TY - BOOK AU - Institute of Medicine TI - Psychological Testing in the Service of Disability Determination SN - DO - 10.17226/21704 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21704/psychological-testing-in-the-service-of-disability-determination PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The United States Social Security Administration (SSA) administers two disability programs: Social Security Disability Insurance (SSDI), for disabled individuals, and their dependent family members, who have worked and contributed to the Social Security trust funds, and Supplemental Security Income (SSSI), which is a means-tested program based on income and financial assets for adults aged 65 years or older and disabled adults and children. Both programs require that claimants have a disability and meet specific medical criteria in order to qualify for benefits. SSA establishes the presence of a medically-determined impairment in individuals with mental disorders other than intellectual disability through the use of standard diagnostic criteria, which include symptoms and signs. These impairments are established largely on reports of signs and symptoms of impairment and functional limitation. Psychological Testing in the Service of Disability Determination considers the use of psychological tests in evaluating disability claims submitted to the SSA. This report critically reviews selected psychological tests, including symptom validity tests, that could contribute to SSA disability determinations. The report discusses the possible uses of such tests and their contribution to disability determinations. Psychological Testing in the Service of Disability Determination discusses testing norms, qualifications for administration of tests, administration of tests, and reporting results. The recommendations of this report will help SSA improve the consistency and accuracy of disability determination in certain cases. ER - TY - BOOK AU - Institute of Medicine A2 - Laura Aiuppa Denning A2 - Marc Meisnere A2 - Kenneth E. Warner TI - Preventing Psychological Disorders in Service Members and Their Families: An Assessment of Programs SN - DO - 10.17226/18597 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18597/preventing-psychological-disorders-in-service-members-and-their-families-an PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Being deployed to a war zone can result in numerous adverse psychological health conditions. It is well documented in the literature that there are high rates of psychological disorders among military personnel serving in Operation Enduring Freedom in Afghanistan and Operation Iraqi Freedom in Iraq as well as among the service members' families. For service members' families, the degree of hardship and negative consequences rises with the amount of the service members' exposure to traumatic or life-altering experiences. Adult and child members of the families of service members who experience wartime deployments have been found to be at increased risk for symptoms of psychological disorders and to be more likely to use mental health services. In an effort to provide early recognition and early intervention that meet the psychological health needs of service members and their families, DOD currently screens for many of these conditions at numerous points during the military life cycle, and it is implementing structural interventions that support the improved integration of military line personnel, non-medical caregivers, and clinicians, such as RESPECT-Mil (Re-engineering Systems of Primary Care Treatment in the Military), embedded mental health providers, and the Patient-Centered Medical Home. Preventing Psychological Disorders in Service Members and Their Families evaluates risk and protective factors in military and family populations and suggests that prevention strategies are needed at multiple levels - individual, interpersonal, institutional, community, and societal - in order to address the influence that these factors have on psychological health. This report reviews and critiques reintegration programs and prevention strategies for PTSD, depression, recovery support, and prevention of substance abuse, suicide, and interpersonal violence. ER - TY - BOOK AU - National Research Council A2 - Elinor Ostrom A2 - Thomas Dietz A2 - Nives Dolšak A2 - Paul C. Stern A2 - Susan Stonich A2 - Elke U. Weber TI - The Drama of the Commons SN - DO - 10.17226/10287 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10287/the-drama-of-the-commons PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Agriculture AB - The "tragedy of the commons" is a central concept in human ecology and the study of the environment. It has had tremendous value for stimulating research, but it only describes the reality of human-environment interactions in special situations. Research over the past thirty years has helped clarify how human motivations, rules governing access to resources, the structure of social organizations, and the resource systems themselves interact to determine whether or not the many dramas of the commons end happily. In this book, leaders in the field review the evidence from several disciplines and many lines of research and present a state-of-the-art assessment. They summarize lessons learned and identify the major challenges facing any system of governance for resource management. They also highlight the major challenges for the next decade: making knowledge development more systematic; understanding institutions dynamically; considering a broader range of resources (such as global and technological commons); and taking into account the effects of social and historical context. This book will be a valuable and accessible introduction to the field for students and a resource for advanced researchers. ER - TY - BOOK TI - Final Report of the Committee on Scientific Problems of Human Migration: Report and Circular Series of the National Research Council DO - 10.17226/9560 PY - 1929 UR - https://nap.nationalacademies.org/catalog/9560/final-report-of-the-committee-on-scientific-problems-of-human-migration PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences ER - TY - BOOK AU - National Research Council A2 - Richard W. Pew A2 - Anne S. Mavor TI - Modeling Human and Organizational Behavior: Application to Military Simulations SN - DO - 10.17226/6173 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6173/modeling-human-and-organizational-behavior-application-to-military-simulations PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues KW - Behavioral and Social Sciences AB - Simulations are widely used in the military for training personnel, analyzing proposed equipment, and rehearsing missions, and these simulations need realistic models of human behavior. This book draws together a wide variety of theoretical and applied research in human behavior modeling that can be considered for use in those simulations. It covers behavior at the individual, unit, and command level. At the individual soldier level, the topics covered include attention, learning, memory, decisionmaking, perception, situation awareness, and planning. At the unit level, the focus is on command and control. The book provides short-, medium-, and long-term goals for research and development of more realistic models of human behavior. ER - TY - BOOK AU - National Research Council TI - Distributed Decision Making: Report of a Workshop SN - DO - 10.17226/1558 PY - 1990 UR - https://nap.nationalacademies.org/catalog/1558/distributed-decision-making-report-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Decision making in today's organizations is often distributed widely and usually supported by such technologies as satellite communications, electronic messaging, teleconferencing, and shared data bases. Distributed Decision Making outlines the process and problems involved in dispersed decision making, draws on current academic and case history information, and highlights the need for better theories, improved research methods and more interdisciplinary studies on the individual and organizational issues associated with distributed decision making. An appendix provides additional background reading on this socially and economically important problem area. ER - TY - BOOK AU - National Research Council TI - Identifying the Culprit: Assessing Eyewitness Identification SN - DO - 10.17226/18891 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18891/identifying-the-culprit-assessing-eyewitness-identification PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Identifying the Culprit: Assessing Eyewitness Identification makes the case that better data collection and research on eyewitness identification, new law enforcement training protocols, standardized procedures for administering line-ups, and improvements in the handling of eyewitness identification in court can increase the chances that accurate identifications are made. This report explains the science that has emerged during the past 30 years on eyewitness identifications and identifies best practices in eyewitness procedures for the law enforcement community and in the presentation of eyewitness evidence in the courtroom. In order to continue the advancement of eyewitness identification research, the report recommends a focused research agenda. ER - TY - BOOK AU - National Research Council TI - How People Learn: Brain, Mind, Experience, and School: Expanded Edition SN - DO - 10.17226/9853 PY - 2000 UR - https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - The Value of Social, Behavioral, and Economic Sciences to National Priorities: A Report for the National Science Foundation SN - DO - 10.17226/24790 PY - 2017 UR - https://nap.nationalacademies.org/catalog/24790/the-value-of-social-behavioral-and-economic-sciences-to-national-priorities PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Nearly every major challenge the United States faces—from alleviating unemployment to protecting itself from terrorism—requires understanding the causes and consequences of people's behavior. Even societal challenges that at first glance appear to be issues only of medicine or engineering or computer science have social and behavioral components. Having a fundamental understanding of how people and societies behave, why they respond the way they do, what they find important, what they believe or value, and what and how they think about others is critical for the country's well-being in today's shrinking global world. The diverse disciplines of the social, behavioral, and economic (SBE) sciences ―anthropology, archaeology, demography, economics, geography, linguistics, neuroscience, political science, psychology, sociology, and statistics―all produce fundamental knowledge, methods, and tools that provide a greater understanding of people and how they live. The Value of Social, Behavioral, and Economic Sciences to National Priorities evaluates whether the federal government should fund SBE research at the National Science Foundation (NSF), and, specifically, whether SBE research furthers the mission of the NSF to advance national priorities in the areas of health, prosperity and welfare, national defense, and progress in science; advances the missions of other federal agencies; and advances business and industry, and to provide examples of such research. This report identifies priorities for NSF investment in the SBE sciences and important considerations for the NSF for strategic planning. ER - TY - BOOK AU - National Research Council TI - Enhancing Human Performance: Background Papers, Stress Management SN - DO - 10.17226/785 PY - 1988 UR - https://nap.nationalacademies.org/catalog/785/enhancing-human-performance-background-papers-stress-management PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences ER - TY - BOOK AU - National Research Council A2 - Laura L. Carstensen A2 - Christine R. Hartel TI - When I'm 64 SN - DO - 10.17226/11474 PY - 2006 UR - https://nap.nationalacademies.org/catalog/11474/when-im-64 PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Health and Medicine AB - By 2030 there will be about 70 million people in the United States who are older than 64. Approximately 26 percent