Diversity in Harmony E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 956

Veröffentlichungsjahr: 2018

Beschreibung

Highlights from one of the most successful international psychology conferences since the beginning of this century Diversity in Harmony distills the Proceedings of the 31st International Congress of Psychology into selected readings that highlight the Congress's theme. The text includes research that offers recent insights gained from multidisciplinary perspectives and methodologies. The volume also contains chapters that put psychology at the center of our understanding and ability to address the many problems facing groups and individuals in modern society. As the contributors clearly show, the social problems often require multidisciplinary approaches. With contributions from experts from around the globe, the book explores a wealth of topics that examine new synergies such as artificial empathy, prosocial primates and understanding about others' actions in chimpanzees and humans. The volume also contains readings on psychology confronting societal challenges with topics including: Culturally relevant personality assessment; Emotion-related self-regulation and Children's social, psychological and academic functioning. This vital resource: * Presents readings from presentations that were highlighted at the 31st International Congress of Psychology * Includes contributions from an international panel of renowned experts * Offers information that compares the minds of primates and contemporary humans, and examines human cognitive capability * Contains 24 chapters that explore a wide range of topics presented at the Congress Written for professionals and students in the field, Diversity in Harmony is filled with contributions from noted experts and offers a reflection of the state of psychology in the second decade of the 21st century.

Leseprobe

Table of Contents

Cover

About the Editors

Preface

Part I: Psychology Approaching New Synergies

1 Social Cognition, the Amygdala, and Autism

1.1 Three Broad Themes

1.2 Impaired Attention to Eyes in Faces Following Human Amygdala Lesions

1.3 Atypical Visual Attention in People with Autism

1.4 Putting it All Together: Single‐neuron Responses in the Amygdala

References

2 Artificial Empathy

2.1 Introduction

2.2 What Does Robotics Mean Here?

2.3 What is Human Development?

2.4 Cognitive Developmental Robotics

2.5 Development of Empathy

2.6 Constructive Approaches to Artificial Empathy

2.7 Conclusion

Acknowledgment

References

3 On Space Geckos and Urban Apes

3.1 Introduction

3.2 Two Approaches in the Experimental Study of Animal Cognition

3.3 Psychology as the Science of the Unusual

3.4 Cognitive Flexibility and Adaptation

3.5 Ape Prospective Cognition: Two Case Studies

3.6 Ape Prospective Cognition Revisited

3.7 Concluding Remarks

References

4 Prosocial Primates

4.1 Introduction

4.2 Reciprocal Altruism

4.3 Empathy

4.4 Empathy Mechanism

4.5 From Empathy to Altruism

4.6 Conclusion

References

5 Understanding About Others’ Action in Chimpanzees and Humans

5.1 Comparative Cognition of Chimpanzees and Humans

5.2 Understanding of Goal‐directedness of the Action

5.3 Looking at the Face as a Cue for Understanding Actions

5.4 Comparative Data from Nonhuman Primates

5.5 Eyetracking Study

5.6 Humans and Chimpanzees Attend Differently to Goal‐directed Actions

5.7 Face‐scanning Patterns Depending on Contexts During Action Observation

5.8 Implications of Different Styles of Attention Between Humans and Chimpanzees

Acknowledgements

References

6 Principles of Human–Robot Interaction

6.1 Introduction

6.2 How to Represent Human Presence?

6.3 How Do We Recognize the Robot?

6.4 The Telenoid as a Conversational Partner for an Elderly Person

6.5 Hugvie as the Minimum Robot to Represent Human Presence

6.6 What is Conversation?

6.7 Conclusion

Acknowledgments

References

7 The Origins of Understanding Self and Other

7.1 Origin of a Sense of Self

7.2 Mapping the Bodies of Oneself and Others

7.3 Understanding Others’ Actions

7.4 The Unique Human Ability to Understand Others

7.5 Conclusions

Acknowledgments

References

8 Dimensions of Timbre

8.1 The Definition of Timbre

8.2 Methods

8.3 The Relation Between Physical Properties and Sound Quality

8.4 Summary

Acknowledgment

References

Further Reading

9 Illuminating the Evolution of Cultural Cognition Through Comparative Studies of Humans and Chimpanzees

9.1 Introduction

9.2 The Comparative Method Applied to Culture

9.3 A Framework for Comparing Cultural Cognition Across Species

9.4 Population‐level Patterning of Traditions

9.5 Linkage of Traditions Through Core Ideas

9.6 Cumulative Culture

9.7 Processes of Social Learning

9.8 Concluding Discussion

References

Part II: Psychology Confronting Societal Challenges

10 PEACE‐ful Interviewing/Interrogation

10.1 The “Old” Way

10.2 Suspects’ Views

10.3 The 1984 Police and Criminal Evidence Act

10.4 The Principles of the 1992 PEACE Approach

10.5 Is the PEACE Model/Approach Effective?

10.6 Juveniles/Children

10.7 A Recent Overview

10.8 “PEACE” in Our Time?

References

11 Culturally Relevant Personality Assessment

11.1 Introduction

11.2 The Transport and Test Stage

11.3 The Indigenous Psychology Stage

11.4 The Integrative Stage: The Combined Emic–Etic Approach

11.5 Development of the Chinese Personality Assessment Inventory (CPAI)

11.6 Revisiting Openness in the Development of the Chinese Personality Assessment Inventory‐2 (CPAI‐2)

11.7 Confirmation of the Emic Factor in the Adolescent Version of the CPAI (CPAI‐A)

11.8 Contributions of the CPAI Indigenous Personality Scales

11.9 Cross‐Cultural Relevance of the CPAI

11.10 Contributions of the Combined Emic–Etic Approach to the Development of the Cross‐Cultural (Chinese) Personality Assessment Inventory

