Skip to main content Accessibility help
×
Home
Science as Psychology
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 15

Book description

Science as Psychology reveals the complexity and richness of rationality by demonstrating how social relationships, emotion, culture, and identity are implicated in the problem-solving practices of laboratory scientists. In this study, the authors gather and analyze interview and observational data from innovation-focused laboratories in the engineering sciences to show how the complex practices of laboratory research scientists provide rich psychological insights, and how a better understanding of science practice facilitates understanding of human beings more generally. The study focuses not on dismantling the rational core of scientific practice, but on illustrating how social, personal, and cognitive processes are intricately woven together in scientific thinking. The book is thus a contribution to science studies, the psychology of science, and general psychology.

Reviews

'In Science as Psychology, three psychologists and an expert in the philosophy and cognitive science of science have produced a valuable contribution that takes the field of psychology of science in fascinating new directions … provides fascinating data about sense-making and identity in scientific laboratories … the book contributes to a valuable trend to elevate the psychology of science to full partnership within science studies.'

Paul Thagard Source: Metascience

Refine List

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Send to Kindle
  • Send to Dropbox
  • Send to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
×

Contents

References
Adams, F., & Aizawa, K. (2008). The bounds of cognition. Oxford: Blackwell.
Adler, A. (1992). Understanding human nature (C. Brett, Trans.). Oxford: Oneworld Publications. (Original work published 1927)
Alac, M., & Hutchins, E. (2004). I see what you are saying: Action as cognition in fMRI brain mapping practice. Journal of Cognition and Culture, 4(3–4), 629–662.
Alasuutari, P. (1995). Researching culture: Qualitative method and cultural studies. Thousand Oaks, CA: Sage.
Alcoff, L. (2006). Visible identities: Race, gender and the self. Oxford: Oxford University Press.
Alloy, L. B., & Abramson, L. Y. (1988). Depressive realism: Four theoretical perspectives. In Alloy, L. B. (Ed.), Cognitive processes in depression (pp. 223–265). New York: Guilford.
Alper, J. (1993). The pipeline is leaking all the way. Science, 260, 409–411.
Alsop, R., Fitzsimmons, A., & Lennon, K. (2002). Theorizing gender. Cambridge: Polity Press.
Anscombe, G. E. M. (1966). Intentions. Oxford: Blackwell.
Anderson, M. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91–130.
Arnold, M. B. (1960). Emotion and personality: Vol. 1. Psychological aspects. New York: Columbia University Press.
Atkins, K. (2005). Self and subjectivity. Oxford: Blackwell.
Auxier, R. (2002). Preface. In Auxier, R. & Hahn, L. E. (Eds.). The philosophy of Marjorie Grene (pp. xvii–xx). Library of Living Philosophers Series. Peru, IL: Open Court Publishing.
Baars, B. J. (1986). The cognitive revolution in psychology. New York: Guilford.
Bannister, D., & Mair, J. M. M. (1968). The evaluation of personal constructs. London: Academic Press.
Baron-Cohen, S., Bolton, P., Wheelwright, S., Short, L., Mead, G., Smith, A., & Scahill, V. (1998). Autism occurs more often in families of physicists, engineers, and mathematicians. Autism, 2, 296–301.
Barsalou, L. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645.
Bechara, A. (2004). The role of emotion in decision-making: Evidence from neurological patients with orbitofrontal damage. Brain and Cognition, 55(1), 30–40.
Beck, A. (1970). Depression: Causes and treatment. Philadelphia: University of Pennsylvania Press.
Becvar, A., Hollan, J., & Hutchins, E. (2008). Representing gestures as cognitive artifacts. In Ackerman, M. S., Halverson, C., Erickson, T., & Kellogg, W. A. (Eds.), Resources, co-evolution, and artifacts: Theory in CSCW (pp. 117–143). New York: Springer.
Bedford, E. (1962). Emotions. In Chappell, V. C. (Ed.), The philosophy of mind (pp. 110-126). Englewood Cliffs, NJ: Prentice-Hall.
Bennett, M. R., & Hacker, P. M. S. (2003). Philosophical foundations of neuroscience. Oxford: Blackwell.
Ben-Ze'ev, A. (2000). The subtlety of emotion. Cambridge, MA: MIT Press.
Berkson, W. & Wettersten, J. (1984). Learning from Error: Karl Popper's Psychology of Learning. LaSalle, IL: Open Court.
Bickhard, M. H. (2008). Are You Social? The Ontological and Developmental Emergence of the Person. In Mueller, U., Carpendale, J. I. M., Budwig, N., & Sokol, B. (Eds.) Social Life and Social Knowledge (pp. 17–42). New York: Taylor & Francis.
Billig, M. (2002). Henri Tajfel's cognitive aspects of prejudice. British Journal of Social Psychology, 41, 171–188.
Bloor, D. (1976). Knowledge and social imagery. London, UK: Routledge & Kegan Paul.
Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press. (Original work published in French as Le sens practique, 1980)
Bowlby, J. (1991). Charles Darwin, a new life. New York: Norton.
Brentano, F. (1995). Psychology from an empirical standpoint (P. Simons, Trans.). New York: Routledge. (Original work published as Psychologie vom empirischen Standpunkt, 1874)
Bridgman, P. (1950). Reflections of a physicist. New York: The Philosophical Library.
Brightman, E. S. (1943). Personality as a metaphysical principle. In Brightman, E. S. (Ed.), Personalism in theology (pp. 40–63). Boston: Boston University Press.
Brockmeier, J. (2009). Reaching for meaning: Human agency and the narrative imagination. Theory & Psychology, 19(2), 213–233.
Brown, R. (2000). Social Identity Theory: past achievements, current problems and future challenges. European Journal of Social Psychology, 30, 745–778.
Brown, B. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810–834.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.
Brown, R. (2002). Henri Tajfel's ‘Cognitive aspects of prejudice’ and the psychology of bigotry. British Journal of Social Psychology, 41, 195–197.
Brown, S. (2007). Intergroup processes: Social identity theory: Introduction. In Langdridge, D. & Taylor, S. (Eds.), Critical readings in social psychology (pp. 133–135). Maidenhead, UK: Open University Press.
Burke, P. J., & Stets, J. E. (2009). Identity theory. New York: Oxford University Press.
Burns, L., Einaudi, P., & Green, P. (2009). S&E graduate enrollments accelerate in 2007; Enrollments of foreign students reach new high (NSF Report 09-314). Retrieved from National Science Foundation, Division of Science Resources Statistics, http://www.nsf.gov/statistics/infbrief/nsf09314/nsf09314.pdf.
Burrelli, J. (2008). Thirty-three years of women in S&E faculty positions (NSF Report 08–308). Retrieved from National Science Foundation, Division of Science Resources Statistics, http://www.nsf.gov/statistics/infbrief/nsf08308/.
Butler, J. (1990). Gender trouble and the subversion of identity. New York: Routledge.
Butler, J. (1993). Bodies that matter: On the discursive limits of “sex.” New York: Routledge.
Carlone, H., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: MIT Press.
