Psychology
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research topics below this in the hierarchy
- Philosophy. Relation to other topics
- Psychoanalysis
- Psychological tests and testing
- Experimental psychology
- Gestalt psychology
- Psychotropic drugs and other substances
- Sensation. Aesthesiology
- Parapsychology
- Consciousness. Cognition. Including learning, attention, comprehension, memory, imagination, genius, intelligence, thought and thinking, psycholinguistics, mental fatigue
- Motivation
- Affection. Feeling. Emotion
- Will. Volition. Choice. Control
- Applied psychology
- New Thought. Menticulture, etc.
- Comparative psychology. Animal and human psychology
- Psychology of sex. Sexual behavior
- Differential psychology. Individuality. Self
- Personality
- Genetic psychology
- Developmental psychology. Including infant psychology, child psychology, adolescence, adulthood.
- Class psychology
- Temperament. Character
- Physiognomy. Phrenology
- Graphology. Study of handwriting
- The hand. Palmistry
Research topics above this in the hierarchy
Research problems linked to this topic
- Edinburgh and Manchester Universities Survey, 1969-1970
- How will the use of generative AI to create ‘deepfakes’ that manipulate people’s likeness (face, body, voice) evolve? What is the psychological impact of being deepfaked, and what harmful uses (e.g. intimate image abuse, fraud, reputational damage) will develop and increase?
- Which harmful online uses of AI are likely to increase? What could be the impact of AI-generated content on attitudes, beliefs, behaviours or psychological wellbeing?
- How is trait dominance related to the Big 5 personality dimensions?
- Collective Compartmentalisation and International Affairs
- Who should look after those with mental illness? An organisational paradox.
- What workplace wellbeing innovations would police staff be accepting of, use and find most supportive?
- What emerging technologies, such as wearables, can help identify and enable earlier interventions for struggling workforce members before they reach crisis point, for example, through the analysis of psychophysiological data?
- What can cognitive science and neuroscientific developments tell us about effective teaching approaches?
- What teaching approaches are most effective in helping pupils to pay attention, grasp new ideas, develop skill (such as writing), retain knowledge, transfer knowledge, and be motivated to learn? Why are these approaches most effective? Applied research might include, for example: how various forms of retrieval practice can help pupils retain knowledge for longer periods, or how teacher instruction, teacher questioning, and in-class reading can be used to enhance understanding, and how these effects vary across different phases or subjects.
- What does evidence from the natural and cognitive sciences suggest about how schools might influence pupil motivation, behaviour, and learning? How can this be translated into teaching practices that reliably improve pupil attainment?
- What are the key factors regarding public trust on autonomous systems?
- Young Lives: an International Study of Childhood Poverty: Round 4, 2013-2014
- Young Lives: an International Study of Childhood Poverty: Round 1, 2002
- What is the prevalence of different pedagogical approaches in different early years settings, including maintained nurseries and nursery provision in primary schools? How does this vary across the workforce? Which of these approaches have the greatest impact on development?
- How can we better quantify and measure the benefits of social work assessment, training and development in terms of child outcomes such as wellbeing and educational achievement?
- What are the influences on young people’s decision making at key education transition points, including subject and qualification choice at key stage 4 and 5? How do these choices influence their later economic outcomes?
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- • What drives differences in school belonging, motivation, and engagement between primary and secondary?
- • What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’).
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- Growing Up in Scotland: Cohort 1: Sweep 4, 2008-2009: Special Licence Access
- Growing Up in Scotland: Cohort 1: Sweep 3, 2007-2008: Special Licence Access
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- 1970 British Cohort Study Response Dataset, 1970-2021
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- Growing Up in Scotland: Cohort 2, Sweeps 1-3, 2011-2015: Special Licence Access
- Millennium Cohort Study: Age 11, Sweep 5, 2012
- Millennium Cohort Study: Age 7, Sweep 4, 2008
- Millennium Cohort Study: Age 5, Sweep 3, 2006
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- British Preschool-Children's Play Survey, 2023
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- British Social Attitudes Survey, 2007
- British Social Attitudes Survey, 2005
- British Social Attitudes Survey, 2004
- British Social Attitudes Survey, 2003
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- British Social Attitudes Survey, 2002
- British Social Attitudes Survey, 1998
- British Social Attitudes Survey, 2006
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- Scottish Crime and Justice Survey, 2018-2020: Special Licence Access, Self-Completion Data
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- Welsh Health Survey, 2014: Special Licence Access
- Welsh Health Survey, 2015: Special Licence Access
- Scottish Crime and Justice Survey, 2012-2013: Special Licence Access, Self-Completion Data
- Welsh Health Survey, 2013: Special Licence Access
- Welsh Health Survey, 2012: Special Licence Access
- Welsh Health Survey, 2011: Special Licence Access
- Welsh Health Survey, 2010: Special Licence Access
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