Examining The Debate on Whether Psychology

What Makes Psychology A Science?

Scholars have largely defined psychology as the human behaviour in regards to their unconsciousness, consciousness, thoughts, and feelings (Biswas, 2008). Through research and understanding of human general principles, it establishes how the human mind works. Whereas there is a pact of scholars who do not believe that psychology is a science, the group that perceives it as a science present various reasons for their argument. According to Abra (2008), a major example associated with this argument is the propositions by Wundt, who used scientific methods such as measurement of variables, hypothesis testing, and systematic observations to understand the nature of human’s conscious. Similarly, other scientific methods used in psychology and which prove that psychology is science include linear regression and meta-analysis. If you need a psychology dissertation help, professional help can provide valuable guidance and support throughout the process.

Noteworthy, psychological theories and inferences are majorly derived from the results of these scientific methods. For instance, various scientific inquiries, using scientific methodologies such as qualitative surveys have been used to derive theories and reasons behind stress and how it can be managed. Ultimately, from these inquiries, inferences are made on whether loneliness can cause stress. Thus, scientifically collected data can be used to make inferences and theories about a psychological phenomenon, proving that psychology is a science (Brysbaert & Rastle, 2012).

Infants’ cognitive abilities in their first years

Infants undergo tremendous development in their first years. According to Utku & Ahmet (2015), they predominantly develop cognitive abilities in regards to smelling, touching, tasting and hearing as a way of adapting to their physical environment. To have a deeper understanding of children’s cognitive development in their first years of life, scholars have used the Piaget’s theory of cognitive development. According to Utku & Ahmet (2015), the theory holds that for purposes of interacting with their environments, infants use their reflexive behaviours – in a process where they use their involuntary actions and instincts to move objects or perform a particular physical act without actually thinking about it. Nonetheless, as they grow and have more interaction with the environment, they become more aware of their behaviour, and their physical acts become more targeted and goal-oriented.

Piaget’s Theory presents interesting insights into the infant’s cognitive development within one year of their lives. By dividing the growth process into three main stages of simple reflexes, primary circular reactions, secondary circular reactions, and coordination of secondary reactions stages (0-12 months), Piaget presents the idea that infants develop from coordination of action and sensation through reflexive behaviors by six weeks of their lives, to coordination of touch and vision through an intentional hand-eye coordination.

Approaches to Personality

During their entire lives, individuals grow different personalities that scholars have been able to describe through various personality approaches such as the trait approach, the psychodynamic approach, the humanistic approach and the learning approach and the social cognitive approach. For instance, proponents of the humanistic approach view personality through the lens of elements such as free will, psychological growth, and personal awareness. According to Yu et al (2018), the approach explains how a person can achieve their personal goals to their maximum potential. Proposed by Carl Rodgers, the theory holds that free will and psychological growth are two major elements contributing to the achievement of a person’s personal goals in life, meaning that self-actualization is a major motivation to a person’s behaviour. Noteworthy, this theory is also supported by Abraham Maslow’s theory of the hierarchy of needs where one struggles through the various stages of human needs until they reach the self-actualization stage (Marc et al 2018).

Another interesting approach to human personality is the trait approach. According to Marc et al (2018), this theory perceives human personality through various descriptions such as short-tempered, out-going, or generous. According to Yu et al (2018), the trait approach is vital in understanding human psychology in the sense that it helps to describe a person’s personality by how they respond to particular situations. Whereas the trait theory holds that a person always has the same traits regardless of their situation, they usually have different traits that form their personality.

Creativity, Expertise and Problem Solving

Psychologists argue that there exist certain links between creativity, problem-solving and decision-making, in the sense that decision-makers need to be creative when solving problems (Glietman et al, 2010). According to Monica et al (2018), this relationship is more evident in situations where experts are able to identify unique solutions to problems they face in different environments and situations. Zambianchi (2018) also explains that experts find creativity important when they are able to alternate from one rational idea to the other while deriving a solution to a problem, rather than being only depending on one rational idea when solving a problem. Equally, for an individual to be creative, they need to have expertise and knowledge in the particular field they are dealing in (Glietman et al, 2010). Nonetheless, from the perspective of childhood development, Shively et al (2018) argue that the creativity of an individual is developed from their childhood and emerges as an essential element of their social and mental development.

References

• Biswas-Diener, R., & Diener, E. (2016). Psychology as a biologicalscience
• Abra, J. (2008). Should psychology be a science?: pros and cons. Westport, Conn, Praeger.
• Gleitman, H., Gross, J., & Reisberg, D. (2010). Psychology (8th Ed.). New York, London: Norton and Company. See Chapter 9. Thinking. Especially the sections on creative thinking (pp. 71-72) and experts (pp373-375).
• Marc, B., Alessandra, C., Alessandra, C., & Kerstin, W. (2018). The Function of Personality in Suicidal Ideation from the Perspective of the Interpersonal-Psychological Theory of Suicide. International Journal Of Environmental Research And Public Health, Vol 15, Iss 4, P 636 (2018), (4), 636. doi:10.3390/ijerph15040636
• Monica, T., Brian A., E., Julia, A., Mary, K., & John, K. (2018). A Growth-Curve Analysis of the Effects of Future-Thought Priming on Insight and Analytical Problem-Solving. Frontiers In Psychology, Vol 9 (2018). Shively, K., Stith, K. M., & Rubenstein, L. D. (2018). Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process. Gifted Child Today, 41(3), 149-158.
• Yu. P., Zei, P., & O. D., O. (2018). Theories of personality traits and essential arterial hypertension: history and modern times. Nevrologiâ, Nejropsihiatriâ, Psihosomatika, Vol 10, Iss 1, Pp 4-11 (2018), (1), 4.
• Zambianchi, M. (2018). Time Perspective, Coping Styles, Perceived Efficacy in Affect Regulation, and Creative Problem Solving in Adolescence and Youth. Psicologia Educativa, 24(1), 1.
• Utku, K., & Ahmet, A. (2015). Realizing an Optimization Approach Inspired from Piaget’s Theory on Cognitive Development. Brain: Broad Research In Artificial Intelligence And Neuroscience, Vol 6, Iss 1-2, Pp 14-21 (2015), (1-2), 14.

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