11.11 Opportunities and Challenges for the Future Development of Multicultural Personality Assessment

11.12 Conclusion

Acknowledgments

References

12 Action Spaces Representation in Social Contexts

12.1 Introduction

12.2 Neurophysiology of Near and Far Spaces

12.3 The Peripersonal Space as an Embodied Action Space

12.4 The Impact of Brain Motor Damage on Peripersonal Space Representation

12.5 The Importance of Stimuli Value on Peripersonal Space Representation

12.6 The Contribution of Peripersonal Space to Social Interactions

12.7 Conclusion

Acknowledgment

References

13 Life Design Paradigm

13.1 Introduction

13.2 Innovation and Career Counseling

13.3 Career Counseling in Search of Singularity

13.4 Conclusion

References

14 Emotion‐related Self‐regulation and Children’s Social, Psychological, and Academic Functioning

14.1 Introduction

14.2 Historical Context

14.3 Theoretical Issues

14.4 Empirical Findings

14.5 Social Competence and Problem Behavior

14.6 EC and Academic Achievement

14.7 Conclusion

Acknowledgments

References

15 CiteSpace Visualizations of Studies on Tai Chi Practice and Mental Health

15.1 Tai Chi as an Empirically Proven Effective and Practicable Health Promotion Method

15.2 Increasing Studies on TC and Mental Health Have Been Published

15.3 Visualization of Literature on TC and Mental Health

15.4 Discussion

15.5 Conclusions

Acknowledgment

References

16 Development of the Psychology of Music and its Contribution to Psychology

16.1 Introduction

16.2 What is the Psychology of Music? A Definition and History

16.3 The History of the Psychology of Music in Japan

16.4 My Years of Study and the Psychology of Music in Japan

16.5 The Symposium: Do We Need Music?

16.6 New Currents in the Psychology of Music

16.7 Conclusions

Acknowledgments

References

17 On the Prohibition of “Don’t Look”

17.1 Introduction

17.2 Dramatic Point of View in Psychoanalysis

17.3 Learning from Tragedies

17.4 Clinical Cases

17.5 Discussion

17.6 Conclusion

17.7 Final Remarks

References

18 Current Directions in False Memory Research

18.1 Introduction

18.2 Separating Truth from Fiction

18.3 False Memories Caused by Real‐life Circumstances and Pursuits

18.4 New Theories

18.5 Disputing Critics

18.6 Applications of False Memory Research: Crime, Witnesses, and Marketing

18.7 Conclusion

References

19 Rethinking Undergraduate Psychology Programs

19.1 Psychology Graduates: Employability and Work Readiness

19.2 Work Readiness: An Overview of the Literature

19.3 Method

19.4 Results

19.5 Discussion

19.6 Future Directions

19.7 Conclusion

Acknowledgments

References

20 Eudaimonic Well‐being

20.1 Introduction

20.2 A Eudaimonic Model of Well‐being

20.3 Empirical Highlights: Eudaimonia, Life Challenges, and Health

20.4 The Promotion of Eudaimonia to Improve Lives

20.5 A Future Direction: Eudaimonia and the Arts

Acknowledgments

References

21 A Continuing Controversy

21.1 Introduction

21.2 A Growing Population: Adolescents Worldwide

21.3 Adolescents and Biological Change

21.4 Adolescence and Psychological Development

21.5 Changing Context of Adolescent Lives

21.6 Interventions and Modifying Behaviors

21.7 Meeting Standards of Evidence

21.8 Summary

Acknowledgments

References

22 Dealing with Challenges of Social and Economic Change

22.1 Introduction

22.2 What is Social Change?

22.3 Psychology and Social Change

22.4 Major Insights in Dealing with Uncertainties of Social Change

22.5 Future Avenues

22.6 Conclusion

References

23 Aging of People with Intellectual Disabilities in Bangladesh and Japan

23.1 Introduction

23.2 Health, Medical Care, and Education

23.3 Housing

23.4 Economic Matters

23.5 Social Security

23.6 Caregivers

23.7 Legislation

References

24 Diversity of Learning in the Classroom and the Role of Psychology in Japan

24.1 Introduction

24.2 Brief History

24.3 Present Situation

24.4 Prospects

24.5 Future Issues and Initiatives

24.6 Conclusion

References

Further Reading

Index

End User License Agreement

List of Tables

Chapter 02

Table 2.1 Infant development and learning targets

Table 2.2 Summary of the relationship among self‐development, self/other discrimination, empathy terminology, and imitation terminology

Chapter 08

Table 8.1 List of adjectives, expressed in the mother tongue in each country, used in the experiment by Namba, Kuwano, Hashimoto et al. (1991)

Table 8.2 Results of factor analysis (helicopter noise) (Namba et al., 1993)

Table 8.3 Results of factor analysis (air‐conditioner noise) (Namba et al., 1992)

Chapter 15

Table 15.1 Summary of the largest 10 clusters of keywords

Chapter 24

Table 24.1 Ratio of (children) students who demonstrate notable difficulties in learning and/or behavior, even though they do not have slower intellectual development (data obtained from teachers’ responses to questionnaire items).

Table 24.2 Ratio of (children) students who demonstrate notable difficulties in learning and each area of behavior, even though they do not have slower intellectual development (data obtained from the teachers’ responses to questionnaire items)

Table 24.3 Correlations between A, B, and C (Tables 24.1 and 24.2)

Table 24.4 Ratio of (children) students who demonstrate notable difficulties in each of the areas of learning and behavior, even though they do not have slower intellectual development (data obtained from the teachers’ responses to questionnaire items)

Table 24.5 Total by gender of (children) students who demonstrate notable difficulties in learning and each area of behavior, even though they do not have slower intellectual development (data obtained from the teachers’ responses to questionnaire items)

Table 24.6 Total by school type and school year (grade) of (children) students who demonstrate notable difficulties in learning and each area of behavior, even though they do not have slower intellectual development (data obtained from the teachers’ responses to questionnaire items)

Table 24.7 Changes in the number of students requiring special needs education (2001 and 2015)

List of Illustrations

Chapter 01

Figure 1.1 The brain and face processing in patient S.M. Bilateral amygdala lesions impair the use of the eyes and gaze to the eyes during emotion judgment. (A) A patient with bilateral damage to the amygdala made significantly less use of information from the eye region of faces when judging emotion. (B) While looking at whole faces, the patient (right column of images) exhibited abnormal face gaze, making far fewer fixations to the eyes than did controls (left column of images). This was observed across emotions (free viewing, emotion judgment, gender discrimination). (C) MRI scan of the patient’s brain, whose lesion was relatively restricted to the entire amygdala, a very rare lesion in humans. The two round black regions near the top middle of the image are the lesioned amygdalae. (D) When the subject was instructed to look at the eyes (“SM eyes”) in a whole face, she could do this, resulting in a remarkable recovery in ability to recognize the facial expression of fear. The findings show that an apparent role for the amygdala in processing fearful facial expressions is in fact more abstract, and involves the detection and attentional direction onto features that are socially informative.