Carnap, R. (1935). Philosophy and logical syntax. London: K. Paul, Trench, Trübner & Co., Ltd.
Carruthers, P., Stich, S., & Segal, M. (2002). The cognitive basis of science. Cambridge, UK: Cambridge University Press.
Chandrasekharan, S., & Nersessian, N. J. (2008). Counterfactuals in science and engineering. Behavioral and Brain Sciences, 30, 454–455.
Chandrasekharan, S., & Osbeck, L. (2010). Rethinking situatedness: Environmental structure in the time of common code. Theory and Psychology, 20(2), 171–207.
Christensen, B. T., & Schunn, C. D. (2008). The role and impact of mental simulation in design. Applied Cognitive Psychology, 22, 1–18.
Clancey, W. J. (1997). Situated cognition: on human knowledge and computer representations. Cambridge, UK: Cambridge University Press.
Clark, A. (2003). Natural-born cyborgs: Minds, technologies, and the future of human intelligence. Oxford, UK: Oxford University Press.
Clark, S., & Corcoran, M. (1986). Perspective on the professional socialization of women: A case of accumulative disadvantage. Journal of Higher Education, 57(1), 20–43.
Clewell, B., & Campbell, P. (2002). Taking stock: Where we've been, where we are, where we are going. Journal of Women and Minorities in Science and Engineering, 8, 255–284.
Conefrey, T. (1997). Gender, culture and authority in a university life sciences laboratory. Discourse and Society, 8(3), 313–340.
Connell, R. (2002). Gender. Cambridge: Polity Press.
Craik, K. (1943). The nature of explanation. Cambridge: Cambridge University Press.
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Grosset/Putnam.
Damasio, A. R. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex. Philosophical Transactions of the Royal Society of London B, 351, 1413–1420.
Damasio, A. R. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt, Brace.
D'Andrade, R. G. (1995). The development of cognitive anthropology. Cambridge: Cambridge University Press.
Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. New York: Cambridge University Press.
Danziger, K. (1997). Naming the mind: How psychology found its language. London: Sage.
Daston, L., & Galison, P. (2007). Objectivity. New York: Zone Books.
Davidson, R. J., & Sutton, S. K. (1995). Affective neuroscience: The emergence of a discipline. Current Opinion in Neurobiology, 5, 217–224.
Davies, B., & Harré, R. (1999). Positioning and personhood. In Harré, R. & Langenhove, (Eds.), Positioning theory (pp. 32–52). Oxford: Blackwell.
Deaux, K., Reid, A., Mizrahi, K., & Ethier, K. A. (1995). Parameters of social identity. Journal of Personality and Social Psychology, 68, 280–291.
deFina, A., Schiffrin, D., & Bamburg, M. (Eds.). (2006). Discourse and identity. Studies in Interactional Sociolinguistics. New York: Cambridge University Press.
Deigh, J. (1994). Cognitivism in the theory of emotions. Ethics, 104(4), 824–854.
Mey, M. (1982). The cognitive paradigm. Chicago: University of Chicago Press.
Denzin, N. K. (1971). The logic of naturalistic inquiry. Social Forces, 50, 166–182.
Sousa, R. (1995). Emotion. In Guttenplan, S. (Ed.), A companion to the philosophy of mind (p. 270). Oxford: Blackwell.
Sousa, R. (1997). The rationality of emotion (5th printing). Cambridge, MA: MIT Press.
Devos, T., & Banaji, M. (2003). Implicit self and identity. In Leary, M. R. & Tangney, J. B. (Eds.), Handbook of self and identity (pp. 133–175). New York: Guilford.
Welde, K., Laursen, S., & Thiry, H. (2007). Women in science, technology, engineering and math (STEM). Retrieved from http://www.socwomen.org/socactivism/stem_fact_sheet.pdf.
Dewey, J. (1896). The reflex arc concept in psychology. Psychological Review, 3, 357–370.
Dewey, J. (1910). How we think. New York: Heath.
Dewey, J. (1926). Art and education. Merion: Barnes Foundation Press.
Dewey, J. (1929). Experience and nature. London: George Allen & Unwin.
Dewey, J. (1930). The quest for certainty: A study of the relation of knowledge and action. London: Allen & Unwin.
Dewey, J. (1938a). Experience and education. New York: Collier.
Dewey, J. (1938b). Logic: The theory of inquiry. New York: Henry Holt.
Dewey, J., & Bentley, A. (1949). Knowing and the known. Boston: Beacon.
Dixon, J. (2007). Prejudice, conflict, and conflict resolution. In Holloway, W., Lucey, H. & Phoenix, A. (Eds.), Social psychology matters (pp. 145–172). Maidenhead, UK: Open University Press.
Donald, M. (1991). Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition. Cambridge, MA: Harvard University Press.
Dreyfus, H. (1997). Intuitive, deliberative, and calculative models of expert performance. In Zsambok, C. & Klein, G. (Eds.), Naturalistic decision making (pp. 17–28). Mahwah, NJ: Erlbaum.
Dreyfus, H., & Dreyfus, S. (1979). The scope, limits, and training implications of three models of aircraft pilot emergency response behavior. Berkeley, CA: Operations Research Center.
Dreyfus, H., & Dreyfus, S. (1980). A five-stage model of the mental activities involved in directed skill acquisition. Berkeley, CA: Operations Research Center.
Dunbar, K., & Blanchette, I. (2001). The in vivo/in vitro approach to cognition: The case of analogy. TRENDS in Cognitive Science, 5, 334–339.
Duncombe, R. L. (1945). Personal equation in astronomy. Popular Astronomy, 4(42), 63-75.
Eberhardt, J. (2005). Imaging race. American Psychologist, 60(2), 181–190.
Edwards, D. (1997). Discourse and cognition. London: Sage.
Eiduson, B. (1962). Scientists: Their psychological world. New York: Basic Books.
Eisenhart, M., & Finkel, E. (2001). Women (still) need not apply. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 13–23). New York: Routledge.
Elgin, C. Z. (1996). Considered judgment. Princeton: Princeton University Press.
Ellis, A. (1977). Anger: How to live with and without it. Secaucus, NJ: Citadel Press.
Elster, J. (1996). Rationality and the emotions. Economic Journal, 106, 1386–1397.
Emirbayer, M., & Goldberg, C. A. (2005). Pragmatism, Bourdieu, and collective emotions in contentious politics. Theory and Society, 34(5/6), 469–518.
Endedy, N., Goldberg, J., & Welsh, K. (2005). Complex dilemmas of identity. Science Education, 90, 68–90.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Engeström, Y. & Miettinen, R. (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
Engeström, Y., & Miettinen, R. (1999). Perspectives on activity theory. Cambridge, UK: Cambridge University Press.
Erikson, E. (1959). Identity and the life cycle. New York: International Universities Press.
Etzkowitz, H., Kemelgor, C., Neuschatz, M., Uzzi, B., & Alonzo, J. (1994). The paradox of critical mass for women in science. Science, 266, 51–54.
Etzkowitz, H., Kemelgor, C., & Uzzi, B. (2000). Athena unbound: The advancement of women in science. Cambridge, MA: Harvard University Press.
