Integrative Physiological and Behavioral Science Journal Impact Factor & Information

Publisher: Springer Verlag

Journal description

Current impact factor: 1.11

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 1.114
2008 Impact Factor 0.312

Additional details

5-year impact 0.00
Cited half-life 6.80
Immediacy index 1.28
Eigenfactor 0.00
Article influence 0.00
Other titles Integrative psychological and behavioral science (Online)
ISSN 1936-3567
OCLC 86070656
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

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    • Must link to publisher version
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    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper aims to reflect on the relation between autobiographical memory (ME) and autobiographical narrative (NA), examining studies on the effects of narrating on the narrator and showing how studying these relations can make more comprehensible both memory's and narrating's way of working. Studies that address explicitly on ME and NA are scarce and touch this issue indirectly. Authors consider different trends of studies of ME and NA: congruency vs incongruency hypotheses on retrieving, the way of organizing memories according to gist or verbatim format and their role in organizing positive and negative emotional experiences, the social roots of ME and NA, the rules of conversation based on narrating. Analysis of investigations leads the Authors to point out three basic results of their research. Firstly, NA transforms ME because it narrativizes memories according to a narrative format. This means that memories, when are narrated, are transformed in stories (verbal language) and socialised. Secondly, the narrativization process is determined by the act of telling something within a communicative situation. Thus, relational situation of narrating act, by modifying the story, modifies also memories. The Authors propose the RE.NA.ME model (RElation, NArration, MEmory) to understand and study ME and NA. Finally, this study claims that ME and NA refer to two different types of processes having a wide area of overlapping. This is due to common social, developmental and cultural roots that make NA to include part of ME (narrative of memory) and ME to include part of NA (memory of personal events that have been narrated).
    Integrative Physiological and Behavioral Science 10/2015; DOI:10.1007/s12124-015-9330-6
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    ABSTRACT: The concept of Higher Psychological Functions (HPFs) may seem to be well know in psychology today. Yet closer analysis reveals that HPFs are either not defined at all or if defined, then by a set of characteristics not justified theoretically. It is not possible to determine whether HPFs exist or not, unless they are defined. Most commonly the idea of HPFs is related to Vygotsky's theory. According to him, HPFs are: (1) psychological systems, (2) developing from natural processes, (3) mediated by symbols, (4) forms of psychological cooperation, which are (5) internalized in the course of development, (6) products of historical development, (7) conscious and (8) voluntary (9) active forms of adaptation to the environment, (10) dynamically changing in development, and (11) ontogeny of HPFs recapitulates cultural history. In this article these characteristics are discussed together with the relations among them. It is concluded that HPFs are real psychological phenomena.
    Integrative Physiological and Behavioral Science 09/2015; DOI:10.1007/s12124-015-9328-0
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    ABSTRACT: The paper explores that CHT contains at least three dialectical concepts and principles; (1) development as drama (dialectical contradiction) and the principle of dramatic construction of the personality, (2) the concept of mediating activity and the principle of qualitative transition and reorganisation and (3) the concept of perezhivanie and the principle of refraction. Rethinking the status of "the social" creates opportunities to overcome a dualism of two groups of factors (biological and social) and introduces the principle of dramatic construction of the personality, which is an intrapsychological result of overcoming social dramatical interpsychological collisions (dramas of life). Rethinking "the individual" in relation to mediating activity leads to the conclusion that by creating and using cultural signs an individual not only creates artificial stimuli-devices for mastering his psychological processes, but actively reorganizes the whole social situation. Dialectics of the individual and social is explained as interpsychological and intrapsychological are dimensions of one "social-individual" or "individual-social" continuum. Drama of real life refracted through the prism of perezhivanie becomes a drama of a personality; intrapsychological higher mental function develops, but remains quasi-social.
    Integrative Physiological and Behavioral Science 09/2015; DOI:10.1007/s12124-015-9327-1