Figure 1.2 Fixations onto faces in S.M. and in people with autism show similarities. The images show data obtained from how participants fixate features from faces; hot colors denote higher density of fixations (except in the control–autism difference image, where red colors indicate that controls fixate more than autism at that location, and blue colors indicate that people with autism fixate there more than controls). Note that the images for autism and controls are obtained from groups of participants, whereas the image from S.M. is from a single individual.

Chapter 02

Figure 2.1 Casting process of the head of the Leonardo da Vinci android ((left: https://www.youtube.com/watch?v=ik3EPgCrDBE) and its remote control (right).

Figure 2.2 The number of participating teams (top) and a scene from RoboCup 2016 (bottom) in Leipzig (http://www.robocup2016.org).

Figure 2.3 Emergence of fetal movements and sense

Figure 2.4 A concept of cognitive developmental robotics.

Figure 2.5 JST ERATO Asada Synergistic Intelligence Project: a group structure (top) and summary of achievements (bottom).

Figure 2.6 Several robot platforms used in JST ERATO Asada Synergistic Intelligence Project. Top left: a group of Synchy robots for communication study; top right: musculoskeletal infant robot “Pneuborn‐7II” during the learning process for crawling; bottom left: CB2 (child robot with bio‐mimetic body) during the learning process for walking; bottom right: Neony (neonatal robot) interacting with a human for imitation (see Asada et al., 2009).

Figure 2.7 Models for empathy evolution (left: adapted from Figure 2 in de Waal, 2008) and for self‐development (right).

Figure 2.8 Development of artificial empathy

Figure 2.9 Several approaches to artificial empathy.

Figure 2.10 Associating others’ visual facial expressions with internal states.

Chapter 04

Figure 4.1 Interactions over sharable food are generally tolerant and peaceful, such as here in a cluster of chimpanzees at the Yerkes Field Station. Food sharing is part of reciprocal exchange for other favors, such as grooming. The female in the top right corner is the possessor of branches with leaves, whereas the female in the lower left corner is tentatively reaching out for the first time. Whether or not she will be allowed to feed will depend on the possessor’s reaction.

Figure 4.2 Sharing of spoils among capuchin monkeys. In a cooperative pulling task, two monkeys occupy adjacent sections of a test chamber, separated by mesh. The apparatus consists of a counterweighted tray with two pull bars, with each monkey having access to one. If both cups are filled, success requires mutualistic cooperation, whereas if only one cup is filled (as shown here) cooperation is sustained by sharing of the benefits. Monkeys share more through the mesh after a cooperative effort than after solo pulling, hence pay for the other’s labor (de Waal & Berger, 2000).

Figure 4.3 The Russian doll model of empathy and imitation. Empathy induces a similar emotional state in the subject as the object. At the core of emotional contagion is the perception–action mechanism (PAM). The doll’s outer layers, starting with preconcern and followed by sympathetic concern and targeted helping, build upon this hard‐wired socio‐affective basis. The complexity of empathy grows with increased self/other distinction and perspective‐taking abilities. Even though the doll’s outer layers depend on learning and prefrontal functioning, they remain fundamentally linked to its inner core.

Figure 4.4 Consolation behavior is common and similar in humans and apes, and classified as an other‐oriented expression of “sympathetic concern.” A juvenile chimpanzee puts an arm around a screaming adult male, who has been defeated by a rival male.

Figure 4.5 Schematic of two chimpanzees in a Prosocial Choice Test (Horner et al., 2011). While her partner (left) watches through a mesh partition, the actor (right) reaches into a bucket with 30 tokens, 15 of each color, to select one and hand it to the experimenter. The token is then placed in full view after which, depending on the choice, one or two paper‐wrapped pieces of banana are held up in the air. A reward is handed to either the actor alone (selfish choice) or both chimpanzees (prosocial choice). Chimpanzees prefer the prosocial option so long as the partner puts no pressure on them through begging or intimidation, in which case they turn more selfish. In the absence of a partner, they fail to prefer the prosocial choice.

Chapter 05

Figure 5.1 The experimental setting of the chimpanzee.

Figure 5.2 Selected scenes from the video stimuli used in (a) Experiment 1, (b) Experiment 2, (c) Experiment 3, and (d) Experiment 4.

Figure 5.3 Selected scenes from the video stimuli used in Experiments 5 and 6. (a) Congruent action condition of Experiment 5; (b) Incongruent action condition of Experiment 5; (c) Congruent action condition of Experiment 6; and (d) Incongruent action condition of Experiment 6.

Chapter 06

Figure 6.1 Personal robots.

Figure 6.2 Applications of personal robots.

Figure 6.3 Human–robot interaction study.

Figure 6.4 Geminoid that resembles Ishiguro.

Figure 6.5 Lecture given by the Geminoid.

Figure 6.6 Recognition based on observation.

Figure 6.7 The uncanny valley.

Figure 6.8 Observation based on imagination.

Figure 6.9 A Telenoid talking with an elderly person.

Figure 6.10 Field tests of the Telenoid in Denmark.

Figure 6.11 The Hugvie.

Figure 6.12 Experiment comparing conversations over a telephone and through a Hugvie.

Figure 6.13 Experimental results.

Figure 6.14 Experiment in the first‐grade class of an elementary school.

Figure 6.15 Hypothesis on the relation between the number of modalities and the feeling of human presence.

Figure 6.16 Conversation with two robots.

Figure 6.17 Conversation with two androids.

Figure 6.18 Conversation with an android by using a touch panel display.

Figure 6.19 Touch panel display.

Figure 6.20 Conversational scenario for selling clothes.

Figure 6.21 Conversational system without speaking.