Evnine, S. (2008). Epistemic dimensions of personhood. New York: Oxford University Press.
Fairbairn, W. R. D. (1954). An object-relations theory of the personality. New York: Basic Books.
Fanon, F. (1967). Black skin, white masks. New York: Grove Press. (Original work published 1952)
Fausto-Sterling, A. (2000). Sexing the body. New York: Basic Books.
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290–309.
Feist, G. J. (2006a). The psychology of science and the origins of the scientific mind. New Haven, CT: Yale University Press.
Feist, G. (2006b). The past and future of the psychology of science. Review of General Psychology, 10(2), 92–97.
Feist, G. J., & Gorman, M. E. (1998). Psychology of science: Review and integration of a nascent discipline. Review of General Psychology, 2, 3–47.
Ferreira, M. (2002). The research lab: A chilly place for graduate women. Journal of Women and Minorities in Science and Engineering, 8(1), 85–98.
Ferriman, K., Lubinski, D., & Benbow, C. (2009). Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood. Journal of Personality and Social Psychology, 97(3), 517–532.
Fetzer, J. (2003). The sky is not falling…accepting failure to create innovation in experimentation. Annals of Biological Chemistry, 375(5), 597–598.
Feyerabend, P. (1975). Against method. Scranton, PA: Verso Books.
Fine, M., Weis, L., Pruitt, L., & Burns, A. (2004). Off white: Readings on race, power, and society (2nd ed.). New York: Routledge.
Fink, B. (2007). Fundamentals of psychoanalytic technique: A Lacanian approach for practitioners. New York: Norton.
Fodor, J. A. (1980). Methodological solipsism considered as a research strategy in cognitive psychology. Behavioral and Brain Sciences, 3, 63–109.
Foucault, M. (1977). What is an author? In Bouchard, D. (Ed.), Language, counter-memory, practice: Selected essays and interviews (pp. 113–138). Ithaca, NY: Cornell University Press.
Fox, M. F. (2000). Organizational environments and doctoral degrees in science and engineering departments. Women's Studies Quarterly, 28, 47–61.
Fox, M. F., & Mohapatra, S. (2007). Social-organizational characteristics of work and publication productivity among academic scientists in doctoral granting departments. Journal of Higher Education, 78, 542–571.
Franken, R. (2006). Human motivation (6th ed.). Florence, KY: Wadsworth.
Fransella, F. (1995). George Kelly. London: Sage.
Freud, S. (1960). The ego and the id (G. Strachey, Trans.). New York: Norton. (Original work published 1923)
Fridlund, A. J. (1994). Human facial expression: An evolutionary view. San Diego: Academic Press.
Fridlund, A. J., & Russell, J. A. (2006). The functions of facial expressions: What's in a face? In Manusov, V. & Patterson, M. L. (Eds.), Sage handbook of nonverbal communication (pp. 299–320). Newbury Park, CA: Sage.
Galison, P. (1997). Image and logic: A material culture of microphysics. Chicago: University of Chicago Press.
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
Garfinkel, H., & Sacks, H. (1970). On formal structures of practical action. In McKinney, J. C. & Tiryakian, E. A. (Eds.), Theoretical sociology: Perspectives and developments (pp. 338–366). New York: Appleton-Century-Crofts.
Gavey, N. (1989). Feminist poststructuralism and discourse analysis. Psychology of Women Quarterly, 13, 459–475.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Gentner, D. & Stevens, A. L. (1983). Mental Models. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gergen, K. J. (2000). An invitation to social construction. London: Sage.
Gergen, K. (2001). Self-narration in social life. In Wetherell, M., Yates, S., & Taylor, S. (Eds.), Discourse theory and practice: A reader (pp. 247–260). London: Sage.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton-Mifflin.
Giere, R. N. (1988). Explaining science: A cognitive approach. Chicago: University of Chicago Press.
Giere, R. N. (Ed.). (1992). Cognitive models of science. Minnesota Studies in the Philosophy of Science, Vol. 15. Minneapolis: University of Minnesota Press.
Gilbert, N., & Mulkey, M. (1984). Opening Pandora's box. Cambridge: Cambridge University Press.
Giorgi, A. (1970). Psychology as a human science: A phenomenologically based approach. New York: Harper & Row.
Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs forcing. Mill Valley, CA: Sociology Press.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Piscataway, NJ: Aldine Transaction.
Godfrey-Smith, P. (2002). Dewey on naturalism, realism and science. Philosophy of Science, 69, S25–S35.
Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
Gooding, D. C. (1985). In nature's school: Faraday as a natural philosopher. In Gooding, D. & James, F. (Eds.), Faraday rediscovered (pp. 105–135). London: Macmillan.
Gopnik, A. (1996). The scientist as a child. Philosophy of Science, 63, 485–514.
Gorman, M. (1997). Mind in the world: Cognition and practice in the invention of the telephone. Social Studies of Science, 27, 583–624.
Gorman, M. E., & Carlson, W. B. (1990). Interpreting invention as a cognitive process: The case of Alexander Graham Bell, Thomas Edison, and the telephone. Science, Technology, and Human Values, 15, 131–164.
Gorman, M. E., Tweney, R. D., Gooding, D., & Kincannon, A. P. (2005). Scientific and technological thinking. Mahwah, NJ: Erlbaum.
Graver, M. (2007). Stoicism and emotion. Chicago: University of Chicago Press.
Greeno, J. G. (1989). Situations, mental models, and generative knowledge. In Klahr, D. & Kotovsky, K. (Eds.), Complex information processing (pp. 285–318). Hillsdale, NJ: Erlbaum.
Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5–26.
Greenspan, P. (2003). Emotions, rationality, and mind/body. In Hatzimoysis, A. (Ed.), Philosophy and the emotions (pp. 113–126). Cambridge: Cambridge University Press.
Grene, M. (2002). Intellectual autobiography. In Auxier, R. & Hahn, L. E. (Eds.), The philosophy of Marjorie Grene (pp. 3–28). Library of Living Philosophers Series. Peru, IL: Open Court.
Griffiths, P., & Scarantino, A. (2008). Emotions in the wild: The situated perspective on emotion. In Robbins, P. & Aydede, M. (Eds.), The Cambridge handbook of situated cognition (pp. 437–453). Cambridge: Cambridge University Press.
Gross, D. M. (2006). The secret history of emotion. Chicago: University of Chicago Press.
Guthrie, R. V. (1998). Even the rat was white. Boston, MA: Allyn and Bacon.
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834.
Haidt, J. (2007). The new synthesis in moral psychology. Science, 18(316), 998–1002.
Hall, R., Stevens, R., & Torralba, T. (2002). Disrupting representational infrastructure in conversation across disciplines. Mind, Culture, and Activity, 9, 179–210.
Hall, S. (2001). Foucault: Knowledge and discourses. In Wetherell, M., Taylor, S., & Yates, S. (Eds.), Discourse theory and practice: A reader (pp. 72–81). London: Sage.
