Critics have faulted the project of general psychology for conceptions of general truth that (1) emphasize basic processes abstracted from context and (2) rest on a narrow foundation of research among people in enclaves of Eurocentric modernity. Informed by these critiques, we propose decolonial perspectives as a new scholarly imaginary for general psychology Otherwise . Whereas hegemonic articulations of general psychology tend to ignore life in majority-world communities as something peripheral to its knowledge project, decolonial perspectives regard these communities as a privileged site for general understanding. Indeed, the epistemic standpoint of such communities is especially useful for understanding the coloniality inherent in modern individualist lifeways and the fundamental relationality of human existence. Similarly, whereas hegemonic articulations of general psychology tend to impose particular Eurocentric forms masquerading as general laws, the decolonial vision for general psychology Otherwise exchanges the universalized particular for a more pluralistic (or pluriversal ) general.
You are welcome to this module that introduces you to General Psychology first and later Educational Psychology. There are four units in all. A total of 120 hours is given which we think should be adequate for you to complete the module. The hours given should also cover the different activities as well as doing the readings that are included. A summary of the major tasks in each unit is presented for your benefit: Unit one introduces you to the meaning, definition, origin and development of Psychology as a field of study, the different branches, concepts and their relevance to the educational process. Finally, the unit introduces you to the concepts and different methods of study that are used in Educational Psychology. Unit two discusses the relationships between Psychology and Education, and their implications to a practising teacher. The contributions of Educational Psychology to educational practice are also presented. Unit three presents your issues of methods of study used in conducting studies in Educational Psychology. The advantages and disadvantages of each method are also discussed. Unit four introduces you to the benefits of Educational Psychology to the teacher, and to the educational process/practice in a school setting and society in general.
We investigate whether black holes can persist through the bounce with a minimal scale factor in a non-singular cosmology, whereby black holes from a previous contracting phase survive into the current expanding one. We do so by studying a generalized McVittie spacetime which embeds a spherically symmetric black hole in a positive spatial curvature bouncing FLRW cosmological background within the modified theory of teleparallel new general relativity. There are no further assumptions on the spacetime (e.g., on the form of the scale factor) initially, and the local evolution is derived from the field equations of the theory, utilizing a perturbative scheme which is valid ``near the bounce". To leading order we obtain a simple bounce solution similar to that in general relativity for a closed FLRW model with a positive cosmological constant, but in which the curvature term in the Friedmann equation is re-normalized within new general relativity. Qualitatively the minimum of the bounce at $t=0$ changes, but near the bounce the evolution remains symmetric. The central inhomogeneity evolves at higher perturbative orders, where the details depend on the arbitrary constants of the perturb
The psychological science of artificial intelligence (AI) can be broadly defined as an emerging field of psychology that examines all AI-related mental and behavioral processes from the perspective of psychology. This field has been growing exponentially in the recent decade. This review synthesizes the existing literature on the psychological science of AI with a goal to provide a comprehensive conceptual framework for planning, conducting, and assessing scientific research in the field. It consists of six parts, starting with an overview of the entire field of the psychological science of artificial intelligence, then synthesizing the literature in each of the four specific areas (i.e., Psychology of designing AI, psychology of using AI, AI for examining psychological processes, and AI for advancing psychological methods), and concluding with an outlook on the field in the future.
Social sciences have accumulated a rich body of theories and methodologies for investigating the human mind and behaviors, while offering valuable insights into the design and understanding of Artificial Intelligence (AI) systems. Focusing on psychology as a prominent case, this study explores the interdisciplinary synergy between AI and the field by analyzing 1,006 LLM-related papers published in premier AI venues between 2023 and 2025, along with the 2,544 psychology publications they cite. Through our analysis, we identify key patterns of interdisciplinary integration, locate the psychology domains most frequently referenced, and highlight areas that remain underexplored. We further examine how psychology theories/frameworks are operationalized and interpreted, identify common types of misapplication, and offer guidance for more effective incorporation. Our work provides a comprehensive map of interdisciplinary engagement between AI and psychology, thereby facilitating deeper collaboration and advancing AI systems.
This position paper explores the intricate relationship between social psychology and secure software engineering, underscoring the vital role social psychology plays in the realm of engineering secure software systems. Beyond a mere technical endeavor, this paper contends that understanding and integrating social psychology principles into software processes are imperative for establishing robust and secure software systems. Recent studies in related fields show the importance of understanding the social psychology of other security domains. Finally, we identify critical gaps in software security research and present a set of research questions for incorporating more social psychology into software security research.
Large Language Models (LLMs),such as ChatGPT, are increasingly used in research, ranging from simple writing assistance to complex data annotation tasks. Recently, some research has suggested that LLMs may even be able to simulate human psychology and can, hence, replace human participants in psychological studies. We caution against this approach. We provide conceptual arguments against the hypothesis that LLMs simulate human psychology. We then present empiric evidence illustrating our arguments by demonstrating that slight changes to wording that correspond to large changes in meaning lead to notable discrepancies between LLMs' and human responses, even for the recent CENTAUR model that was specifically fine-tuned on psychological responses. Additionally, different LLMs show very different responses to novel items, further illustrating their lack of reliability. We conclude that LLMs do not simulate human psychology and recommend that psychological researchers should treat LLMs as useful but fundamentally unreliable tools that need to be validated against human responses for every new application.