Chapter 07

Figure 7.1 The hand–mouth coordination of a newborn 30 minutes after birth. The newborn’s mouth opens (left) just before its left hand makes contact with its mouth (right).

Figure 7.2 A human fetus (25 weeks of gestational age) moving its hand towards its nose.

Figure 7.3 The anticipatory mouth opening of a human fetus (26 weeks of gestational age) demonstrating hand–mouth coordination (Myowa‐Yamakoshi & Takeshita, 2006).

Figure 7.4 Frequencies of the three gestures (tongue protrusion, mouth opening, and lip protrusion) between 1 and 8 weeks of age (data obtained from Pal, one of the two chimpanzees). The x‐axis represents the facial gestures shown to the chimpanzee; *

p

< .05;

†

p

< .10.

Figure 7.5 The associative sequence learning (ASL) model of imitation. Vertical lines represent matching vertical associations, i.e. excitatory links between sensory and motor representations of the same action. Rectangles indicate stimuli, such as words, that mediate acquired equivalence learning. Curved lines represent “horizontal” sequence learning processes (Ray & Heyes, 2011).

Figure 7.6 Twelve‐month‐old infants provided with blindfolded experience demonstrate the positive influence of such perceptual experiences when considering the visual status of others engaging in similar goal‐directed actions.

Figure 7.7 Experimental situations and eye movement patterns of a 12‐month‐old infant (right) and a chimpanzee (left) for the stimulus video.

Chapter 08

Figure 8.1 Temporal change of sound quality of the helicopter noise obtained using the method of continuous judgment by selected description. The temporal change of the impression can be seen.

Figure 8.2 The relation between

L

Aeq

and PSE calculated from the results of absolute magnitude estimation.

Figure 8.3

CI

shows fairly good correlation with the pleasant impression. In this figure, the sounds A and B were judged unpleasing. The sound quality of these two machines is supposed to be improved as shown by diamonds in this figure.

Figure 8.4 Relation between the predicted and observed values of the pleasing scale. It can be seen that both predicted and observed values agree fairly well. It was found that the unpleasantness was really reduced.

Chapter 09

Figure 9.1 Culture pyramid. The base of the pyramid is broad because it represents social information transfer, shown to be increasingly widespread in the animal kingdom. Some resulting behavior copying is transient, but other items may be transmitted repeatedly between individuals to become traditions. A third level distinguishes the yet smaller set of cultural phenomena defined by multiple traditions. The fourth level denotes cumulative cultural evolution, the speciality of human culture (after Whiten & van Schaik, 2007; see Haidle et al., 2015, for an extension of this series to create an eight‐step model to accommodate later stages of human cultural evolution).

Figure 9.2 Features of culture shared by chimpanzees, humans including children, and (by inference) the common chimpanzee/human ancestor, and features of culture distinctive in humans. Features (rows) are nested under three main headings (see text for extended discussion). Images represent examples discussed in the text: further explanation for each numbered image is given in supplementary electronic information. Revised in correspondence with present text, after Whiten (2011).

Chapter 12

Figure 12.1 Illustration of the display used in the target selection task for the three groups of participants (control, near, far) with the respective probability of getting a green target in the near and far spaces (one example is provided for each group). Bottom right: average distance (in cm) corresponding to the targets selected across the 400 trials in the three groups (black cross: control group, black circle: near group, gray diamond: far group). Note that the three groups did not show differences in the first block of trials and that performances start diverging following the third block of trials (Coello et al., 2018).

Figure 12.2 Model of the link between peripersonal space and interpersonal distance. The peripersonal space is a safe space allowing private social relations. The extrapersonal space is potentially an unsafe space and the comfortable interpersonal distance depends on the value (threat) of conspecifics and approach–avoidance motivation (Cartaud et al., 2018).

Chapter 14

Figure 14.1 A structural equation model of the relations of effortful control (self‐regulation) and impulsivity (reactive undercontrol) to externalizing and internalizing problem behaviors at two times, two years apart. Bold paths are significant.

Chapter 15

Figure 15.1 Number of studies published on TC and mental health over three decades.

Figure 15.2 Author diagram of English literature.

Figure 15.3 Institutions diagram of English TC and mental health literature.

Figure 15.4 Main keywords used in published articles clustered by semantic relation. Note: The size of a Chinese keyword (English shown by the connected line) indicates its frequency.

Figure 15.5 Timeline of co‐citation clusters in Chinese literature of TC and mental health. Note: Major clusters are labeled on the right.

Chapter 16

Figure 16.1 The early stage of the psychology of music. In the beginning, it was a small field, drawing on three separate disciplines.

Figure 16.2 In the psychology of music, much research has been accumulated and connected with other fields. Nowadays, the psychology of music covers and overlaps with various fields of psychology.

Chapter 19

Figure 19.1 Thematic map.

Chapter 20

Figure 20.1 Core dimensions of psychological well‐being and their theoretical foundations.

Chapter 22

Figure 22.1 Jena Model of Social Change and Human Development.

Guide

Cover

Table of Contents

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Diversity in Harmony – Insights from Psychology

Proceedings of the 31st International Congress of Psychology

Edited by

Kazuo Shigemasu, Sonoko Kuwano, Takao Sato, and Tetsuro Matsuzawa

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Library of Congress Cataloging‐in‐Publication Data

Names: International Congress of Psychology (31st : 2016 : Yokohama, Japan) | Shigemasu, Kazuo, 1946– editor.Title: Diversity in harmony – insights from psychology : proceedings of the 31st International Congress of Psychology / edited by Kazuo Shigemasu [and three others].Other titles: Proceedings of the 31st International Congress of PsychologyDescription: Hoboken, NJ : John Wiley & Sons, Inc., 2018. | Includes bibliographical references and index. |Identifiers: LCCN 2018013158 (print) | LCCN 2018013672 (ebook) | ISBN 9781119362098 (ePub) | ISBN 9781119362074 (cloth)Subjects: LCSH: Psychology–Congresses.Classification: LCC BF20 (ebook) | LCC BF20 .I614 2016 (print) | DDC 150–dc23LC record available at https://lccn.loc.gov/2018013158

Cover image: © okimo/ShutterstockCover design by Wiley

About the Editors

Kazuo Shigemasu is Professor Emeritus of the University of Tokyo, Japan, and visiting Professor of Psychology at Keio University (Tokyo), and has held faculty appointments in psychology at the University of Tokyo, Teikyo University, Tokyo Institute of Technology, and Tohoku University. His research focus is methodology in psychology, particularly based on the Bayesian statistical approach. Shigemasu has served as president of the Japanese Psychological Association (JPA), the Behaviormetric Society (MS), and Japanese Association for Research on Testing (JART).