Hall, R., Wickert, K., & Wright, K. (2010). How does cognition get distributed? Case studies of making concepts general in technical and scientific work. In Banich, M. & Caccamise, D. (Eds.), Generalization of knowledge: Multidisciplinary perspectives. New York: Psychology Press.
Hamilton, K. (2004). Faculty science positions continue to elude women of color. Black Issues in Higher Education, 21(23), 36–40.
Haraway, D. (1991). Simians, cyborgs, and women. New York: Routledge.
Harding, S. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.
Harding, S. (1996). Rethinking standpoint epistemology: What is ‘strong objectivity’? In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 235–248). Oxford: Oxford University Press.
Harmon, E., & Nersessian, N. J. (2008). Cognitive partnerships on the benchtop: Designing to support scientific researchers. In Proceedings of the 7th ACM Conference on Designing Interactive Systems – DIS 2008 (pp. 119–128). New York: ACM.
Harré, R. (1986). The social construction of emotions. London: Blackwell.
Harré, R. (1992). What is real in psychology: A plea for persons. Theory and Psychology, 2(2), 153–158.
Harré, R. (1998). The singular self: An introduction to the psychology of personhood. London: Sage.
Harré, R., & Gillett, G. (1994). The discursive mind. London: Sage.
Harré, R., & Moghaddam, F. (2003). Introduction: The self and others in traditional psychology and in positioning theory. In Harré, R. & Moghaddam, F. (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 1–11). Westport, PA: Praeger.
Harré, R., & Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory and Psychology, 19(1), 5–31.
Harré, R., & Van Langenhove, L. (1999). The dynamics of social episodes. In Harré, R. & L. Langenhove, (Eds.), Positioning theory: moral contexts of intentional action (pp. 1–13). Oxford, Blackwell.
Heberlein, A., & Adolphs, R. (2004). Impaired spontaneous anthropomorphizing despite intact perception and social knowledge. Proceedings of the National Academy of Sciences, 101(19), 7487–7491.
Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). New York: Harper and Row.
Held, B. S. (2007). Psychology's interpretive turn: The search for truth and agency in theoretical and philosophical psychology. Washington, DC: American Psychological Association.
Hempel, C. (1952). Fundamentals of concept formation in empirical science. Chicago: University of Chicago Press.
Henwood, F., & Miller, K. (2001). Boxed in or coming out? On the treatment of science, technology and gender in educational research. Gender and Education, 13, 237–242.
Hesse, M. B. (1966). The explanatory function of metaphor. Notre Dame, IN: University of Notre Dame Press.
Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall
Horkheimer, M., & Adorno, T. (1973). The dialectics of enlightenment. New York: Continuum. (Original work published 1944)
Horney, K (1945). Our inner conflicts: A constructive theory of neurosis. New York: Norton.
Horowitz, A., & Bekoff, M. (2007). Naturalizing anthropomorphism: Behavioral prompts to our humanizing of animals. Anthrozoös, 20(1), 23–35.
Huffman, K. (2010). Psychology in action (9th ed.). New York: John Wiley & Sons.
Hunter, A. B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36–74.
Hutchins, E. (1995a). How a cockpit remembers its speeds. Cognitive Science, 19, 265–288.
Hutchins, E. (1995b). Cognition in the wild. Cambridge, MA: MIT Press.
Isaacson, W. (2007). Einstein: His life and universe. New York: Simon & Schuster.
James, W. (1890). The principles of psychology (Vols. 1–2). New York: Henry Holt.
James, W. (1884). What is an emotion?Mind, 9, 188–205.
James, W. (1896). The sentiment of rationality. (Reprinted from The will to believe and other essays). Cambridge, MA: University Press.
James, W. (2003). Pragmatism: A new name for some old ways of thinking. New York: Barnes and Noble. (Original work published 1907)
Jenkins, A. H. (1995). Psychology of African Americans: A humanistic approach. Needham, MA: Allyn & Bacon.
Johnson, A. (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91, 805–821.
Johnson, M. (2007). The meaning of the body. Chicago: University of Chicago Press.
Johnson-Bailey, J. (2002). Race matters: The unspoken variable in the teaching-learning transaction. New Directions for Adult and Continuing Education, 93, 39–49.
Johnson-Bailey, J. (2004). Hitting and climbing the proverbial wall: Participation and retention issues for black graduate women. Race, Ethnicity and Education, 7, 231–249.
Johnson-Laird, P. N. (1983). Mental Models. Cambridge, MA: Harvard University Press.
Jones, C., & Shorter-Gooden, K. (2003). Shifting: The double lives of black women in America. New York: Harper Collins.
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103.
Jordan, D. (2006). Sisters in science: Conversations with black women scientists about race, gender, and their passion for science. West Lafayette, IN: Purdue University Press.
Kant, I. (1965). Section 16 of section of Analytic of concepts. (Reprinted from N. K. Smith, Trans., Transcendental logic, London: R & R. Clark).
Keller, E. F. (1995). Reflections on gender and science. New Haven, CT: Yale University Press. (Original work published 1985)
Keller, E. F. (1996). Language and ideology in evolutionary theory: Reading cultural norms into natural law. In Keller, E. F. & Longino, H. E. (Eds.) (pp. 154–172). Feminism and science. Oxford: Oxford University Press.
Keller, E. F. (2001). Gender and science: An update. In Wyer, M., Barbercheck, M., Geisman, D., Öztürk, H., & Wayne, M. (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 132–140). New York: Routledge.
Keller, E. F. & Grontkowski, C. (1996). The mind's eye. In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 187–202). Oxford: Oxford University Press. (Originally published 1983)
Keller, E. F., & Longino, H. E. (1996). Feminism and science. Oxford, UK: University Press.
Kelly, G. A. (1955). The psychology of personal constructs (Vols. 1–2). New York: Norton.
Kelly, G. A. (1963). A theory of personality: The psychology of personal constructs. New York: Norton.
Kelly, G. A. (1964). The language of hypothesis. Journal of Individual Psychology, 20, 137–154.
Kelly, G. (1969). Man's construction of his alternatives. In B. Maher (Ed.), Clinical psychology and personality: The selected papers of George Kelly (pp. 66–93). New York: Wiley.
Kerr, E. A. (2001). Toward a feminist natural science: Linking theory and practice. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 386–406). New York: Routledge.
Kiesling, S. (2006). Hegemonic identity making. In deFina, A., Schiffrin, D., & Bamburg, M. (Eds.), Discourse and identity (pp. 261–287). Studies in Interactional Sociolinguistics. New York: Cambridge University Press.
Kinder, D. R., & Sears, D. O. (1981). Prejudice and politics: Symbolic racism versus racial threats to the good life. Journal of Personality and Social Psychology, 40(3), 414–431.
Kirschner, S. (2006). Psychology and pluralism: Toward the psychological studies. Journal of Theoretical and Philosophical Psychology, 26(1–2), 1–17.
Kitcher, P. (1993). The advancement of science. Oxford: Oxford University Press.
Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.
Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125, 524–543.
Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
Koch, S. (1992). Wundt's creature at age zero – and as centurian: Some aspects of the institutionalization of psychology. In Koch, S. & Leary, D. (Eds.), A century of psychology as science. Washington, DC: American Psychological Association.
