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This paper reports several related failures of modelling interventions. Atrivé, an organizational consulting company, set out to adapt a canonical housing association model named ITS to the specific circumstances of its clients. The ITS adaptation process, however, demonstrated rather annoying dynamics and finally had to be terminated due to negative business results. This paper provides a background on the relevance of failure case studies and ventures into the symptoms and warning signs. We reflect on a systems thinking intervention within Atrivé to learn from these experiences and improve business strategy. The problems encountered correspond to several archetypes. We end this paper by summarizing several known and one possibly new factor in explaining failure of modelling projects and pose several questions for further research. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

There were three Japanese medical physiologists who studied in Ivan Petrovich Pavlov's laboratory during 1904–1933. They were Hidetsurumaru Ishikawa, Yasutaro Satake, and Takashi Hayashi. The first article concerning Pavlov's theory was written by Ishikawa in 1916. At the same time, a psychologist, Genji Kuroda, also wrote an essay on Pavlov's theory. They were motivated to write the articles by a false report of Pavlov's death in 1916. Satake carried out experimental work using dogs, but he did not cite Pavlov's scientific works. Hayashi worked hard according to Pavlov's research methods. A psychologist, Yasho Kotake, first published a paper based on Pavlov's theory inJapanese Journal of Psychologyin 1943. However, these experiments did not seem to be research in the psychological field because his research program was very different to traditional Japanese psychological research. Although the introduction of behaviorism into Japan occurred in the 1910s, the reception of Pavlov's theory was delayed. The process of the reception of Pavlov's theory in Japan was different to that in the USA. It seems that the difference is due to the attitudes of psychologists to introspection and the influence of German psychology. [ABSTRACT FROM AUTHOR]

The field of comparative psychology (also called animal psychology) in Japan, as it developed from 1900 to 1945, is reviewed. After evaluating more than 100 research papers (including short abstracts), six researchers were selected as examples of typical Japanese comparative psychologists in approximately the first half of the 20th century. The chosen researchers, K. Masuda, R. Kuroda, S. Kanda, J. G. Yoshioka, S. Takagi, and T. Takemasa, for the most part focused their research in the areas of learning and perception or basic behavioral traits, commonly known as tropism. They studied a wide variety of subjects, from invertebrates to primates, until the end of World War II, when so-called neo-behaviorism prevailed. [ABSTRACT FROM AUTHOR]

In this paper, we aim to describe the developing process of early Japanese psychology. This is the story of the institutionalization of psychology in Japan. We deal with the first period of Japanese psychology and trace the process of shaping the discipline of psychology in Japan. We also focus on the life and studies of Motora, who was the first psychology professor in Japan, and those of his students. In 1903, Yuzero Motora opened the first formal laboratory of psychology at Tokyo Imperial University, and in 1904, the first 2-year course in psychology was commenced. Both the laboratory and the two-year course could produce psychology students who studied“new” or experimental psychology. But not all the experimentation resulted in success. We also examine Fukurai's clairvoyance and thoughtgraphy experiments. Although Fukurai was one of the promising students of Motora, he gradually changed interest to parapsychology. Fukurai's adherence to these psychic phenomenon and his isolation from academic society resulted in the removal of clinical psychology from the psychology discipline in Japan. [ABSTRACT FROM AUTHOR]

Although feelings and emotions are a major topic in psychology now, the research history in this area in Japan does not seem to be widely known. The current paper provides an overview of the history of the psychology of feelings and emotions in Japan up to 1970. Before Japan opened its door to the outside world (– 1850s), there were researchers who specialized in Confucianism. In the late 19th century, some Western philosophical psychologists were introduced. In approximately 1903, experimental methods were introduced to Japan, but very few experimental studies were published. In this period, G. S. Hall strongly influenced research directions. At approximately the time of World War Il, although Japanese psychology was influenced by Gestalt psychology, the popularity of Gestalt psychology altered the methods of experimental studies on emotions. After World War Il, American psychology showed a strong impact on Japanese psychology; in particular, the Yale school played a major role in encouraging studies on feelings and emotions in Japan. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The translation of the terms“ego” asjiga,“self” asjiko, and“self-consciousness” asjiko-ishiki, has become standard in Japan. However, other Japanese words have been used for these terms in the past. For example, in the first English-Japanese Dictionary of Philosophy,Tetsugaku jii, (Inoue, 1881),“ego” is translated asgaorjiko, and the termjigadoes not occur in the dictionary, despite its use as early as the 16th century. The main aim of the present paper is to analyze the conceptual variations that have been attached to the Japanese termjiga. Under the influence of psychoanalytical ego psychology, and Erikson in particular,jiganow has the specific meaning of“ego” in Japan. This ignores the cross-cultural perspective, for it is well-accepted that the psychology of Westerners and of Japanese is very different, and this implies that the concept of ego should not be uncritically adopted from the West. Analyses of Yujiro Motora's English dissertation,“Exchange,” of the late 19th century (), and of G.T. Ladd's original and translated work reveal what Japanese psychologists meant when using the terms ego,jiga, andjiko. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article traces the history linking Japanese and Western psychology. Japan was welcoming Western societies at about the same time those Western societies were beginning to establish psychology as a scientific and laboratory-based discipline. The transition of psychology from mainly a basic science to a discipline and profession of science-based application has continued to accelerate in recent decades.