of these will be racial and ethnic minorities. Overall, the older population will be more diverse and better educated than their earlier cohorts. The range of late-life outcomes is very dramatic with old age being a significantly different experience for financially secure and well-educated people than for poor and uneducated people. The early mission of behavioral science research focused on identifying problems of older adults, such as isolation, caregiving, and dementia. Today, the field of gerontology is more interdisciplinary. When I'm 64 examines how individual and social behavior play a role in understanding diverse outcomes in old age. It also explores the implications of an aging workforce on the economy. The book recommends that the National Institute on Aging focus its research support in social, personality, and life-span psychology in four areas: motivation and behavioral change; socioemotional influences on decision-making; the influence of social engagement on cognition; and the effects of stereotypes on self and others. When I'm 64 is a useful resource for policymakers, researchers and medical professionals. ER - TY - BOOK TI - How People Learn: Brain, Mind, Experience, and School DO - 10.17226/6160 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6160/how-people-learn-brain-mind-experience-and-school PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do—with curricula, classroom settings, and teaching methods—to help children learn most effectively? This book offers exciting new research about the mind and the brain that provides answers to these and other questions. New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers. ER - TY - BOOK AU - National Research Council A2 - Daniel Druckman A2 - Robert A. Bjork TI - Learning, Remembering, Believing: Enhancing Human Performance SN - DO - 10.17226/2303 PY - 1994 UR - https://nap.nationalacademies.org/catalog/2303/learning-remembering-believing-enhancing-human-performance PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences AB - Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line. Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991). The result is a thorough and readable review of: Learning and remembering. The volume evaluates the effects of subjective experience on learning—why we often overestimate what we know, why we may not need a close match between training settings and real-world tasks, and why we experience such phenomena as illusory remembering and unconscious plagiarism. Learning and performing in teams. The authors discuss cooperative learning in different age groups and contexts. Current views on team performance are presented, including how team-learning processes can be improved and whether team-building interventions are effective. Mental and emotional states. This is a critical review of the evidence that learning is affected by state of mind. Topics include hypnosis, meditation, sleep learning, restricted environmental stimulation, and self-confidence and the self-efficacy theory of learning. New directions. The volume looks at two new ideas for improving performance: emotions induced by another person—socially induced affect—and strategies for controlling one's thoughts. The committee also considers factors inherent in organizations—workplaces, educational facilities, and the military—that affect whether and how they implement training programs. Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance. ER - TY - BOOK AU - National Research Council A2 - Baruch Fischhoff A2 - Cherie Chauvin TI - Intelligence Analysis: Behavioral and Social Scientific Foundations SN - DO - 10.17226/13062 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13062/intelligence-analysis-behavioral-and-social-scientific-foundations PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Conflict and Security Issues AB - The U.S. intelligence community (IC) is a complex human enterprise whose success depends on how well the people in it perform their work. Although often aided by sophisticated technologies, these people ultimately rely on their own intellect to identify, synthesize, and communicate the information on which the nation's security depends. The IC's success depends on having trained, motivated, and thoughtful people working within organizations able to understand, value, and coordinate their capabilities. Intelligence Analysis provides up-to-date scientific guidance for the intelligence community (IC) so that it might improve individual and group judgments, communication between analysts, and analytic processes. The papers in this volume provide the detailed evidentiary base for the National Research Council's report, Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences. The opening chapter focuses on the structure, missions, operations, and characteristics of the IC while the following 12 papers provide in-depth reviews of key topics in three areas: analytic methods, analysts, and organizations. Informed by the IC's unique missions and constraints, each paper documents the latest advancements of the relevant science and is a stand-alone resource for the IC's leadership and workforce. The collection allows readers to focus on one area of interest (analytic methods, analysts, or organizations) or even one particular aspect of a category. As a collection, the volume provides a broad perspective of the issues involved in making difficult decisions, which is at the heart of intelligence analysis. ER - TY - BOOK TI - Education and Learning to Think SN - DO - 10.17226/1032 PY - 1987 UR - https://nap.nationalacademies.org/catalog/1032/education-and-learning-to-think PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The economic and social challenges confronting the nation today demand that all citizens acquire and learn to use complex reasoning and thinking skills. Education and Learning to Think confronts the issues facing our schools as they take on this mission. This volume reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, methods of cultivating the disposition toward higher order thinking and learning, and the integral