Koch, S. (1993). “Psychology” or “the psychological studies”?American Psychologist, 48(8), 902–904.
Konstan, D. (2006). The emotions of the ancient Greeks: Studies in Aristotle and Greek literature. Toronto: University of Toronto Press.
Korobov, N. (2010). A discursive psychological approach to positioning. Qualitative Research in Psychology.
Kövecses, Z. (2000). Metaphor and emotion. Language, culture and body in human feeling. Cambridge: Cambridge University Press.
Kruglanski, A., & Ajzen, I. (1983). Bias and error in human judgment. European Journal of Social Psychology, 19, 448–468.
Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
Kuhn, T. (1977). Objectivity, value judgment, and theory choice. In Kuhn, T. (Ed.), The essential tension: Selected studies in scientific tradition and change (pp. 320–339). Chicago: University of Chicago Press.
Kurz-Milcke, E., Nersessian, N. J., & Newstetter, W. (2004). What has history to do with cognition? Interactive methods for studying research laboratories. Journal of Cognition and Culture, 4, 663–700.
Lacan, J. (1998). The seminar of Jacques Lacan. Book XX: Encore, 1972–1973 (J.-A. Miller, Ed., & B. Fink, Trans.). New York: Norton.
Lacey, H. (1999). Is science value free? Values and scientific understanding. London: Routledge.
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh. New York: Basic Books.
Lakoff, G., & Nunez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.
Lamiell, J. (2003). Beyond individual and group differences: Human individuality, scientific psychology, and William Stern's critical personalism. Thousand Oaks, CA: Sage.
Lamiell, J. T. (2009). Some philosophical and historical considerations relevant to William Stern's contributions to developmental psychology. Zeitschrift für Psychologie, 217(2), 66–72.
Lamiell, J. (2010). Translation of William Stern's “Psychology and personalism.” New Ideas in Psychology, 28, 110–134.
Laqueur, T. (1990). Making sex: Body and gender from the Greeks to Freud. Cambridge, MA: Harvard University Press.
Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
Latour, B. (2005). Reassembling the social. An introduction to actor network theory. New York: Oxford University Press.
Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton, NJ: Princeton University Press. (Original work published 1979)
Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.
Leggon, C. (1997). The scientist as academic. Daedalus, 126(4), 221–245.
Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press.
Lave, J., & Wegner, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lazarus, R. S. (2006). Stress and emotion: A new synthesis. New York: Springer.
Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1, 141–169.
Lazarus, A., Averill, J. R., & Opton, E. M. (1970). Toward a cognitive theory of emotions. In Arnold, M. B. (Ed.), Feelings and emotions (pp. 207–232). New York: Academic Press.
LeDoux, J. (1996). The Emotional brain: The mysterious underpinnings of emotional life, New York: Simon and Schuster.
LeDoux, J. (1998). Fear and the brain: Where have we been, and where are we going?Biological Psychiatry, 44(12), 1229–1238.
Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
Lewins, R., & Lewontin, R. (1985). The dialectical biologist. Cambridge, MA: Harvard University Press.
Lloyd, G. (1996). Reason, science, and the domination of matter. In Keller, E. F. & Longino, H. E. (Eds.), Feminism and science (pp. 41–56). Oxford: Oxford University Press. (Original work published 1993)
Longino, H. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ: Princeton University Press.
Longino, H. E. (2001). Can there be a feminist science? In Wyer, M., Barbercheck, M., Geisman, D., Öztürk, H., & Wayne, M. (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 216–222). New York: Routledge.
Longino, H. (2002). The fate of knowledge. Princeton, NJ: Princeton University Press.
Louis, W. R. (2008). Intergroup positioning and power. In Moghaddam, F. M., Harré, R., & Lee, N. (Eds.), Global conflict resolution through positioning analysis (pp. 21–39). New York: Springer.
Lutz, C., & White, G. M. (1986). The anthropology of emotions. Annual Review of Anthropology, 15, 405–436.
Lynch, M. (1993). Scientific practice and ordinary action: Ethnomethodology and social studies of science. Cambridge: Cambridge University Press.
Machamer, P., & Osbeck, L. (2004). The social in the epistemic. In Machamer, P. & Wolters, G. (Eds.), Science, values, and objectivity. Pittsburgh: University of Pittsburgh Press.
Mahoney, M. (2004). Scientist as subject: The psychological imperative. Cambridge, MA: Ballinger Publishing. (Original work published 1976)
Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM settings: Identity formation and its discontents. Science Education, 93(3), 485–510.
Malone, K. R., & Kelly, S. D. (2006). Women in science: Should we bother with a psychoanalytic viewpoint? Psychoanalysis, Culture & Society, 10, 207.
Malone, K., Nersessian, N. J., & Newstetter, W. (2005). Gender writ small: Gender enactments in organization and knowledge transmission in a biomedical engineering laboratory. Journal of Women and Minorities in Science and Engineering, 11, 61–82.
Mannix, M. (2002). Facing the problem, American Society for Engineering Education Prism, 12(2), 19–24.
Manuel, F. E. (1968). A portrait of Isaac Newton. Cambridge, MA: Harvard University Press.
Maquet, J. (1993). Objects as instruments, objects as signs. In Lubar, S. & Kingery, W. D. (Eds.), History from things: Essays on material culture (pp. 30–40). Washington, DC: Smithsonian Institution.
Margolis, J. (2003). The unraveling of scientism. Ithaca, NY: Cornell University Press.
Martin, J., Sugarman, J. H., & Thompson, J. (2003). Psychology and the question of agency. Albany, NY: SUNY Press.
Maslow, A. (1966). The psychology of science: A reconnaissance. New York: Harper & Row.
Maslow, A. H. (1987). Motivation and personality. New York: Harper & Bros. (Original work published 1954)
Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence. Science and myth. Cambridge, MA: MIT Press.
McAllister, J. W. (1996). Beauty and revolution in science. Ithaca, NY: Cornell University Press.
McGuire, T., & Tuchanska, B. (2001). Science unfettered: Philosophical study in sociohistorical ontology. Athens, OH: Ohio University Press.
McIlwee, J., & Robinson, J. (1992). Women in engineering. Albany, NY: SUNY Press.
Mead, G. H. (1932). The philosophy of the present. La Salle, IL: Open Court Publishing.
Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist (Morris, C. W., Ed.). Chicago: University of Chicago Press.
Menary, R. (2007). Cognitive integration: Mind and cognition unbounded. New York: Palgrave MacMillan.
Mills, C. W. (1997). The racial contract. Ithaca, NY: Cornell University Press.
Mitroff, I. (1974). The subjective side of science: Philosophical inquiry into the psychology of the Apollo Moon ScientistsAmsterdam: Elsevier.
Moghaddam, F. (1998). Social psychology: Exploring universals across cultures. New York: W. H. Freeman.
Moghaddam, F. (1999). Reflexive positioning: Culture and private discourse. In R. Harré and L. von Langenhove, Positioning theory (pp. 74–86). Oxford, UK: Blackwell
Moody, J. (2003). Recruiting and retaining women and minority faculty: An interview with JoAnn Moody (interview by Nancy E. Carriuola). Journal of Developmental Education, 27, 18–34.