Sonoko Kuwano is Professor Emeritus of Osaka University, Japan. Her main research focuses on environmental psychology. She is a member of the Science Council of Japan. She has served as a member of the Executive Committee of the International Union of Psychological Science, Vice President of the International Commission for Acoustics, President of the Acoustical Society of Japan, and President of the Japanese Society for Music Perception and Cognition. She received Commendations for Contributions in Environmental Conservation from the Minister of the Environment in 2006.

Takao Sato is Dean and Professor of Comprehensive Psychology at Ritsumeikan University, Osaka, Japan. Formerly Professor of Psychology at the University of Tokyo, his research is mainly concerned with visual and auditory perception, especially visual perception of spatio‐temporal patterns, and of motion and depth. He was President of the Japanese Psychological Association, President of the Vision Society of Japan, and President of the Japanese Psychonomic Society.

Tetsuro Matsuzawa is Distinguished Professor at the Kyoto University Institute for Advanced Study (KUIAS), Kyoto, Japan. His research focuses on the cognition and behavior of chimpanzees, both in the wild and in the laboratory. Matsuzawa is the former President of International Primatological Society, and the Editor‐in‐Chief of the journal Primates.

Notes on Contributors

Ralph Adolphs is the Bren Professor of Psychology, Neuroscience, and Biology at the California Institute of Technology (Caltech), USA. He directs the Caltech Brain Imaging Center, and his laboratory (emotion.caltech.edu) focuses on social neuroscience. Current research directions are to understand how emotions and social behavior arise in the brain, and predicting individual differences in these abilities from functional neuroimaging data. The laboratory includes studies of patients with focal brain lesions, fMRI, electrophysiology, and work in people with autism spectrum disorder.

Minoru Asada is Professor at the Department of Adaptive Machine Systems, Graduate School of Engineering, Osaka University, Japan. He is also a Division Chief of Systems Intelligence, Open and Transdisciplinary Research Initiatives at the same university. He has been a board member of the Japanese Society of Baby Science and the Japanese Society of Child Science since 2013. Since April 2017, he has been Vice President of the Robotics Society of Japan. He is also President of the NPO Leonardo da Vinci Museum Network, Osaka, Japan.

Ray Bull is Professor of Criminal Investigation at the University of Derby and Emeritus Professor of Forensic Psychology at the University of Leicester, UK. His major research interest is the investigative interviewing of suspects, witnesses, and victims, as well as witness memory, including voice recognition. He was elected Honorary Fellow of the British Psychological Society in 2010 and has been President of the European Association of Psychology and Law since 2014. He regularly acts as an expert witness and conducts workshops/training on investigative interviewing around the world.

Josep Call is a comparative psychologist specializing in primate cognition and cognitive evolution. He is Professor in the Evolutionary Origins of Mind (School of Psychology and Neuroscience) at the University of St. Andrews (UK) and Director of the Budongo Research Unit at Edinburgh Zoo. His research focus is on technical and social problem solving in animals with a special emphasis on the great apes, including causal and inferential reasoning, tool use, long‐term memory and planning, gestural communication, and mindreading.

Fanny M. Cheung is Vice President for Research and Choh‐Ming Li Professor of Psychology at the Chinese University of Hong Kong. Her research interests include cross‐cultural personality assessment and gender equality. After standardizing the MMPI and MMPI‐2 in Chinese societies, she noted the need for indigenous measures to fill the gaps in Western personality theories and assessment. She pioneered the combined emic–etic approach in personality assessment through the development of the Chinese Personality Assessment Inventory. This combined emic–etic approach is adopted in the development of other indigenous measures in South Africa and the Middle East.

Yann Coello is Professor of Cognitive Psychology and Neuropsychology at the University of Lille, France. He is the Director of the CNRS Laboratory Cognitive and Affective Sciences and President of the French National Committee of Scientific Psychology (CNFPS), a national member of IUPSyS. He has published numerous influential articles and books on the sensorimotor foundations of perception, cognition, and social interactions.

Frans B. M. de Waal is the Charles Howard Candler Professor of Primate Behavior in the Emory University Psychology Department in Atlanta, Georgia, USA, and director of the Living Links Center at the Yerkes National Primate Research Center. He is the author of numerous books including Chimpanzee Politics and Our Inner Ape. His research centers on primate social behavior, including conflict resolution, cooperation, inequity aversion, and food sharing. He is a member of the United States National Academy of Sciences and the Royal Netherlands Academy of Arts and Sciences.

Maria Eduarda Duarte is Professor of Psychology with the Faculty of Psychology at the University of Lisbon, Portugal. She is also director of the Masters course in Psychology of Human Resources, Work, and Organizations. Her professional interests include career psychology theory and research, with special emphasis on issues relevant to adults and the world of work.

Nancy Eisenberg Regents’ Professor of Psychology at Arizona State University, USA, is a developmental psychologist who studies social, emotional, and moral development, with primary interests in prosocial development and self‐regulation and their socialization. She is a past editor of Psychological Bulletin and Child Development Perspectives, and has received career contribution awards from the Association for Psychological Science, multiple divisions of the American Psychological Association, the International Society for the Study of Behavioral Development, and the Society for Research on Child Development. She has served as President of the Association for Psychological Science, Division 7 (Developmental Psychology) of the American Psychological Association, and Western Psychological Association.

Elaine F. Fernandez is the current Acting Head of the Department of Psychology, HELP University, Malaysia. She was a graduate of HELP University’s Bachelor of Psychology program, and obtained an MSc in Social Psychology (Distinction) from the University of Surrey, UK. She currently lectures in research and social psychology at HELP University, and is the convener for the Department of Psychology’s Centre for Diversity. At present, she is leading research projects tackling questions on Malaysian social identity, and the creation, maintenance, and consequences of social identification, both in general and in organizations.

Buxin Han is Professor of Psychology at the Chinese Academy of Sciences (CAS) Key Lab of Mental Health, Institute of Psychology, and the University of CAS, Beijing, China. He is Deputy Secretary‐General of the Chinese Psychological Society (CPS), Secretary‐General of the International Association of Applied Psychology (IAAP), and President of the Division of Aging Psychology in the CPS and the China Society for Gerontology and Geriatrics. His research is focused on the mental health of the elderly and on cognitive aging. His publications primarily cover areas of healthy development, mental health, and religious faith.

Satoshi Hirata is Professor at the Wildlife Research Center of Kyoto University, Japan. He has been conducting research on chimpanzees and other great apes from a comparative cognitive perspective to better understand the evolutionary origins of human behavior and cognition. He is currently Director of the Kumamoto Sanctuary of Kyoto University, where ex‐biomedical chimpanzees are housed.

Yuen Wan Ho is a postdoctoral fellow working in the Department of Psychology at the Chinese University of Hong Kong, where she received her PhD degree. Her research interests include personality, aging, and emotion. In particular, she studies how personality and motivational factors could contribute to age differences in emotion regulation and well‐being across cultures.

Etsuko Hoshino is Professor of Psychology at the Faculty of Music, Ueno Gakuen University, Tokyo, Japan. Her research is aimed at understanding relations between music structures and musical affect and she is also actively interested in the influence of background music upon learning contexts, and in music therapy. Hoshino is currently chief editor of the Journal of Music Perception and Cognition (the journal of the Japanese Society of Music Perception and Cognition).

Hiroshi Ishiguro received a D. Eng. in systems engineering from Osaka University, Japan, in 1991. He is currently Professor of Department of Systems Innovation in the Graduate School of Engineering Science at Osaka University (2009–) and Distinguished Professor of Osaka University (2017–). He is also visiting Director (2014–) (group leader: 2002–2013) of Hiroshi Ishiguro Laboratories at the Advanced Telecommunications Research Institute and an ATR fellow. His research interests include sensor networks, interactive robotics, and android science.

Osamu Kitayama is Professor Emeritus of the Department of Clinical Psychology and Community Studies, Kyushu University, Japan. He is a training and supervising analyst, and President of the Japan Psychoanalytic Society. He is author of more than 100 articles, including publications in the International Journal of Psycho‐Analysis in English, and about 15 books on psychoanalysis and medical communication.

Christopher Klager is a doctoral student and University Distinguished Fellow in the Education Policy program at Michigan State University, USA. His research focuses on developing students’ career interest in STEM and STEM teaching. Currently he works on the Crafting Engagement in Science Environments (CESE) project, investigating how to make high school chemistry and physics classes more engaging for students.

Cara Laney is an Associate Professor at the College of Idaho in Caldwell, Idaho, USA. Her research interests include false memory, eyewitness memory, and emotion. She has published more than 30 peer‐reviewed articles and book chapters.

Goh Chee Leong is Dean of the Faculty of Behavioural Science at HELP University, Malaysia. He is former President of ARUPS (ASEAN Regional Union of Psychological Societies) and the Malaysian Psychology Association (PSIMA), and has served as consultant for many organizations, including UNICEF, Maxis, Petronas, DiGi, and CIMB. His research interests include work psychology, stress, and eyewitness memory.

Choong Li Li is presently lecturer at the Department of Psychology at HELP University, Malaysia. Her research interests are in individual and family counseling, with a particular focus on non‐substance addiction such as gambling, video, or online gambling. She is actively involved in voluntary work with orphanages, schools for children with special education needs, and old folks’ homes.

Elizabeth F. Loftus is Distinguished Professor of Psychology and Social Behavior and Criminology, Law, and Society, and Professor of Law and Cognitive Science at the University of California, Irvine, USA. Loftus’s research for the last 40 years has focused on the malleability of human memory. She has been recognized for this research with seven honorary doctorates and election to the National Academy of Sciences, the American Philosophical Society, and the Royal Society of Edinburgh. She is past President of the Association for Psychological Science, the Western Psychological Association, and the American Psychology‐Law Society.

Masako Myowa is Professor at the Graduate School of Education of Kyoto University, Japan. Her research interests include the emergence and development of human intelligence and its evolutionary foundations. In her work, she has taken the approach of comparative cognitive developmental science, comparing the development of cognition in humans and nonhuman primates from their prenatal periods.

Seiichiro Namba is Emeritus Professor at Osaka University, Japan. He is also a member of the Japan Academy. His main area of research is the psychology of hearing. He has served as President of the Acoustical Society of Japan and President of the Japanese Society for Music Perception and Cognition. He received Doctor of Philosophy honoris causa from Oldenburg University, Germany, in 1996, and Commendations for Contributions in Environmental Conservation from the Minister of the Environment in 2003.

Carol D. Ryff, PhD is Director of the Institute on Aging and Hilldale Professor of Psychology at the University of Wisconsin–Madison, USA. Her research centers on the study of psychological well‐being, an area in which she has developed multidimensional assessment scales that have been translated to more than 30 different languages and are used in research across diverse scientific fields. Her research has addressed how psychological well‐being varies by age, gender, socioeconomic status, ethnic/minority status, and cultural context as well as by the experiences, challenges, and transitions individuals confront as they age. This work has generated over 200 publications. She currently directs the MIDUS (Midlife in the US) longitudinal study.

Barbara Schneider is the John A. Hannah Chair University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University, USA. She has used a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital for the past 30 years. Her research focuses on how the social contexts of schools and families influence the academic and social well‐being of adolescents as they move into adulthood. She has published 15 books and over 100 refereed journal articles that focus on the family, social context of schooling, and sociology of knowledge.

Rainer K. Silbereisen Professor Emeritus since early 2017, is former Chair of Developmental Psychology and Director of the Center for Applied Developmental Science at the University of Jena, Germany. His main research areas are lifespan human development, with a strong emphasis on the interaction of personality with ecological conditions, such as cultural contexts and immigration, and rapid social, economic, and political change.

