulnerabilities facing the broader Intelligence Community (IC), Department of Defense (DoD), and United States Government. While security systems and networks have attempted to adapt to meet these evolving threats, internal organizational structures, culture, and human behavior often lag behind due to the inherent challenges in changing these dynamic variables. It is crucial that scientific disciplines identify systemic and innovative behavioral countermeasures that are informed by sub-disciplines of the psychology and CS literature. Innovative strategies involve collaboration amongst experts from the domains of social psychology, game theory, Bayesian statistics, andthe IC, which will be discussed in-depth. A special issue that pulls from cross-disciplinary professionals will have a broad impact for the IC and DOD eliciting wide readership and spurring needed innovation._____________________________________________________________________"Cultivating a culture of innovation, though difficult, is important for any enduring organization. It's downright essential for the US Intelligence Community, which must stay one step ahead of adversaries on surveillance technologies and tradecraft to be effective. This collection of articles brings together insightful research and analysis from diverse domains, moving us closer to the deeper appreciation of innovation and culture that is so urgently needed."David Priess, Ph.D., former Central Intelligence Agency officer and author, The President's Book of Secrets

In response to the increasingly ubiquitous, asynchronous, and pervasive use of cyber technology in everyday life, unique threats to cybersecurity (CS) have emerged requiring innovative and systemic solutions. Of the potential threats, Ubiquitous Technical Surveillance (UTS) presents one of the most acute generalized vulnerabilities facing the broader Intelligence Community (IC), Department of Defense (DoD), and United States Government. While security systems and networks have attempted to adapt to meet these evolving threats, internal organizational structures, culture, and human behavior often lag behind due to the inherent challenges in changing these dynamic variables. It is crucial that scientific disciplines identify systemic and innovative behavioral countermeasures that are informed by sub-disciplines of the psychology and CS literature. Innovative strategies involve collaboration amongst experts from the domains of social psychology, game theory, Bayesian statistics, andthe IC, which will be discussed in-depth. A special issue that pulls from cross-disciplinary professionals will have a broad impact for the IC and DOD eliciting wide readership and spurring needed innovation._____________________________________________________________________"Cultivating a culture of innovation, though difficult, is important for any enduring organization. It's downright essential for the US Intelligence Community, which must stay one step ahead of adversaries on surveillance technologies and tradecraft to be effective. This collection of articles brings together insightful research and analysis from diverse domains, moving us closer to the deeper appreciation of innovation and culture that is so urgently needed."David Priess, Ph.D., former Central Intelligence Agency officer and author, The President's Book of Secrets

This Volume of Annals of Theoretical Psychology highlights the fact that the flourishing aftermath of both Freud’s and Lacan’s ideas still exist. This is done in different ways. Some papers focus on rereading core texts of Freud and Lacan. Others apply Freud’s and Lacan’s principles in a new and contemporaneous actuality. Others again, transform and develop some of the core principles in psychoanalysis, whereas others discuss the scientific principles that lie behind psychoanalysis. This book will be important for scholars interested in psychoanalysis in general. The readers should be both clinicians and others interested in psychoanalysis all over the world.

This book explores the basic concept of agency and develops it further in psychology using it to better understand and explain psychological processes and behavior. More importantly, this book seeks to put an emphasis on the role of agency in four distinct settings: history of psychology, neuroscience, psychology of religion, and sociocultural theories of co-agency. In Volume 12 of the Annals of Theoretical Psychology the contributors explore a number of new ways to look at agency in psychology. This volume seeks to develop a systematic theory of axioms for agency. It describes implications for research and practice that are founded on an understanding of the person as an actor in the world. This book also has implications for research and practice across psychology's sub-fields uniting the discipline through an agentic view of the person

This book brings together a group of scholars from around the world who view psychology as the science of human ways of being. Being refers to the process of existing - through construction of the human world – here, rather than to an ontological state. This collection includes work that has the goal to establish the newly developed area of cultural psychology as the science of specifically human ways of existence. It comes as a next step after the “behaviorist turn” that has dominated psychology over most of the 20th century, and like its successor in the form of “cognitivism”, kept psychology away from addressing issues of specifically human ways of relating with their worlds. Such linking takes place through intentional human actions: through the creation of complex tools for living, entertainment, and work. Human beings construct tools to make other tools. Human beings invent religious systems, notions of economic rationality and legal systems; they enter into aesthetic enjoyment of various aspects of life in art, music, and literature; they have the capability of inventing national identities that can be summoned to legitimate one’s killing of one’s neighbors or being killed oneself.The contributions to this volume focus on the central goal of demonstrating that psychology as a science needs to start from the phenomena of higher psychological functions and then look at how their lower counterparts are re-organized from above. That kind of investigation is inevitably interdisciplinary - it links psychology with anthropology, philosophy, sociology, history and developmental biology. Various contributions to this volume are based on the work of Lev Vygotsky, George Herbert Mead, Henri Bergson and on traditions of Ganzheitspsychologie and Gestalt psychology.Psychology as the Science of Human Being is a valuable resource to psychologists, sociologists, philosophers, biologists and anthropologistsalike.​

This book explores the basic concept of agency and develops it further in psychology using it to better understand and explain psychological processes and behavior. More importantly, this book seeks to put an emphasis on the role of agency in four distinct settings: history of psychology, neuroscience, psychology of religion, and sociocultural theories of co-agency. In Volume 12 of the Annals of Theoretical Psychology the contributors explore a number of new ways to look at agency in psychology. This volume seeks to develop a systematic theory of axioms for agency. It describes implications for research and practice that are founded on an understanding of the person as an actor in the world. This book also has implications for research and practice across psychology's sub-fields uniting the discipline through an agentic view of the person

This book brings together a group of scholars from around the world who view psychology as the science of human ways of being. Being refers to the process of existing - through construction of the human world – here, rather than to an ontological state. This collection includes work that has the goal to establish the newly developed area of cultural psychology as the science of specifically human ways of existence. It comes as a next step after the “behaviorist turn” that has dominated psychology over most of the 20th century, and like its successor in the form of “cognitivism”, kept psychology away from addressing issues of specifically human ways of relating with their worlds. Such linking takes place through intentional human actions: through the creation of complex tools for living, entertainment, and work. Human beings construct tools to make other tools. Human beings invent religious systems, notions of economic rationality and legal systems; they enter into aesthetic enjoyment of various aspects of life in art, music, and literature; they have the capability of inventing national identities that can be summoned to legitimate one’s killing of one’s neighbors or being killed oneself.The contributions to this volume focus on the central goal of demonstrating that psychology as a science needs to start from the phenomena of higher psychological functions and then look at how their lower counterparts are re-organized from above. That kind of investigation is inevitably interdisciplinary - it links psychology with anthropology, philosophy, sociology, history and developmental biology. Various contributions to this volume are based on the work of Lev Vygotsky, George Herbert Mead, Henri Bergson and on traditions of Ganzheitspsychologie and Gestalt psychology.Psychology as the Science of Human Being is a valuable resource to psychologists, sociologists, philosophers, biologists and anthropologistsalike.​

This book offers a comprehensive overview of the purpose of history for psychology. Its purpose is to ask why history should be of concern to psychologists in teaching and research, and in theory and in practice. The future position of humanities subjects is currently highly debated on all fronts. Chapters focus on the arguments from psychologists, upgrade the precision and quality of discussion, and thus, provide a base for affirming the place of history of psychology in the broad field of psychological activity. A fundamental question dominates the discussion. Is the purpose of the history of psychology to serve current psychology, rather than to contribute to historical knowledge – and to enter large debates about what historical knowledge means for being human? If the answer is yes, as most psychologists who come to the issues will presume, in what ways?  Are these ways philosophically grounded, or do the social and political conditionsof power and funding in universities dominate the arguments? In this volume, the contributors demonstrate the relation between historical investigations and current practice. Featured topics include: The history of psychology and its relation to feminism.The history of psychology and its relation to current research assessment and curriculum. The history of science and its relation to psychology. The metalanguage for psychology.Case studies of history in theory construction.Centrality of History for Theory Construction in Psychology will be of interest to psychologists, professors, graduate psychology students, and scholars in the human sciences.

This book examines both academic and practical theories relating to leader development. It broadens the scope of this topic by including data-driven theory and proposals from diverse areas that are either not currently represented or are poorly addressed in existing literature. This 15th volume in the Annals of Theoretical Psychology series aims to propose, identify, and characterize new theoretical, educational, and practical gaps in leader development. The initial chapters explore concepts related to individual or internal aspects of leaders. Subsequent chapters deconstruct leader development by considering behaviors or skills and various environmental factors that affect development. The book also examines shortcomings of our current understanding of this topic that cuts across multiple disciplines. Topics featured in this book include:Cognition, readiness to lead, courage through dialogue, and relationship considerations Behavioral elements and approaches for developing followership, conflict management, creativity, virtue, and epistemic cognition in growing leaders for complex environments.Seven Steps to establish a Leader and Leadership Education and Development Program. The Dark Triad of personality, psychobiosocial perspectives, and mental ability in leadersLeader Development Deconstructed will be of interest to research scholars, academics, educators, and practitioners as well as executive coaches, college or university administrators, military leaders, philanthropic and non-profit organization leaders, and management consultants. ______________________________________________________________________________"Despite the extensive body of knowledge associated with leader and leadership development, significant gaps still exist in our understanding of these processes. This book is a noteworthy effort to help fill in the blanks through empirical research and contextual application. It is worthy of perusal by anyone interested in becoming a more effective leader or leader developer."Bernard Banks, Ph.D., Associate Dean of Leadership Development, Northwestern University Kellogg School of Management "One of the most powerful ways leaders can have an impact on others and their mission is to manage for innovation... This book is a great step in moving towards exploring how you do that, and I'm thrilled to be a part of that conversation!"Frances Hesselbein, President and CEO, Frances Hesselbein Leadership Institute

This book offers a comprehensive overview of the purpose of history for psychology. Its purpose is to ask why history should be of concern to psychologists in teaching and research, and in theory and in practice. The future position of humanities subjects is currently highly debated on all fronts. Chapters focus on the arguments from psychologists, upgrade the precision and quality of discussion, and thus, provide a base for affirming the place of history of psychology in the broad field of psychological activity. A fundamental question dominates the discussion. Is the purpose of the history of psychology to serve current psychology, rather than to contribute to historical knowledge – and to enter large debates about what historical knowledge means for being human? If the answer is yes, as most psychologists who come to the issues will presume, in what ways?  Are these ways philosophically grounded, or do the social and political conditionsof power and funding in universities dominate the arguments? In this volume, the contributors demonstrate the relation between historical investigations and current practice. Featured topics include: The history of psychology and its relation to feminism.The history of psychology and its relation to current research assessment and curriculum. The history of science and its relation to psychology. The metalanguage for psychology.Case studies of history in theory construction.Centrality of History for Theory Construction in Psychology will be of interest to psychologists, professors, graduate psychology students, and scholars in the human sciences.