Recent decades have seen remarkable growth in research and theorizing about relationships. E. Berscheid (1999) invigorated this growth by proclaiming “The Greening of Relationship Science,” the emergence of a multidisciplinary science of interpersonal relationships with enormous potential to advance knowledge about human behavior and to provide an empirically informed framework for improving the human condition. Here I discuss several steps necessary to move the field from a green science toward a more mature, ripened one, including the need to be action oriented but in a theory-building way, to become more cumulative and collective, and to develop an integrated network of theories, constructs, and their observable manifestations. Perceived partner responsiveness is one possible central organizing theme for the diverse phenomena relationship scientists study. [ABSTRACT FROM AUTHOR]

The article addresses issues related to systems research and behavioral science. It is necessary to identify symptoms and warning signs in order to reveal possible flaws. The actual interventions succeeded the development of a sound model. The failures that consist the warning signs include the aggregation issue, the time series issue and the competing model issue.

The article focuses on the use of psychology to save biological diversity and human well-being. Some of the tools psychologists can offer to conservation biology includes new communication approaches and deeper understanding of human emotions, identities, attitudes and values related to the natural world. Conservation psychology can play a role by providing easier access to psychologists interested in biodiversity conservation. It can also allow psychological theories, principles and methods to be more immediately useful.

The history of the study of Zen and psychology is divided into four periods based on Kato (1999). The contributions of the psychophysiological study of the body and mind, such as the use of the electroencephalogram during Zen meditation, are described. Key names in this field are K. Sato and Akishige, who organized the project team for the study of Zen and endeavored to give these studies international recognition through the publication of books and the journal,Psychologia. Not only the practice of Zen meditation, but also the day-to-day practices of monastic life, are given equal priority in the attempt to understand our true self and real nature. The year 1978 marks the turning point in the study of Zen and psychology because Akishige introduced the idea of Zen psychology; which is the amalgamation of Zen thought with the study of psychological problems, particularly related to the control of emotions. The metascience of the study of Zen is cited by first-, second- and third-person psychology (Watanabe, 1994). Finally, the significance of the idea of all three-person psychology is emphasized. [ABSTRACT FROM AUTHOR]

The quantitative increase in psychologists in postwar Japan was investigated by focusing on the distribution of psychology faculties in universities and graduate schools. The status of psychology in the new teacher-training system was acknowledged as the institutional basis for this increase. The growth in the number of universities, graduate schools, faculties, and association memberships related to psychology was analyzed. The results indicated that the initial basis for the increase was the new university curriculum of teacher education, which stipulated that educational psychology and related subjects should be compulsory. As a result, new jobs for psychologists were created in most universities. The establishment of graduate schools was another factor that contributed to the increase in psychologists because it provided psychology researchers for newly established universities. In particular, since the 1990s, graduate schools offering courses in clinical psychology and educational psychology have contributed to the increase in psychologists. The meaning of this increase in psychology in Japanese universities during the current period of university reform is discussed. [ABSTRACT FROM AUTHOR]

The article focuses on cognitive science, to be found in the human behavior. The article highlight the challenges that cognitive science faces in today's world. It first emphasizes the need to better integrate basic research and applications for the mutual benefit of each. Application without basic research is ad hoc and hard to translate to new situations. It further reveals that basic research without application misses opportunities to become more sophisticated by considering the richness of the real world.

Lewin's introduction of topological psychology was an exciting innovation as well as an object of ridicule. The reasons for its function as a fighting slogan for the Lewinian school and for its decline are analyzed. Topology provided a fruitful metaphor, but its mathematical use was insufficiently developed, partly because topology was an underdeveloped field of mathematics at the time. However, Lewin showed foresight in insisting on the need for a mathematics applicable to psychology. Modern developments in topology, especially catastrophe theory, are shown to be productive for psychological theory and its applications, thus justifying Lewin's intuition. [ABSTRACT FROM AUTHOR]