Thirty years of focus on individual variability and the dynamics of processes

We fully endorse Arocha’s (2021) thesis about the fundamental importance of studying variability in real, observable processes and agree with his critique of the standard practice of psychological research. However, we regret that Arocha’s article does not acknowledge a rich body of research that has been around for almost three decades and that does exactly what Arocha recommends. This research is based on the theory of complex dynamic systems. We discuss its main implications for a research focus on concrete psychological processes, as they occur in individual cases (including real interacting groups). Variability over time is used as a main source of information about the nature of the underlying processes. Various examples of empirical studies, model building, and process-oriented methodology are discussed, and Arocha’s examples of perceptual control theory (PCT) and observation-oriented modeling (OOM) are put in the perspective of the complex dynamic systems approach, which is fully compatible with scientific realism as advocated by Arocha.

On Simpson’s paradox: To remain or not to remain a population-based science

In this article, I critically reflect on J. F. Arocha’s (2021) contention that psychologists need to use methods and tools that are suitable for data analysis at the individual level. First, I discuss the beleaguered nature of the philosophical underpinnings of the standard practices in psychological research. Of the five assumptions he presented, the aggregate assumption results in Simpson’s paradox, a form of ecological fallacy. While the other assumptions need urgent attention, the proposals Arocha makes for addressing the aggregate assumption are still unsettled in many ways. I show that while perceptual control theory informed by the Aristotelian concept of final cause or telos allows for embracing variability as a psychological fact of human behaviour, one cannot say the same for his recommendation for the use of observation-oriented modelling (OOM) to address the aggregate assumption or to circumvent Simpson’s paradox.

How do we help people regain control over their lives? An introduction to method of levels therapy

There are many different approaches to psychotherapy. Research indicates comparable effectiveness of various therapies, despite having different theoretical assumptions and using different therapeutic methods. In recent years, many researchers have attempted to understand such results by investigating specific and common factors in psychotherapy. It has been suggested that further developments in the field should aim to investigate factors underlying mental health problems and the principles informing the process of change in psychotherapy. In the current article, we will present perceptual control theory as a scientifically grounded approach that integrates theory and practice. Transdiagnostic principles explain the sources of emotional distress and the process of psychological change in psychotherapy. The main aim of the article is to introduce method of levels therapy, which has been created as a direct application of perceptual control theory principles. Description of the process of therapy is accompanied by clinical examples.

A Thematic Analysis of Multiple Pathways Between Nature Engagement Activities and Well-Being

Research studies have identified various different mechanisms in the effects of nature engagement on well-being and mental health. However, rarely are multiple pathways examined in the same study and little use has been made of first-hand, experiential accounts through interviews. Therefore, a semi-structured interview was conducted with seven female students who identified the role of nature engagement in their well-being and mental health. After applying thematic analysis, 11 themes were extracted from the data set, which were: “enjoying the different sensory input,” “calm nature facilitates a calm mood,” “enhancing decision making and forming action plans,” “enhancing efficiency and productivity,” “alleviating pressure from society's expectations regarding education,” “formation of community relations,” “nature puts things into perspective,” “liking the contrast from the urban environment,” “feel freedom,” “coping mechanism,” and “anxious if prevented or restricted.” The results indicate complementary mechanisms for how nature-related activities benefit mental health and well-being that may occupy different levels of experience within a hierarchical framework informed by perceptual control theory.

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be absent-mindedness, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart’s concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes.

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. The source of the crisis is assumed to be absent-mindedness, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart's poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations – qualia – and the question of free will, are also briefly discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart's concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes.

A not-so proximate account of cleansing behavior

In this commentary we outline perceptual control theory and suggest this as a fruitful way for Lee and Schwarz (L&S) to fully embody their account of cleansing behavior. Moreover, we take issue with the command control approach that L&S have taken seeing this as an unnecessary cognitive commitment within an embodied model of cleansing behavior.

Research says “wrongheaded” belief that schools should stress career development

Purpose The aim of the authors was to find out at what stage of life individuals normally develop self-direction and a career identity. They wanted to question the widespread assumption that school age is the best time. Design/methodology/approach The paper was an original piece of research based on a review of evidence from psychology and neuroscience. The author then proposes an alternative approach based on cybernetic theories. Findings Having reviewed various psychological theories from writers such Erik Erikson, Jean Piaget, as Daniel Kahneman, the author concluded that adolescence was the wrong time as a sense of identity was still in a state of flux. The author believes that Perceptual Control Theory (PCT) gives a better understanding of career progression. Originality/value The findings are important as they show how important it is to relieve the pressure that is placed on young people to make career decisions by politicians, teachers and parents. The author says schools should not try to help young people to “discover who they are” in any absolute sense as there is a high risk of coming to misleading conclusions.

Scientific realism and the issue of variability in behavior

The purpose of this article is to present a critical analysis of current research practices in the study of behavior from the point of view of scientific realism. Although the so-called “replication crisis” observed in the psychological and health sciences has led to various proposals for improving research quality, most of those proposals take the standard linear input–output approach for granted, where behavioral variability is seen as the result of uncontrolled random variables hiding the true input–output relations. Aggregate data and the computation of sample statistics are used to estimate population parameters, the true reality behind appearances. In this paper, I offer a different interpretation: variability is a fact of behavior necessary for successful performance, not the result of some unknown variables randomly affecting individual outputs. Research models that take individual behavior with all of its complexity as the real thing, can help us overcome the limitations of the standard approach to research. As an illustration, I also describe two approaches to behavioral investigations that do not rely on standard statistical analysis for producing genuine knowledge: perceptual control theory and observation-oriented modeling.