The critical field of psychology necessitates a comprehensive benchmark to enhance the evaluation and development of domain-specific Large Language Models (LLMs). Existing MMLU-type benchmarks, such as C-EVAL and CMMLU, include psychology-related subjects, but their limited number of questions and lack of systematic concept sampling strategies mean they cannot cover the concepts required in psychology. Consequently, despite their broad subject coverage, these benchmarks lack the necessary depth in the psychology domain, making them inadequate as psychology-specific evaluation suite. To address this issue, this paper presents ConceptPsy, designed to evaluate Chinese complex reasoning and knowledge abilities in psychology. ConceptPsy includes 12 core subjects and 1383 manually collected concepts. Specifically, we prompt GPT-4 to generate questions for each concept using carefully designed diverse prompts and hire professional psychologists to review these questions. To help to understand the fine-grained performances and enhance the weaknesses, we annotate each question with a chapter label and provide chapter-wise accuracy. Based on ConceptPsy, we evaluate a broad range of LLMs. We
Cognitive psychology delves on understanding perception, attention, memory, language, problem-solving, decision-making, and reasoning. Large language models (LLMs) are emerging as potent tools increasingly capable of performing human-level tasks. The recent development in the form of GPT-4 and its demonstrated success in tasks complex to humans exam and complex problems has led to an increased confidence in the LLMs to become perfect instruments of intelligence. Although GPT-4 report has shown performance on some cognitive psychology tasks, a comprehensive assessment of GPT-4, via the existing well-established datasets is required. In this study, we focus on the evaluation of GPT-4's performance on a set of cognitive psychology datasets such as CommonsenseQA, SuperGLUE, MATH and HANS. In doing so, we understand how GPT-4 processes and integrates cognitive psychology with contextual information, providing insight into the underlying cognitive processes that enable its ability to generate the responses. We show that GPT-4 exhibits a high level of accuracy in cognitive psychology tasks relative to the prior state-of-the-art models. Our results strengthen the already available assessme
Psychological insights have long shaped pivotal NLP breakthroughs, from attention mechanisms to reinforcement learning and social modeling. As Large Language Models (LLMs) develop, there is a rising consensus that psychology is essential for capturing human-like cognition, behavior, and interaction. This paper reviews how psychological theories can inform and enhance stages of LLM development. Our review integrates insights from six subfields of psychology, including cognitive, developmental, behavioral, social, personality psychology, and psycholinguistics. With stage-wise analysis, we highlight current trends and gaps in how psychological theories are applied. By examining both cross-domain connections and points of tension, we aim to bridge disciplinary divides and promote more thoughtful integration of psychology into NLP research.
Large language models (LLMs) show increasingly advanced emergent capabilities and are being incorporated across various societal domains. Understanding their behavior and reasoning abilities therefore holds significant importance. We argue that a fruitful direction for research is engaging LLMs in behavioral experiments inspired by psychology that have traditionally been aimed at understanding human cognition and behavior. In this article, we highlight and summarize theoretical perspectives, experimental paradigms, and computational analysis techniques that this approach brings to the table. It paves the way for a "machine psychology" for generative artificial intelligence (AI) that goes beyond performance benchmarks and focuses instead on computational insights that move us toward a better understanding and discovery of emergent abilities and behavioral patterns in LLMs. We review existing work taking this approach, synthesize best practices, and highlight promising future directions. We also highlight the important caveats of applying methodologies designed for understanding humans to machines. We posit that leveraging tools from experimental psychology to study AI will become in
Social network analysis can answer research questions such as why or how individuals interact or form relationships and how those relationships impact other outcomes. Despite the breadth of methods available to address psychological research questions, social network analysis is not yet a standard practice in psychological research. To promote the use of social network analysis in psychological research, we present an overview of network methods, situating each method within the context of research studies and questions in psychology.