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    ABSTRACT: Mainstream personality psychology in the West neglects the investigation of intra-individual process and variation, because it favors a Being over a Becoming ontology. A Being ontology privileges a structural (e.g., traits or selves) conception of personality. Structure-centric models in turn suggest nomothetic research strategies and the investigation of individual and group differences. This article argues for an open-system, process-centric understanding of personality anchored in an ontology of Becoming. A classical Confucian model of personality is offered as an example of a process-centric approach for investigating and appreciating within-person personality process and variation. Both quantitative and qualitative idiographic strategies can be used as methods of scientific inquiry, particularly the exploration of the Confucian exemplar of psychological health and well-being.
    Integrative Physiological and Behavioral Science 09/2015; DOI:10.1007/s12124-015-9329-z
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    ABSTRACT: This paper examines the name as an issue of interest in the psychology field. In thinking about the role played by names for some of the most important approaches on the psychology panorama, it has been found that the analysis of names can be used as an instrument for the investigation of thought formation processes, or as an element in the process of constructing personal identity. In the first case, the focus is on the so-called "common" names, which designate objects; in the second case, instead, it is on people's given names and on the way they are perceived by their bearers and those who surround them. We have examined both domains, since it is essential to understand how the psychological concepts related to names develop in children's minds, if we aim to grasp their importance as designators of people's internal and external realities. Lastly, we have proposed our own view of the person's name, linked to the relational systems perspective which essentially sees the name as a signifier or "representative" of the child-parent relationship, while the "relationship" is the signified.
    Integrative Physiological and Behavioral Science 09/2015; DOI:10.1007/s12124-015-9326-2
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    ABSTRACT: Although our environments and ourselves are usually thought about as relatively stable over time, there is always a tension between sameness and non-sameness in our lives. Because any development is considered as emerging non-sameness, I report that the inquiry into the development of human mind must regard this tension as essential. In this paper, first I show that this tension is a highly relational and dynamic phenomenon that cannot be fixed or measured in numerical terms. Non-sameness is not only a result of development but also a ground that leads to further development in the future. After illustrating the function and regulation of the {same <> non-same} tension in development by analyzing an excerpt from a mother-child conversation, I explain that this tension, or more generally the dialectic nature, is within the core of psychological phenomena, in terms that were introduced to psychology by James Mark Baldwin a century ago. These discussions imply the importance of inquiring into the process of development that emerges from the dialectic tension and fluctuations of our movements and that is observable in various relationships, including the relationship between researchers and study participants.
    Integrative Physiological and Behavioral Science 09/2015; DOI:10.1007/s12124-015-9325-3
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    ABSTRACT: Mysterious yet unavoidable, silence-phenomena appear to us in inherent ambiguity. In its plurality of meanings, phenomena related to silence are often perceived as overwhelming because they transcend the communicative capacity of language making it a challenge for cultural psychology to understand its involvement in our processes of making sense of experience and existence. Human growth and development involve processes where presence, void and content, voice, sound and noise, motion, transition and stillness, have dialectic interactions. In this article I discuss silence-phenomena as a bordering notion in terms of its discursive quality, the silent quality of speech, and the awareness of the ineffable. In addition, I highlight the possible implications of such notion in the understanding of affect from the perspective of Semiotic Cultural Psychology. I also emphasize the importance of considering psychological borders as multi-dimensional, taking the phenomenological experience of temporality as an illustration, which is also related to high emotional involvement of attention.
    Integrative Physiological and Behavioral Science 08/2015; DOI:10.1007/s12124-015-9321-7
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    ABSTRACT: In this paper the notion of border will be examined in a cultural life course perspective. I will investigate borders as psycho-cultural constructions created to enable and control meaning-making in the intersection between subjects engagements and concerns and collectively constructed and guiding meanings. An empirical analysis of one boy's life course in and between home, school and a Leisure Time Activity Center in the years 1st to 3rd grade demonstrates a systemic construction of borders involving him, his teachers and his parents and renders the boy to choose between becoming an engaged pupil or a dedicated son. As such, the analysis can illuminate processes of school - home interactions that work opposite of what is intended and become detrimental to children's life. In a cultural life course perspective borders show how life is maintained as meaningful and not only guide the present living but also serve as directional guides into the future.
