International Journal of Psychology (INT J PSYCHOL)
The International Journal of Psychology is the journal of the International Union of Psychological Science (IUPsyS) and is edited by the IUPsyS. Its purpose is to circulate scientific information within and among subdisciplines of psychology and to foster the development of psychological science around the world. The main part of each issue is devoted to empirical and theoretical papers in various fields of scientific psychology. Fields covered include general psychology (perception, learning, cognitive processes, language etc.), neuropsychology, developmental psychology, as well as social, biological, and cross-cultural psychology. The journal emphasises basic research and theory rather than technical and applied problems. With the aim of overcoming local limitations in psychology, the Journal is also devoted to international discussions of theories and methods on which psychologists from various countries and regions may differ. Many of IJP's issues include a second section, the International Platform for Psychologists, which provides an opportunity to exchange news and opinions on psychology as an academic and applied profession. This section also contains information about the IUPsyS, about major international meetings, and about the activities of the National Psychological Societies. Finally it offers an opportunity to express opinions and to discuss internationally significant psychological issues. There is now a new United Nations section within the International Platform for Psychologists. The Journal occasionally publishes a special issue, guest edited by specialists, devoted to a single topic.
Journal Impact: 0.31*
Journal impact history
|2016 Journal impact||Available summer 2017|
|2014 / 2015 Journal impact||0.31|
|2012 Journal impact||1.78|
|2011 Journal impact||2.21|
|2009 Journal impact||0.75|
|2008 Journal impact||1.07|
|2007 Journal impact||0.48|
|2006 Journal impact||0.85|
|2005 Journal impact||0.78|
|2004 Journal impact||0.91|
|2003 Journal impact||0.48|
|2002 Journal impact||0.57|
|2001 Journal impact||0.24|
|2000 Journal impact||0.41|
Journal impact over time
|Website||International Journal of Psychology website|
|Other titles||International journal of psychology (Online), Journal international de psychologie|
|Material type||Document, Periodical, Internet resource|
|Document type||Internet Resource, Computer File, Journal / Magazine / Newspaper|
Publications in this journal
- [Show abstract] [Hide abstract] ABSTRACT: This study focuses on lay conceptions of intelligence. It examined sex and cross-cultural similarities and differences in estimated intelligences and beliefs about intelligence in two countries, Angola and East Timor, within the reversal theory framework. A total of 209 Angolan (109 women and 100 men) and 183 Timorese (89 women and 94 men) students were participated in this study. Participants completed a questionnaire in order to estimate their parents', partners' and own overall intelligence and the 8 reversal multiple intelligences (telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence). Respondents also rated 6 questions about intelligence. Men rated their overall, conformist and autic mastery higher than women. Angolans rated their overall, telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence higher than Timorese. In both countries, fathers have been perceived as more intelligent than mothers, and telic intelligence emerged as a significant predictor of overall intelligence. Principal component analysis of the 8 reversal multiple intelligences yielded one factor. Angolan participants revealed more IQ test experience than Timorese participants. Most of respondents in both countries did not believe in sex differences in intelligence. These findings are discussed by means of cross-cultural literature.
- [Show abstract] [Hide abstract] ABSTRACT: Text-based communication is one of the substantial ways of spreading scientific information. While the content and contextual aspects of written words have been widely researched, the impact of font characteristics on text perception is an almost blank page. The following study deals with the influence of serifs on the evaluation of online-presented scientific abstracts. Yet there is only evidence for faster reading times when texts are presented in sans-serif fonts, although the opposite is stated in parts of the literature. The present work examines if the presence or absence of serifs also have an impact on the appraisal of scientific texts when all other important font characteristics do not change. For this purpose, 188 university students participated in an online experiment and rated different aspects of scientific abstracts as well as of the research outlined in the abstracts. The results show that missing serifs led to increased reading speed. However, and in contrast to the perceptual fluency hypothesis, the presence of serifs had a positive effect on all evaluation dimensions. The results of a second study with 187 participants also indicated that reading fluency counteracted the liking of texts. Implications for future studies and media production are discussed. © 2015 International Union of Psychological Science.
- [Show abstract] [Hide abstract] ABSTRACT: Single planning interventions have been found to promote short-term dietary change. Repeated planning interventions may foster long-term effects on behavior change. It remains unknown whether there is a critical number of boosters to establish long-term maintenance of behavioral changes. This study aimed at investigating what social-cognitive variables mediate the effects of the interventions on dietary behavior change. Overall, 373 participants (n = 270 women, 72.4%; age M = 52.42, SD = 12.79) were randomly allocated to one of five groups: a control group, a single planning group, and three groups with 3, 6, or 9 weeks' repeated planning interventions. Follow-ups took place 4, 6, and 12 months after baseline. Change in fat consumption was not promoted by any of the interventions. In terms of social-cognitive variables, intentions, self-efficacy and coping planning displayed a time × group interaction, with the 9 weeks' planning group showing the most beneficial effects. Effect sizes, however, were very small. None of the tested planning interventions successfully promoted change in fat consumption across the 12 month period. This, however, could not be explained by problems with adherence to the intervention protocol. Potential explanations for this unexpected result are discussed.
- [Show abstract] [Hide abstract] ABSTRACT: The effect of cognitive processes, learning strategies and social context on academic performance Mariel Musso Katholieke Univ Leuven - UADE, Argentina; Eduardo Cascallar It has been shown that general academic performance is an important predictor of future academic performance, job performance, and future income level (Kuncel, Crede, & Thomas, 2005). Previous research has also shown that working memory (WM) and attentional networks (ATN) are extremely good predictors of performance on various cognitive tasks and of academic performance in particular, even when estimating long-term learning outcomes. The goal of this research is to study the interaction of basic cognitive resources (WM and ATN) with learning strategies, social context, selfconcept, and individual background variables, as well as specifically the use of internet resources, and their impact on general academic performance. The sample of subjects was 700 entering university students of both genders, 18 to 25 years old, from various business and humanities programmes. The cognitive measures used were the Attentional Networks Test, and the AOSPAN (an automated test measuring working memory capacity). In addition, the LASSI (a validated learning strategies questionnaire) was used, together with a general questionnaire collecting basic background information, family system, socio-economic data, level of education of parents, occupation of parents, and internet use, of each student. Results show a very interesting pattern of interaction effects between the cognitive variables and background variables as well as with the LASSI subscales, highlighting the importance of certain levels of cognitive resources in combination with other variables for the prediction of levels of academic performance. These results have significant relevance for cognitive theory, learning, and self-regulation models, as well as applications in higher education practice.
- [Show abstract] [Hide abstract] ABSTRACT: Working memory and attention interactions with complexity and difficulty levels in task performance Mariel F. Musso & Eduardo C. Cascallar Abstract Basic cognitive processes such as executive attention (ExAtt) and working memory (WM) have been shown to be quite significant in the explanation of performance in various tasks. This study extends the analysis to determine the interaction of those individual cognitive processing characteristics with tasks of high and low levels of complexity and difficulty. These effects were studied in a mathematics test administered upon entry to higher education. A total of 850 students participated in the study and they were divided into four cognitive groups corresponding to high and low levels of each cognitive resource, using results from two online instruments, the Attentional Networks Test, and the AOSPAN (an automated test measuring working memory capacity). Tasks were categorized in high and low for levels of complexity and difficulty, as determined by TIMSS descriptors, and difficulty obtained with an item-response theory analysis. Results comparing performance between the four cognitive ability groups with the four task characteristics groupings clearly show significant interactions of cognitive resources with the two task characteristics. They establish the independent effect of working memory and executive attention on complexity and difficulty, the two latter constructs also being differentially affected by the cognitive resources. While WM accounts for an overall stronger effect, high ExAtt levels increase the performance of low WM subjects for complex and difficult tasks, as well as for easy and simple ones. These and other results show a clear pattern of interactions with significant implications for cognitive theory as well as for the study of performance conditions.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.