Individual and community psychology plays an important role in disaster management as human behavior exhibit diverse risk perceptions, recognition of the threats that exists, positive and negative emotions, panic, anger, rumor, stress and learned helplessness. These psychological factors are important as lack of attention to these can lead to detrimental outcome of disaster management effort. Disaster psychology has been seen as an emerging area of research and practice which deals with understanding of the psychological impact of individuals and community aftermath of the disasters. The aim of this paper is to put forward the conceptualization and development of dynamic networked psychology as a theoretical framework and its implications in exploring emotional contagion during disasters. We advocate theories of structural network dynamics can be used to construct DNP for exploring individuals as well as community coping mechanisms for improving preparedness, response and recovery of disasters. The advent of computational social science promotes the empirical modelling and analysis of massive volume of user data by inferring meaningful patterns for finding answers to important soci
Large language models (LLMs) exhibit expert-level performance in tasks across a wide range of different domains. Ethical issues raised by LLMs and the need to align future versions makes it important to know how state of the art models reason about moral and legal issues. In this paper, we employ the methods of experimental psychology to probe into this question. We replicate eight studies from the experimental literature with instances of Google's Gemini Pro, Anthropic's Claude 2.1, OpenAI's GPT-4, and Meta's Llama 2 Chat 70b. We find that alignment with human responses shifts from one experiment to another, and that models differ amongst themselves as to their overall alignment, with GPT-4 taking a clear lead over all other models we tested. Nonetheless, even when LLM-generated responses are highly correlated to human responses, there are still systematic differences, with a tendency for models to exaggerate effects that are present among humans, in part by reducing variance. This recommends caution with regards to proposals of replacing human participants with current state-of-the-art LLMs in psychological research and highlights the need for further research about the distincti
Leveraging the synergy between causal knowledge graphs and a large language model (LLM), our study introduces a groundbreaking approach for computational hypothesis generation in psychology. We analyzed 43,312 psychology articles using a LLM to extract causal relation pairs. This analysis produced a specialized causal graph for psychology. Applying link prediction algorithms, we generated 130 potential psychological hypotheses focusing on `well-being', then compared them against research ideas conceived by doctoral scholars and those produced solely by the LLM. Interestingly, our combined approach of a LLM and causal graphs mirrored the expert-level insights in terms of novelty, clearly surpassing the LLM-only hypotheses (t(59) = 3.34, p=0.007 and t(59) = 4.32, p<0.001, respectively). This alignment was further corroborated using deep semantic analysis. Our results show that combining LLM with machine learning techniques such as causal knowledge graphs can revolutionize automated discovery in psychology, extracting novel insights from the extensive literature. This work stands at the crossroads of psychology and artificial intelligence, championing a new enriched paradigm for da
Research in psychology generates interesting data sets and unique statistical modelling tasks. However, these tasks, while important, are often very specific, so appropriate statistical models and methods cannot be found in accessible Bayesian tools. As a result, the use of Bayesian methods is limited to those that have the technical and statistical fundamentals that are required for probabilistic programming. Such knowledge is not part of the typical psychology curriculum and is a difficult obstacle for psychology students and researchers to overcome. The goal of the bayes4psy package is to bridge this gap and offer a collection of models and methods to be used for data analysis that arises from psychology experiments and as a teaching tool for Bayesian statistics in psychology. The package contains Bayesian t-test and bootstrapping and models for analyzing reaction times, success rates, and colors. It also provides all the diagnostic, analytic and visualization tools for the modern Bayesian data analysis workflow.
Controllable story generation is a challenging task in the field of NLP, which has attracted increasing research interest in recent years. However, most existing works generate a whole story conditioned on the appointed keywords or emotions, ignoring the psychological changes of the protagonist. Inspired by psychology theories, we introduce global psychological state chains, which include the needs and emotions of the protagonists, to help a story generation system create more controllable and well-planned stories. In this paper, we propose a Psychology-guIded Controllable Story Generation System (PICS) to generate stories that adhere to the given leading context and desired psychological state chains for the protagonist. Specifically, psychological state trackers are employed to memorize the protagonist's local psychological states to capture their inner temporal relationships. In addition, psychological state planners are adopted to gain the protagonist's global psychological states for story planning. Eventually, a psychology controller is designed to integrate the local and global psychological states into the story context representation for composing psychology-guided stories
This paper explores the frontiers of large language models (LLMs) in psychology applications. Psychology has undergone several theoretical changes, and the current use of Artificial Intelligence (AI) and Machine Learning, particularly LLMs, promises to open up new research directions. We provide a detailed exploration of how LLMs like ChatGPT are transforming psychological research. It discusses the impact of LLMs across various branches of psychology, including cognitive and behavioral, clinical and counseling, educational and developmental, and social and cultural psychology, highlighting their potential to simulate aspects of human cognition and behavior. The paper delves into the capabilities of these models to emulate human-like text generation, offering innovative tools for literature review, hypothesis generation, experimental design, experimental subjects, data analysis, academic writing, and peer review in psychology. While LLMs are essential in advancing research methodologies in psychology, the paper also cautions about their technical and ethical challenges. There are issues like data privacy, the ethical implications of using LLMs in psychological research, and the nee
The psychology of science is the least developed member of the family of science studies. It is growing, however, increasingly into a promising discipline. After a very brief review of this emerging sub-field of psychology, we call for it to be invited into the collection of social sciences that constitute the interdisciplinary field of science policy. Discussing the classic issue of resource allocation, this paper tries to indicate how prolific a new psychological conceptualization of this problem would be. Further, from a psychological perspective, this research will argue in favor of a more realistic conception of science which would be a complement to the existing one in science policy.
There are numerous opportunities for engaging in research at the intersection of psychology and visualization. While most opportunities taken up by the VIS community will likely focus on the psychology of users, there are also opportunities for studying the psychology of designers. In this position paper, I argue the importance of studying design cognition as a necessary component of a holistic program of research on visualization psychology. I provide a brief overview of research on design cognition in other disciplines, and discuss opportunities for VIS to build an analogous research program. Doing so can lead to a stronger integration of research and design practice, can provide a better understanding of how to educate and train future designers, and will likely surface both challenges and opportunities for future research.