Tracy L. Spinrad is Professor of Family Studies in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University, USA. Her program of research focuses on the socioemotional development of young children, particularly the relations of children’s self‐regulation abilities (i.e., effortful control) to children’s social adjustment. Further, much of her work has examined the role that parenting plays in the development of young children’s moral development, altruism, and empathy.

Anwarul Hasan Sufi is Professor of Psychology of the University of Rajshahi, Bangladesh, and Director of the Rajshahi University Mental Health Center. Besides his specialization in developmental disabilities, his research interests are in aviation psychology and clinical psychology. He has written books in English and Bengali in the field of psychology, and is co‐author of textbooks on basic psychology for college students in Bangladesh. He has served as consultant for national and international NGOs working in Bangladesh in the areas of health, education, and disabilities and has been Guest Professor at universities in North America, Europe, and Asia.

Eugene Y. J. Tee is Senior Lecturer at the Department of Psychology, HELP University, Malaysia. He attained his PhD in Management from the University of Queensland in 2010 and has research interests in the study of emotions‐related processes in social and organizational interactions. He has published work on emotions in leader–follower interaction in Leadership Quarterly, Advancing Relational Leadership Theory, and Research on Emotions in Organizations.

Masayoshi Tsuge is Professor in the Faculty of Human Sciences at the University of Tsukuba, Japan. His main area of research is on intellectual disability, developmental disabilities, and behavioral disorders, with a special focus on special needs education.

Carlos Valiente is Professor at Arizona State University, USA. He studies the development of children’s emotional, social, and academic functioning and is especially interested in understanding when and why emotion and self‐control are related to success in the academic domain. His main research projects involve a longitudinal study designed to examine the role of classmates’ temperament on children’s academic functioning and a twin study that aims to explicate genetic and environmental mechanisms associated with sleep and health behaviors.

Jingjing Wang is a PhD student at the Chinese Academy of Sciences (CAS) Key Lab of Mental Health at the Institute of Psychology, and the University of CAS, Beijing, China. Her main area of research is on the cognition, emotion, and mental health of older adults.

Stuart K. Watson is currently a Research Fellow at the University of Zurich, Switzerland. His research interests span social learning, communication, and cultural transmission in primates and birds.

Andrew Whiten is Wardlaw Professor of Evolutionary and Developmental Psychology at the University of St. Andrews, UK. His research interests focus on the evolution and development of social cognition, particularly social learning and culture in human and nonhuman primates.

Lindsey Young is a first‐year doctoral student, Rasmussen Fellow, and Erickson Research Fellow in the Education Policy program at Michigan State University, USA. Her research interests include science curriculum development and evaluation.

Liyu Zhan is Associate Professor of Psychology and Deputy Director of the Mental Health and Guidance Center of Fujian Agriculture and Forestry University, China. She has received awards as an outstanding psychological educator at the university. Her main area of research is the mental health of college students. She has been a visiting scholar at the Huizhen Ke Lab (Asia University, Taiwan), working on suicide intervention and problematic Internet use. She has published several papers in Chinese journals.

Preface

This edition of the Proceedings of the International Congress of Psychology comprises highlights from one of the most successful international psychology conferences since the beginning of the twenty‐first century. In July 2016, over 8,000 attendees – most from outside of Japan – met in Yokohama to participate in 7,800 presentations and sessions that were offered in many formats. Beyond size, the Congress was also highly successful in terms of scope and quality, offering a wide‐ranging program that covered the most recent developments in all areas of psychology.

The contents of this Proceedings book have been selected to reflect the ICP 2016 Congress theme of “Diversity in Harmony: Insights from Psychology.” The editors invited all who delivered keynote addresses to contribute and selected for inclusion some addresses and presentations from the invited symposium and open lecture series. In this way, the Proceedings book is intended to offer a collection of interesting and stimulating readings rather than a set of refereed research papers.

While the field of psychology is often divided into a number of area specializations, the actual content of research may not easily be classified into a single category. Often research breakthroughs involve perspectives and methodologies encompassing a multiplicity of disciplinary areas. For example, psychology today explores the human mind in the prehistoric era, compares the minds of primates and contemporary humans, and examines human cognitive capability using Artificial Intelligence (AI). Recently, a number of books about the entire history of Homo sapiens have gained a wide readership. In examining human interaction with others – ranging from humans and primates to bacteria, for example – findings persuasively conclude that human beings are the result of complex evolution over a very long time, and that studying the past is essential to understanding the mechanisms and systems of the contemporary human mind. Contrastingly, human capabilities are being rapidly expanded through progress in AI and it is already clear that AI technology will inevitably change many aspects of human life. Primatology and AI are just two examples of psychology’s growing collaborative work with neighboring fields.

The Proceedings book is divided into two parts. In Part I, “Psychology Approaching New Synergies,” we have included research that offers recent exciting new insights gained from multidisciplinary perspectives and methodologies. In Part II, as the title “Psychology Confronting Societal Challenges” suggests, we have included chapters that put psychology – as the study of the human mind – at the center of our understanding and ability to address the many problems facing groups and individuals in modern society. As the chapters included in this section show, the social problems identified always involve the human factor, but are complex and often require multidisciplinary approaches. Of course, psychology continues to be useful in addressing individual problems.

Taken as a whole, the content of the Proceedings book is a reflection of the state of psychology in the second decade of the twenty‐first century and it would seem there is much about which to be optimistic. Two important characteristics are especially evident: multidisciplinary approaches are increasingly taking advantage of technological advances, and contributions from researchers and practitioners from regions beyond Europe and North America are expanding. The editors of this Proceedings book are both impressed by current achievements in the field and encouraged by the promise of even greater progress to come.

Acknowledgments

The Editors would like to thank all those who have worked so hard to bring this book into being. First, as the title states, the contents are a reflection of the International Congress of Psychology (ICP) 2016, held in Yokohama, Japan, and the editors want to express their sincere gratitude to all those who contributed so much to making it such a highly successful Congress. Here we would like especially to acknowledge the invaluable help of the office of the Japanese Psychological Association and of members of the ICP 2016 executive committee, namely: Toshikazu Hasegawa (secretary‐general after May 2016 and chair of fund raising), Masataka Watanabe (secretary‐general until April 2016), Yuji Hakoda (vice chair of scientific program), Makiko Naka (co‐vice chair of scientific program and chair of emergent psychologist/scholar program), Tatsuya Kameda (co‐vice chair of scientific program and vice chair of general affairs), Kaori Karasawa (co‐vice chair of general affairs), Toshihiko Hinobayashi (chair of finance), Jiro Gyoba (chair of publicity), Akiyoshi Kitaoka (co‐vice chair of publicity), Kazuhisa Takemura (co‐vice chair of publicity), Kyoko Noguchi (chair of local host), Kiyoshi Ando (co‐vice chair of local host), Koji Takenaka (co‐vice chair of local host), Masuo Koyasu (co‐vice chair of local host), and Atsuko Suzuki (Japanese Psychological Association liaison). Thanks must also go to the International Union of Psychological Science (IUPsyS), under whose auspices the Congress was held, especially to the Officers of IUPsyS and to Rainer K. Silbereisen as IUPsyS/ICP liaison for his continued support.

In terms of the book itself, our thanks go to the authors for their contributions that offer readers such a tremendous insight into the diverse and interesting world of psychology. We are truly grateful for their efforts in support of the ICP and this publication.

With regard to the actual book production, special thanks are due to Verona Christmas‐Best, who took on the role of managing editor and efficiently handled the final stages of bringing the book together and the many associated editing obligations. Finally, thanks must go to our publishers, Wiley, for their supportive, generous, and sympathetic handling of this project.

Diversity in Harmony – Insights from Psychology

Part IPsychology Approaching New Synergies

1Social Cognition, the Amygdala, and Autism

Ralph Adolphs

California Institute of Technology, USA

1.1 Three Broad Themes

At the outset, there are three broad themes that are important to consider that will guide the rest of this chapter. These are that (1) social cognition has enabling, or antecedent conditions; (2) the social world is complex; and (3) any specific method has fundamental limitations. We will discuss all these points with a focus on face processing, and through examples of findings in a psychiatric disease, autism, and in cognitive neuroscience, with a focus on the amygdala. Each of these three points suggests important ways forward, which we will discuss in further detail.

To help frame the discussion, we begin with a brief introduction to autism; we discuss the amygdala further below. Autism is a psychiatric disorder recognized since the 1940s, when Kanner and Asperger contemporaneously identified the disease in children (Kanner, 1943). It is a disease that arises early in life, and remains pervasive throughout life. Although it is currently diagnosed around age 3, there are precursors to it that already predict whether a child will develop autism or not. Autism is highly heritable, although no single gene accounts for a large percentage of autism; instead the disease arises from polymorphisms across many genes, each typically contributing only a very small effect size in isolation. These genes in turn code for protein products that influence many aspects of brain development and function, and in particular aspects of how neurons make and maintain synaptic connections with one another. Abnormal connectivity in the brain is currently one leading hypothesis for an intermediate phenotype that accounts for a substantial fraction of autism (Geschwind & Levitt, 2007). This abnormal connectivity in turn causes abnormal brain function that manifests as a particular profile of abilities and disabilities – the ones used to diagnose the disease, which currently can be diagnosed only on behavioral criteria, not by a medical or genetic test of some kind.

In the psychiatric reference book used to diagnose disorders (the Diagnostic and Statistical Manual, DSM), autism was diagnosed as featuring impairments in three domains: social interaction, language, and stereotyped and repetitive behaviors. The first two are related, and have become fused in the transition from DSM‐IV to DSM‐V. The third is a somewhat heterogeneous category of impairments, including not only repetitive behaviors but also rigidity, and exceptional focus and attention to highly specific objects or topics. It has long been recognized that autism is a spectrum, and so it is often referred to as autism spectrum disorder (ASD), and it covers a very wide range from high‐functioning individuals who have PhDs and whose primary complaint is skill in social interactions, to low‐functioning individuals who are mentally retarded and mute. It remains an open question of considerable interest whether the processing deficits and behaviors seen in autism are truly continuous with the psychiatrically healthy population, and whether there might be subtypes of autism. It is hoped that research on the themes described below could help to answer these questions.

1.1.1 Antecedent Causes to Social Cognition

The first theme, that social cognition has antecedent conditions, is fairly obvious once we think about it. Social cognition does not emerge out of nowhere. It develops; it is caused by other processes; and it requires embedding in many other psychological processes in order to generate cognition and social behavior.

Perhaps the two most investigated antecedent conditions for social cognition are attention and motivation. Attention has long been noted to be critical for filtering sensory information, and could thus be thought of simply as a filter that determines sensory inputs, on which subsequent social cognition might be based. Thus, if we pay attention to somebody’s face, we are able to make judgments about the emotion expressed on the face. If we do not pay attention to the face, we are unable to make such judgments (or make them much more poorly). But attention is much more than merely a filter, and should probably be thought of as an active seeking out of socially relevant information. We explore the visual world with our eyes, for instance, sampling relevant features as we make fixations onto them. Indeed, eyetracking has often been used to measure (overt) visual attention. This more active, instrumental view of attention of course raises a next question: so how do we decide where to attend in the first place? Presumably the value, salience, and interest of particular features of stimuli motivate us to pay attention to them. Thus, motivation is another key antecedent process that guides social cognition, together with attention.

Motivation can be thought of simply as that which causes instrumental behavior. Insofar as visual attention can be thought of as instrumental behavior, motivation can cause visual attention. An example would be top‐down visual search, as when we are trying to find a person in a crowd. Conversely, it is also likely that attention influences motivation, since it is well known that our attention to stimuli influences both our preferences and choices. This particular association has been quantified with models such as drift‐diffusion models, which model the accumulation of evidence that can cause motivation and choice. For instance, the more we look at a particular face, the more we are inclined to choose it as the preferred one, in two‐alternative choice tasks with similar faces (Shimojo, Simion, Shimojo, & Scheier, 2003).