Moore, S., & Oaksford, M. (2002). Emotional cognition. Amsterdam: John Benjamins.
Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52, 250–260.
Mulkay, M., & Gilbert, G. N. (1982). Accounting for error: How scientists construct their social world when they account for correct and incorrect belief. Sociology, 16(2), 165–183.
Myers, D. (2002). Discrimination. In Social psychology (7th ed., p. 330). Boston: McGraw Hill(6).
Nasir, S., & Saxe, G. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18.
Neal, M. A. (2005). New black man. New York: Routledge.
Nelson, D. J., & Rogers, D. C. (2002). A national analysis of diversity in science and engineering faculties at research universities. Retrieved from http://www.now.org/issues/diverse/diversity_report.pdf.
Nelson, L. H. (1990). Who knows: From Quine to a feminist empiricism. Philadelphia: Temple University Press.
Nersessian, N. J. (1984). Faraday to Einstein: Constructing meaning in scientific theories. Dordrecht: Martinus Nijhoff/Kluwer.
Nersessian, N. J. (1992a). How do scientists think? Capturing the dynamics of conceptual change in science. In Giere, R. N. (Ed.), Cognitive models of science (pp. 3–45). Minneapolis: University of Minnesota Press.
Nersessian, N. J. (1992b). In the theoretician's laboratory: Thought experimenting as mental modeling. PSA 1992, 2, 291–301.
Nersessian, N. J. (1995a). Opening the black box: Cognitive science and the history of science. Osiris, 10, 194–211.
Nersessian, N. J. (1995b). Should physicists preach what they practice? Constructive modeling in doing and learning physics. Science & Education, 4(3), 203–226.
Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. In Carruthers, P., Stich, S., & Siegal, M. (Eds.), The cognitive basis of science (pp. 133–153). Cambridge: Cambridge University Press.
Nersessian, N. J. (2005). Interpreting scientific and engineering practices: Integrating the cognitive, social, and cultural dimensions. In Gorman, M. E., Tweney, R. D., Gooding, D. C., & Kincannon, A. P. (Eds.), Scientific and technological thinking (pp. 17–56). Hillsdale, NJ: Erlbaum.
Nersessian, N. J. (2006a). The cognitive-cultural systems of the research laboratory. Organization Studies, 27(1), 125–145.
Nersessian, N. J. (2006b). Model-based reasoning in distributed cognitive systems. Philosophy of Science, 72, 699–709.
Nersessian, N. J. (2008a). Creating scientific concepts. Cambridge, MA: MIT Press.
Nersessian, N. J. (2008b). Mental modeling in conceptual change. In Vosniadou, S. (Ed.), International handbook of conceptual change (pp. 391–416). New York: Routledge.
Nersessian, N. (2009). How do engineering scientists think? Model-based simulation in biomedical engineering research laboratories. Topics in Cognitive Science, 1(3).
Nersessian, N. J., & Chandrasekharan, S. (2009). Hybrid analogies in conceptual innovation in science [Special issue]. Cognitive Systems Research Journal, 10, 178–188.
Nersessian, N. J., Kurz-Milcke, E., & Davies, J. (2005). Ubiquitous computing in science and engineering research laboratories: A case study from biomedical engineering. In Gerassimos Kouzelis, M. S., Pournari, M., & Tselfes, V. (Eds.), Knowledge in the new technologies (pp. 167–195). Berlin: Peter Lang.
Nersessian, N. J., Kurz-Milcke, E., Newstetter, W. C., & Davies, J. (2003). Research laboratories as evolving distributed cognitive systems. Proceedings of the 25th Annual Conference of the Cognitive Science Society, 857–862.
Nersessian, N. J., Newstetter, W. C., Kurz-Milcke, E., & Davies, J. (2003). A mixed-method approach to studying distributed cognition in evolving environments. Proceedings of the International Conference on Learning Sciences, 307–314.
Nersessian, N. J., & Patton, C. (2009). Model-based reasoning in interdisciplinary engineering. In Meijers, A. W. M. (Ed.), The handbook of the philosophy of technology & engineering sciences (pp. 678–718). New York: Springer.
Neu, J. (2000). A tear is an intellectual thing: The meaning of emotions. Oxford: Oxford University Press.
Newell, Allen; Shaw, J. C., & Simon, Herbert A. (1958). Elements of a theory of human problem solving. Psychological Review, 65(3), May, 1958. 151–166.
Newell, A., & Simon, H. A. (1976). Computer science as empirical enquiry. Communications of the ACM, 19, 113–126.
Newstetter, W. (2005). Designing Cognitive Apprenticeships in Biomedical Engineering. Journal of Engineering Education, 94(2), 207–213.
Newstetter, W., Kurz-Milcke, E., & Nersessian, N. J. (2004). Cognitive partnerships on the bench tops. Proceedings of 2004 ICLS Conference, 372–379.
Newstetter, W., Nersessian, N. J., Kurz-Milcke, E., & Malone, K. R. (2002). Laboratory learning, classroom learning: Looking for convergence/divergence in biomedical engineering. In Proceedings of the International Conference on Learning Sciences (pp. 315–321). Hillsdale, NJ: Lawrence Erlbaum.
Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math = male, me = female, therefore math ≠ me. Journal of Personality and Social Psychology, 83(1), 44–59.
Nussbaum, M.C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.
Olsen, D., Maple, S. A., & Stage, F. (1995). Women and minority faculty job satisfaction: Professional role interests, professional satisfactions, and institutional fit. The Journal of Higher Education, 66(3), 267–293.
Olson, K. (2002). Who gets promoted? Gender differences in science and engineering academia. Journal of Women and Minorities in Science and Engineering, 8, 347–362.
Ortner, S. (1995). Resistance and the problem of ethnographic refusal. Comparative Studies in Society and History, 37(1), 173–193.
Osbeck, L., & Good, J. M. M. (2005, August). Re-presenting representation: “Distributed cognition,” innovation, and conceptual change in science. Paper presented at the Annual Meeting of the American Psychological Association, Washington, DC.
Osbeck, L. M., Malone, K. R., & Nersessian, N. J. (2007). Dissenters in the sanctuary: Evolving frameworks in “mainstream” cognitive science. Theory and Psychology, 17(2), 243.
Osbeck, L., & Nersessian, N. J. (2006). The distribution of representation. Journal for the Theory of Social Behavior, 36(2), 141–160.
Osbeck, L., Newstetter, W., & Nersessian, N. J. (2006). Positioning in the laboratory. Paper presented at International Society for Psychology of Science. Zacatecas, Mexico.
Papadopoulos, D. (2008). In the ruins of representation: Identity, individuality, subjectification. British Journal of Social Psychology, 47(1), 139–165.
Parkinson, B., Fischer, A. H., & Manstead, A. S. R. (2005). Emotions in social relations: Cultural, group, and interpersonal processes. New York: Psychology Press.
Parrott, G., & Harré, R. (1996). The emotions: Social, cultural, and biological dimensions. London: Sage.