    Integrative Physiological and Behavioral Science 07/2015; DOI:10.1007/s12124-015-9319-1
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    ABSTRACT: The notion of the border is an interesting advancement in research on the processes of meaning making within the cultural psychology. The development of this notion in semiotic key allows to handle with adequate complexity construction, transformation, stability and the breakup of the relationship between person/world/otherness. These semiotic implications have already been widely discussed and exposed by authors such Valsiner (2007, 2014), Neuman (2003, 2008), Simão (Culture & Psychology, 9, 449-459, 2003, Theory & Psychology, 15, 549-574, 2005, 2015), with respect to issues of identity/relatedness, inside/outside, stability/change in the irreversible flow of the time. In this work, after showing some of the basics of such semiotic notion of border, we discuss the processes of construction and transformation of borders through the modal articulation, defined as the contextual positioning that the person assumes with respect to the establishment of a boundary in terms of necessity, obligation, willingness, possibility, permission, ability. This modal subjective positioning acquires considerable interest from the clinical point of view since its degree of plasticity vs that of rigidity is the basis of processes of development or stiffening of relations between person/world/otherness.
    Integrative Physiological and Behavioral Science 07/2015; DOI:10.1007/s12124-015-9318-2
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    ABSTRACT: In this article, we explore a fundamental issue of Cultural Psychology, that is our "capacity to make meaning", by investigating a thesis from contemporary philosophical semantics, namely, that there is a decisive relationship between language and rationality. Many philosophers think that for a person to be described as a rational agent he must understand the semantic content and meaning of the words he uses to express his intentional mental states, e.g., his beliefs and thoughts. Our argument seeks to investigate the thesis developed by Tyler Burge, according to which our mastery or understanding of the semantic content of the terms which form our beliefs and thoughts is an "incomplete understanding". To do this, we discuss, on the one hand, the general lines of anti-individualism or semantic externalism and, on the other, criticisms of the Burgean notion of incomplete understanding - one radical and the other moderate. We defend our understanding that the content of our beliefs must be described in the light of the limits and natural contingencies of our cognitive capacities and the normative nature of our rationality. At heart, anti-individualism leads us to think about the fact that we are social creatures, living in contingent situations, with important, but limited, cognitive capacities, and that we receive the main, and most important, portion of our knowledge simply from what others tell us. Finally, we conclude that this discussion may contribute to the current debate about the notion of borders.
    Integrative Physiological and Behavioral Science 06/2015; DOI:10.1007/s12124-015-9315-5
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    ABSTRACT: We propose the use of the equate-to-differentiate model (Li, S. (2004), Equate-to-differentiate approach, Central European Journal of Operations Research, 12) to explain the occurrence of both the conjunction and disjunction fallacies. To test this model, we asked participants to judge the likelihood of two multi-statements and their four constituents in two modified versions of the Linda problem in two experiments. The overall results underpin this pragmatic model's inference and also reveal that (1) single conjunction and disjunction fallacies are most prevalent, (2) the incidence of the conjunction fallacy is proportional to the distance between the constituent probabilities, and (3) some participants misinterpreted A ∧ B either as ¬ A ∧ B or A ∨ B. The findings were generally consistent with the configural weighted average model (Nilsson, H., Winman, A., Juslin, P., & Hansson, G. (2009), Linda is not a bearded lady, Journal of Experimental Psychology: General, 138) and the potential surprise conceptual framework (Fisk, J. E. (2002), Judgments under uncertainty, British Journal of Psychology, 93).
    Integrative Physiological and Behavioral Science 06/2015; DOI:10.1007/s12124-015-9314-6
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    ABSTRACT: Psychology has permanent problems of theoretical coherence and practical, analytic and critical efficiency. It is claimed that Activity Theory (AT) with roots in a long European philosophical tradition and continued in Russian AT is a first step to remedy this. A Danish version of AT may have a key to exceed some, mostly implicit, ontological restrictions in traditional AT and free it from an embracement of functionalism and mechanicism, rooted in Renaissance Physics. The analysis goes back to Aristotle's understanding of the freely moving animal in its ecology and introduces some dualities in the encounter between subject and object which replace the dualistic dichotomies traditionally splitting Psychology in Naturwissenschaft vs. Geisteswissenshaft. This also implies a "Copernican turn" of Cartesian dualism. The perspectives are to give place for a phenomenology of meaning without cutting human psyche out of Nature and to open Psychology to its domain.
    Integrative Physiological and Behavioral Science 05/2015; DOI:10.1007/s12124-015-9313-7
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    ABSTRACT: Awareness of including Single-Case Method (SCM), as a possible methodology in quantitative research in the field of psychology, has been argued as useful, e.g., by Hurtado-Parrado and López-López (IPBS: Integrative Psychological & Behavioral Science, 49:2, 2015). Their article introduces a historical and conceptual analysis of SCMs and proposes changing the, often prevailing, tendency of neglecting SCM as an alternative to Null Hypothesis Significance Testing (NHST). This article contributes by putting a new light on SCM as an equally important methodology in psychology. The intention of the present article is to elaborate this point of view further by discussing one of the most fundamental requirements as well as main characteristics of SCM regarding temporality. In this respect that; "…performance is assessed continuously over time and under different conditions…" Hurtado-Parrado and López-López (IPBS: Integrative Psychological & Behavioral Science, 49:2, 2015). Defining principles when it comes to particular units of analysis, both synchronic (spatial) and diachronic (temporal) elements should be incorporated. In this article misunderstandings of the SCM will be adduced, and further the temporality will be described in order to propose how the SCM could have a more severe usability in psychological research. It is further discussed how to implement SCM in psychological methodology. It is suggested that one solution might be to reconsider the notion of time in psychological research to cover more than a variable of control and in this respect also include the notion of time as an irreversible unity within life.
    Integrative Physiological and Behavioral Science 05/2015; 49(3). DOI:10.1007/s12124-015-9309-3
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    ABSTRACT: Ethnographic video recordings of high functioning children with autism or Aspergers Syndrome in everyday social encounters evidence their first person perspectives. High quality visual and audio data allow detailed analysis of children's bodies and talk as loci of reflexivity. Corporeal reflexivity involves displays of awareness of one's body as an experiencing subject and a physical object accessible to the gaze of others. Gaze, demeanor, actions, and sotto voce commentaries on unfolding situations indicate a range of moment-by-moment reflexive responses to social situations. Autism is associated with neurologically based motor problems (e.g. delayed action-goal coordination, clumsiness) and highly repetitive movements to self-soothe. These behaviors can provoke derision among classmates at school. Focusing on a 9-year-old girl's encounters with peers on the playground, this study documents precisely how autistic children can become enmeshed as unwitting objects of stigma and how they reflect upon their social rejection as it transpires. Children with autism spectrum disorders in laboratory settings manifest diminished understandings of social emotions such as embarrassment, as part of a more general impairment in social perspective-taking. Video ethnography, however, takes us further, into discovering autistic children's subjective sense of vulnerability to the gaze of classmates.
    Integrative Physiological and Behavioral Science 05/2015; 49(2). DOI:10.1007/s12124-015-9306-6
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    ABSTRACT: In this paper I discuss the relevance of the single-case approach in psychological research. Based upon work by Hurtado-Parrado and López-López (Integrative Psychological and Behavioral Science, 2015), who outlined the possibility that Single-Case Methods (SCMs) could be a valid alternative to Null Hypothesis Significance Testing (NHST), I introduce the idiographic approach (Salvatore and Valsiner Theory & Psychology, 20(6), 817-833, 2010; Valsiner Cultural & Psychology, 20(2), 147-159, 2014; Salvatore Culture & Psychology, 20(4), 477-500, 2014) based on the logic of abductive generalization, rather than the logic of inductive generalization. I present the theoretical, epistemological and methodological assumptions that this approach proposes; in particular, I discuss the re-conceptualization of some now obsolete rigid opposition, the inconsistency of sample use in psychological research, the relationship between uniqueness and general, the relationship between theory and phenomena, and finally the validation process.
    Integrative Physiological and Behavioral Science 05/2015; 49(3). DOI:10.1007/s12124-015-9307-5