role motivation plays in these activities. ER - TY - BOOK AU - National Research Council A2 - Daniel Druckman A2 - Robert A. Bjork TI - In the Mind's Eye: Enhancing Human Performance SN - DO - 10.17226/1580 PY - 1991 UR - https://nap.nationalacademies.org/catalog/1580/in-the-minds-eye-enhancing-human-performance PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Education AB - The archer stands and pulls back the bow, visualizing the path of the arrow to the target. Does this mental exercise enhance performance? Can we all use such techniques to improve performance in our daily lives?In the Mind's Eye addresses these and other intriguing questions. This volume considers basic issues of performance, exploring how techniques for quick learning affect long-term retention, whether an expert's behavior can serve as a model for beginners, if team performance is the sum of individual members' performances, and whether subliminal learning has a basis in science.The book also considers meditation and some other pain control techniques. Deceit and the ability to detect deception are explored in detail. In the area of self-assessment techniques for career development, the volume evaluates the widely used Myers-Briggs Type Indicator. ER - TY - BOOK AU - National Research Council TI - Behavioral and Social Science: 50 Years of Discovery SN - DO - 10.17226/611 PY - 1986 UR - https://nap.nationalacademies.org/catalog/611/behavioral-and-social-science-50-years-of-discovery PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - In 1933, President Herbert Hoover commissioned the "Ogburn Report," a comprehensive study of social trends in the United States. Fifty years later, a symposium of noted social and behavioral scientists marked the report's anniversary with a book of their own from the Commission on Behavioral and Social Sciences and Education. The 10 chapters presented here relate the developments detailed in the "Ogburn Report" to modern social trends. This book discusses recent major strides in the social and behavioral sciences, including sociology, psychology, anthropology, economics, and linguistics. ER - TY - BOOK AU - National Research Council A2 - James J. Blascovich A2 - Christine R. Hartel TI - Human Behavior in Military Contexts SN - DO - 10.17226/12023 PY - 2008 UR - https://nap.nationalacademies.org/catalog/12023/human-behavior-in-military-contexts PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Conflict and Security Issues AB - Human behavior forms the nucleus of military effectiveness. Humans operating in the complex military system must possess the knowledge, skills, abilities, aptitudes, and temperament to perform their roles effectively in a reliable and predictable manner, and effective military management requires understanding of how these qualities can be best provided and assessed. Scientific research in this area is critical to understanding leadership, training and other personnel issues, social interactions and organizational structures within the military. The U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) asked the National Research Council to provide an agenda for basic behavioral and social research focused on applications in both the short and long-term. The committee responded by recommending six areas of research on the basis of their relevance, potential impact, and timeliness for military needs: intercultural competence; teams in complex environments; technology-based training; nonverbal behavior; emotion; and behavioral neurophysiology. The committee suggests doubling the current budget for basic research for the behavioral and social sciences across U.S. military research agencies. The additional funds can support approximately 40 new projects per year across the committee's recommended research areas. Human Behavior in Military Contexts includes committee reports and papers that demonstrate areas of stimulating, ongoing research in the behavioral and social sciences that can enrich the military's ability to recruit, train, and enhance the performance of its personnel, both organizationally and in its many roles in other cultures. ER - TY - BOOK AU - National Research Council A2 - Paul C. Stern A2 - Laura L. Carstensen TI - The Aging Mind: Opportunities in Cognitive Research SN - DO - 10.17226/9783 PY - 2000 UR - https://nap.nationalacademies.org/catalog/9783/the-aging-mind-opportunities-in-cognitive-research PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Health and Medicine AB - Possible new breakthroughs in understanding the aging mind that can be used to benefit older people are now emerging from research. This volume identifies the key scientific advances and the opportunities they bring. For example, science has learned that among older adults who do not suffer from Alzheimer's disease or other dementias, cognitive decline may depend less on loss of brain cells than on changes in the health of neurons and neural networks. Research on the processes that maintain neural health shows promise of revealing new ways to promote cognitive functioning in older people. Research is also showing how cognitive functioning depends on the conjunction of biology and culture. The ways older people adapt to changes in their nervous systems, and perhaps the changes themselves, are shaped by past life experiences, present living situations, changing motives, cultural expectations, and emerging technology, as well as by their physical health status and sensory-motor capabilities. Improved understanding of how physical and contextual factors interact can help explain why some cognitive functions are impaired in aging while others are spared and why cognitive capability is impaired in some older adults and spared in others. On the basis of these exciting findings, the report makes specific recommends that the U.S. government support three major new initiatives as the next steps for research. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - How People Learn II: Learners, Contexts, and Cultures SN - DO - 10.17226/24783 PY - 2018 UR - https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. ER -