Perrig, W., & Kintsch, W. (1985). Propositional and situational representations of text. Journal of Memory and Language, 24, 503–518.
Petroski, H. (2008). Success through failure: The paradox of design. Princeton, NJ: Princeton University Press.
Pham, M. T. (2007). Emotion and rationality: A critical review and interpretation of empirical evidence. Review of General Psychology, 11(2), 155–178.
Pickering, A. (1984). Constructing quarks: A sociological history of particle physics. Chicago: University of Chicago Press.
Pickering, A. (1987). Forms of life: Science, contingency, and Harry Collins. British Journal for the History of Science, 20, 213–221.
Pickering, A. (1995). The mangle of practice: Time, agency, & science. Chicago: University of Chicago Press.
Poggenpoel, M., & Myburgh, C. (2003). The researcher as research instrument in educational research: A possible threat to trustworthiness? Education, 124, 418–421.
Pols, E. (1982). The acts of our being: a reflection on agency and responsibility. Amherst: University of Massachusetts Press.
Polanyi, M. (1964). Science, faith, and society. Chicago: University of Chicago Press. (Original work published 1946)
Polanyi, M. (1973). Personal knowledge: Towards a post-critical philosophy. Chicago: University of Chicago Press. (Original work published 1958)
Prediger, D. J. (1982). Dimensions underlying Holland's hexagon: Missing link between interests and occupations?Journal of Vocational Behavior, 21(3), 259–287.
Prinz, J. (2007). The emotional construction of morals. Oxford: Oxford University Press.
Proctor, H., & Parry, G. (1978). Constraint and freedom: The social origin of personal constructs. In Fransella, F. (Ed.), Personal construct psychology 1977 (pp. 157–170). London: Academic Press.
Protevi, J. (2007). Series description. New directions in philosophy and cognitive science. New York: Palgrave.
Redman, P. (2005). The narrative formation of identity revisited: Narrative construction, agency and the unconscious. Narrative Inquiry, 15(1), 25–44.
Reichenbach, H. (1938). Experience and prediction. Chicago: University of Chicago Press.
Resnick, L. B. (1996). Situated learning. In Corte, E. & Weinert, F. E. (Eds.), International encyclopedia of developmental and instructional psychology (pp. 341–347). Oxford: Elsevier Science.
Ribeiro, B. (2006). Footing, positioning, voice: Are we talking about the same thing. In deFina, A., Schiffrin, D., & Bamburg, M. (Eds.), Discourse and identity (pp. 48–82). Cambridge: Cambridge University Press.
Richards, G. (1996). Putting psychology in its place. London: Routledge.
Robinson, D. N. (1989). Aristotle's psychology. New York: Columbia University Press.
Robinson, D. N. (2007). Theoretical psychology: What is it and who needs it?Theory and Psychology, 17(2), 187–198.
Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology: General, 104(3), 192–233.
Roseman, I. J. (1991). Appraisal determinants of discrete emotions. Cognition and Emotion, 5, 161–200.
Rosser, S. (1997). Re-engineering female friendly science. New York: Teachers College Press.
Rosser, S. V. (1999). Different laboratory/work climates: Impacts on women in the workplace. Annals of the New York Academy of Sciences, 869, 95–101.
Rosser, S. V. (2001). Are there methodologies appropriate for the natural sciences and do they make a difference? In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 123–144). New York: Routledge.
Rosser, S. V. (2004). The science glass ceiling: Academic women scientists and the struggle to succeed. New York: Routledge.
Rouse, J. (1996). Engaging science: How to understand its practices philosophically. Ithaca, NY: Cornell University Press.
Rouse, J. (2002). How scientific practices matter: Reclaiming philosophical naturalism. Chicago: University of Chicago Press.
Rowlands, M. (1999). The body in mind. Cambridge: Cambridge University Press.
Rychlak, J. F. (1990). George Kelly and the concept of construction. International Journal of Personal Construct Psychology, 3(1), 7–20.
Rychlak, J. F. (1997). In defense of human consciousness. Washington, DC: American Psychological Association.
Ryle, G. (1949). The concept of mind. Chicago: University of Chicago Press.
Schaffer, S. (1988). Astronomers mark time: Discipline and the personal equation. Science in Context, 2, 115–145.
Schatzki, T., Knorr Cetina, K., & Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge
Schiebinger, L. (1999). Has feminism changed science?Cambridge, MA: Harvard University Press.
Schiebinger, L. (2001). Creating sustainable science. In Lederman, M. & Bartsch, I. (Eds.), The gender and science reader (pp. 466–483). New York: Routledge.
Schiebinger, L. (2002). Mainstreaming gender analysis into science. Journal of Women and Minorities in Science and Engineering, 8, 381–394.
Scott, J. (1996). Gender: A useful category of historical analysis. In Scott, J. (Ed.), Feminism and history (pp. 152–182). Oxford: Oxford University Press.
Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three year study. Science Education, 88(4), 493–534.
Shepardson, C. (1998). Human diversity and the sexual relation. In Lane, C. (Ed.), Psychoanalysis and race (pp. 41–64). New York: Columbia University Press
Shoemaker, S. (1984). Personal identity: A materialist's account. In Shoemaker, S. & Swinburne, R. (Eds.), Personal identity (pp. 89–97). Oxford: Blackwell.
Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. Oxford: Oxford University Press.
Simon, H. A., Langley, P. W., & Bradshaw, G. (1981). Scientific discovery as problem solving. Synthese, 47, 1–27.
Simonton, D. K. (1988). Scientific genius: A psychology of science. Cambridge: Cambridge University Press.
Simonton, D. K. (2004). Creativity in science. Cambridge: Cambridge University Press.
Sinclair, B. (2004). Technology and the African-American experience. Cambridge, MA: MIT Press.
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-Crofts.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Smith, J. A. (Ed.) (2003). Qualitative psychology: A practical guide to research methods. London: Sage.
Smythe, W. (1998). Toward a psychology of persons. Mahwah, NJ: Erlbaum.
Solomon, R. C. (1976). The passions. New York: Doubleday.
Solomon, R. C. (1993). The philosophy of emotions. In Lewis, M. & Haviland, J. M. (Eds.), Handbook of emotions (pp. 3–15). New York: Guilford.
Solomon, R. (2003). Not passion's slave: Emotions and choice. New York: Oxford University Press.
Sonnert, G., & Holton, G. (1995). Who succeeds in science?New Brunswick, NJ: Rutgers University Press.
Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart, and Winston.
Steele, C. M. (2003). Through the back door to theory. Psychological Inquiry, 14, 314–317.
Steele, J. (2003). Children's gender stereotypes about math: The role of stereotype stratification. Journal of Applied Social Psychology, 33(12), 2587–2606.
Stepan, N. L. (1996). Race and gender: The role of analogy in science. In Keller, E. F. & Longino, H. (Eds.), Feminism and science (pp. 121–136). Oxford: Oxford University Press.
Stern, W. (1906). Person und Sache: System der philosophischen Weltanschauung: Band l. Ableitung und Grundlehre [Person and world: A system of a philosophical worldview: Vol. 1. Introduction and basic principles]. Leipzig: Barth.
