Integrative Physiological and Behavioral Science

Publisher: Springer Verlag

Current impact factor: 1.11

Impact Factor Rankings

2016 Impact Factor Available summer 2017
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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Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of the paper is to contribute to the definition and analysis of the "access to the field" (Feldman et al. 2003) through an inter-organizational perspective. The paper discusses a case study on the access of a researcher to a hospital department where both organizations and actors are shown as actively constructing the research site. Both researcher and participants are described in terms of work organizations originally engaged in parallel systems of activity. Dynamics of negotiation "tied" the different actors' activities in a new activity system where researcher and participants concur to the effectiveness of both organizations (i.e., the research and the hospital ward). An Activity Theory perspective (Leont'ev 1978) is used with the aim of focusing the analysis on the activities in charge to the different actors. The approach adopted introduces the idea that, from the outset, research is made possible by a process of co-construction that works through the development of a completely new and shared work space arising around the encounter between researchers and participants. It is the balance between improvised actions and the co-creation of "boundary objects" (Star and Griesemer 1989), which makes interlacement possible between the two activity systems. The concept of "knotworking" (Engeström 2007a) is adopted to interpret specific actions by both organizations and actors intended to build a knot of activities whereby the new research system takes place.
    No preview · Article · Nov 2015 · Integrative Physiological and Behavioral Science
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    ABSTRACT: The aim of this article is to shed light on how environmental standards in the life of youths influence the development of self. We propose the concept of 'subjectified subjectivity' to grasp these person-environment dialectics in a general form. By elaborating on these conceptual understandings of youth life, the article also seeks to understand young people from their own perspectives on life and from their developing life-perspectives, rather than from general categories. Based on one of the author's data from her study of young people in their transition to (and through the first year of) high school, we carry out an analysis of a 16-year old high school student and how her approach to beer, to beer drinking as a part of Danish high school life-style, and to herself changes over time. We suggest a dialectical-ecological model to analyze the dialectical and synthetic movements over time of the girl and her environments.
    No preview · Article · Nov 2015 · Integrative Physiological and Behavioral Science
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    ABSTRACT: As a perspective on Mammen and Miroenkos the article is reflecting on the possibility of Activity Theory being a foundation on which Psychology could be integrated. Mammen and Miroenkos point that directed activity not only is towards objects "defined as a sum of qualities, but by individual reference" is a starting point. As a specific example the phenomenon Love, as "significant object relations", is related to the concept "choice categories". It is stated that relations of affection and love can't be understood independent of history of common activity, and that this makes the concept "choice categories" central in a psychological understanding of what love is.
    No preview · Article · Oct 2015 · Integrative Physiological and Behavioral Science
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    ABSTRACT: It has become a truism to state that cultural characteristics (knowledge, identity, practices) are "socially constructed." However, critics point out that the social overwhelmingly is understood as a context-a trivial sense of the social-and that the real social nature of human practices tends not to be shown. The Russian social psychologist L. S. Vygotsky assumes in his late work a primacy of the social such that all higher psychological functions are social relations between people before they are functions. As a result, human development occurs in and as sociogenesis. Grounded in an ethnomethodological take on the social, the purpose of this article is to articulate and develop this unrecognized and unheeded, radical aspect of the late Vygotskian theory, thereby going beyond wrote and may have intended.
    No preview · Article · Oct 2015 · Integrative Physiological and Behavioral Science
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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.
    No preview · Article · Sep 2015 · Integrative Physiological and Behavioral Science
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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.
    No preview · Article · Sep 2015 · Integrative Physiological and Behavioral Science
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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.
    No preview · Article · Sep 2015 · Integrative Physiological and Behavioral Science
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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.
    No preview · Article · Aug 2015 · Integrative Physiological and Behavioral Science
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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.
    No preview · Article · Jul 2015 · Integrative Physiological and Behavioral Science