Stem, W. (1917). Die Psychologie und der Personalismus [Psychology and personalism]. Leipzig: Barth.
Sternberg, R. J. (2001). Psychology: In search of the human mind (3rd ed.). Ft. Worth, TX: Harcourt College Publishers.
Storer, N. W. (1966). The social system of science. New York: Holt, Rinehart, & Winston.
Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). London: Sage.
Stryker, S., & Burke, P. (2000). The past, present and future of identity theory. Social Psychology Quarterly, 63, 284–297.
Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions (2nd ed.). Cambridge: Cambridge University Press.
Szpirko, J. (2000, July). Can the categories of the Real, the Symbolic and the Imaginary be exported to other fields of knowledge than psychoanalysis? Presented at Les Etats Généraux de la Psychanalyse. Retrieved from http://www.etatsgeneraux-psychanalyse.net/TEXTE/Jean Szpirko/EGP. Site is no longer available. [Earlier version of article can be found in French as Szpirko, J. (1994). Les catégories RSI sont-elles exportables? Les Carnets de Psychanalyse (Le Réel, la Réalité) n° 5/6.]
Tajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223, 96–102.
Tajfel, H. (1982). Social identity and intergroup relations. Cambridge: Cambridge University Press.
Tajfel, H., Billig, M., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 2, 149–178.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup behavior. In Austin, W. G. & Worchel, S. (Eds.), Psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks/Cole.
Tashakkori, A., & Teddlie, C. (Eds). (2002). Handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage.
Tatum, B. (1997). Why are all the black kids sitting together in the cafeteria?New York: Basic Books.
Taylor, S. (2005). Self-narration as rehearsal: A discursive approach to the narrative formation of identity. Narrative Inquiry, 15, 45–50.
Thagard, P. (2008). Hot thought. Cambridge, MA: MIT Press.
Tissaw, M. (2010). A critical look at critical (neo)personalism: Unitas multiplex and the ‘person’ concept. New Ideas in Psychology, 28(2), 159–167.
Titchener, E. B. (1912). The schema of introspection. American Journal of Psychology, 23, 485–508.
Tobin, K., & Roth, W.-M. (2007). Identity in science: What for? Where to? How? In Roth, W.-M. & Tobin, K. (Eds.), Science, learning, and identity: Sociocultural and cultural-historical perspectives (pp. 339–345). Rotterdam: Sense Publishing.
Tolman, C. W. (1998). Sumus Ergo Sum: The ontology of self and how Descartes got it wrong. In Smythe, W. E. (Ed.), Toward a psychology of persons (pp. 3–24). Mahwah, NJ: Erlbaum.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Tomasello, M. (2003). The key is social cognition. In Gentner, D. & Goldin-Meadow, S. (Eds.), Language in mind: Advances in the study of language and thought (pp. 47–57). Cambridge, MA: MIT Press.
Toulmin, S. (1972). Human understanding: Vol. I. The collective use and evolution of concepts. Princeton, NJ: Princeton University Press.
Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity. Chicago: University of Chicago Press.
Trafton, J. G., Trickett, S. B., & Mintz, F. E. (2005). Connecting internal and external representations: Spatial transformations of scientific visualizations. Foundations of Science, 10, 89–106.
Traweek, B. S. (1988). Beamtimes and lifetimes: The world of high energy physicists. Cambridge, MA: Harvard University Press.
Trickett, S. B., & Trafton, J. G. (2007). “What if….”: The use of conceptual simulations in scientific reasoning. Cognitive Science, 31, 843–876.
Trower, C. A., & Chait, R. P. (2002). Faculty diversity: Too little for too long. Harvard Magazine, 104(4), 33–98.
Turner, J. C. (1982). Toward a cognitive redefinition of the social group. In Tajfel, H. (Ed.), Social identity and intergroup relations (pp. 15–40). Cambridge: Cambridge University Press.
Turner, J. C., Brown, R., & Tajfel, H. (1979). Social comparison and group interest in ingroup favoritism. European Journal of Social Psychology, 9, 187–204.
Turner, S. (1994). The social theory of practices. Chicago: University of Chicago Press.
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124–1131.
Tweney, R. D. (1989). A framework for the cognitive psychology of science. In Gholson, B., Shadish, W. R., Neimeyer, R. A., & Houts, A. C. (Eds.), Psychology of science: Contributions to metascience (pp. 342–366). New York: Cambridge University Press.
Tweney, R. (1992). Stopping time: Faraday and the scientific creation of perceptual order. Physis: Revista Internazionale di Storia Della Scienza, 29, 149–164.
Tweney, R. D., Doherty, M. E., & Mynatt, C. R. (Eds.). (1981). On scientific thinking. New York: Columbia University Press.
Valian, V. (1999). Why so slow? The advancement of women. Cambridge, MA: MIT Press.
Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
Langenhove, L., & Harré, R. (1999). Positioning and the writing of science. In Harré, R. & Langenhove, L. (Eds.), Positioning theory (pp. 102–115). Oxford: Blackwell.
Vanheule, S., & Verhaeghe, P. (2009). Identity through a psychoanalytic looking glass, Theory & Psychology, 19(3), 391–411.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Trans.). Cambridge, MA: Harvard University Press.
Watson, D. L. (1938). Scientists are human. London: Watts & Co.
Watson, J. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177
Watson, J. D. (1969). The double helix. New York: New American Library.
Wenger, E. (1998). Communities of practice: Language, meaning, and identity. Cambridge: Cambridge University Press.
Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
Weigman, R. (1998). American anatomies: Theorizing race and gender (2nd Printing). Durham, NC: Duke University Press. Originally published 1995.
Wellman, H. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
West, C., & Zimmerman, D. (1987). Doing gender. Gender and Society, 1, 125–151.
Wetherell, M. (1998). Positioning and interpretive reperatoires: Conversation analysis and post-structuralism in dialogue. Discourse & Society, 9(3), 387–412.
Wilkinson, S., & Kitzinger, C. (2003). Constructing identities: A feminist conversation analyst approach to positioning in action. In. Harré, R. & Moghaddam, F. M. (Eds.), The self and others (pp. 157–180). Westport, CT: Praeger.
Wilson, R. (2004). Boundaries of the mind: The individual in the fragile sciences. Cambridge: Cambridge University Press.
Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55(1), 159–169.
Wittgenstein, L. (1953). Philosophical investigations (G. E. M. Anscome, Trans.). Oxford: Blackwell.
Wollheim, R. (1999). On the emotions (The Ernst Cassirer Lectures, 1991). New Haven: Yale University Press.
Xie, Y., & Shauman, K. A. (2003). Women in science: Career processes and outcomes. Cambridge, MA: Harvard University Press.
Young-Bruehl, E. (1996). Anatomy of prejudices. Cambridge, MA: Harvard University Press.
Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21(2), 179–217.
Zuckerman, H., Cole, J. R., & Bruer, J. T. (Eds.). (1991). The outer circle: Women in the scientific community. New York: Norton.

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed