Rating scales institutionalise a network of logical errors and conceptual problems in research practices: A rigorous analysis showing ways to tackle psychology's crises

This article explores in-depth the metatheoretical and methodological foundations on which rating scales-by their very conception, design and application-are built and traces their historical origins. It brings together independent lines of critique from different scholars and disciplines to map out the problem landscape, which centres on the failed distinction between psychology's study phenomena (e.g., experiences, everyday constructs) and the means of their exploration (e.g., terms, data, scientific constructs)-psychologists' cardinal error. Rigorous analyses reveal a dense network of 12 complexes of problematic concepts, misconceived assumptions and fallacies that support each other, making it difficult to be identified and recognised by those (unwittingly) relying on them (e.g., various forms of reductionism, logical errors of operationalism, constructification, naïve use of language, quantificationism, statisticism, result-based data generation, misconceived nomotheticism). Through the popularity of rating scales for efficient quantitative data generation, uncritically interpreted as psychological measurement, these problems have become institutionalised in a wide range of research practices and perpetuate psychology's crises (e.g., replication, confidence, validation, generalizability). The article provides an in-depth understanding that is needed to get to the root of these problems, which preclude not just measurement but also the scientific exploration of psychology's study phenomena and thus its development as a science. From each of the 12 problem complexes; specific theoretical concepts, methodologies and methods are derived as well as key directions of development. The analyses-based on three central axioms for transdisciplinary research on individuals, (1) complexity, (2) complementarity and (3) anthropogenicity-highlight that psychologists must (further) develop an explicit metatheory and unambiguous terminology as well as concepts and theories that conceive individuals as living beings, open self-organising systems with complementary phenomena and dynamic interrelations across their multi-layered systemic contexts-thus, theories not simply of elemental properties and structures but of processes, relations, dynamicity, subjectivity, emergence, catalysis and transformation. Philosophical and theoretical foundations of approaches suited for exploring these phenomena must be developed together with methods of data generation and methods of data analysis that are appropriately adapted to the peculiarities of psychologists' study phenomena (e.g., intra-individual variation, momentariness, contextuality). Psychology can profit greatly from its unique position at the intersection of many other disciplines and can learn from their advancements to develop research practices that are suited to tackle its crises holistically.

Children and Urban Green Infrastructure in the Digital Age: A Systematic Literature Review

In the digital age, time spent outdoor in green areas is significantly decreasing for children living in cities. With the advent of digital technology, a series of digital tools are gradually integrated into children’s lives and act as a double-edged sword: on the one hand, an increasing number of children tend to stay at home and play digital games instead of interacting with nature; on the other hand, new digital technology is increasingly being used to engage children with outdoor activities. A host of studies have investigated children’s behaviour in the natural environment. However, a systematic literature review of children’s interaction with the urban green infrastructure (UGI) and the respective role of digital environment, based on a theoretical framework that explicitly takes the multi-level determinants and individual-level mechanism of behaviour change into account does not exist yet. This work provides a conceptual framework that covers various determinants, such as motivation, capability, and opportunity related factors of children’s behaviour in terms of their UGI interaction at the city and neighbourhood levels, while taking into account the individual-level mechanism of behavioural change and the role of the digital environment. The framework is used to systematically review recent international empirical evidence on the determinants of children–UGI interaction. The results are useful for laying the theoretical foundation for future empirical research on children–UGI interaction, specifically in the presence of digital interventions. They also provide urban/digital intervention designers and policymakers with theory-based design and policy guidelines for the creation of child-friendly UGI.

The dynamics, processes, mechanisms, and functioning of personality: An overview of the field

Personality psychology has long focused on structural trait models, but it can also offer a rich understanding of the dynamics, processes, mechanisms, and functioning of individual differences or entire persons. The field of personality dynamics, which works towards such an understanding, has experienced a renaissance in the last two decades. This review article seeks to act as a primer of that field. It covers its historical roots, summarizes current research strands - along with their theoretical backbones and methodologies - in an accessible way, and sketches some considerations for the future. In doing so, we introduce relevant concepts, give an overview of different topics and phenomena subsumed under the broad umbrella term 'dynamics', and highlight the interdisciplinarity as well as applied relevance of the field. We hope this article can serve as a useful overview for scholars within and outside of personality psychology who are interested in the dynamic nature of human behaviour and experience.

Psychology's Status as a Science: Peculiarities and Intrinsic Challenges. Moving Beyond its Current Deadlock Towards Conceptual Integration

Psychology holds an exceptional position among the sciences. Yet even after 140 years as an independent discipline, psychology is still struggling with its most basic foundations. Its key phenomena, mind and behaviour, are poorly defined (and their definition instead often delegated to neuroscience or philosophy) while specific terms and constructs proliferate. A unified theoretical framework has not been developed and its categorisation as a 'soft science' ascribes to psychology a lower level of scientificity. The article traces these problems to the peculiarities of psychology's study phenomena, their interrelations with and centrality to everyday knowledge and language (which may explain the proliferation and unclarity of terms and concepts), as well as to their complex relations with other study phenomena. It shows that adequate explorations of such diverse kinds of phenomena and their interrelations with the most elusive of all-immediate experience-inherently require a plurality of epistemologies, paradigms, theories, methodologies and methods that complement those developed for the natural sciences. Their systematic integration within just one discipline, made necessary by these phenomena's joint emergence in the single individual as the basic unit of analysis, makes psychology in fact the hardest science of all. But Galtonian nomothetic methodology has turned much of today's psychology into a science of populations rather than individuals, showing that blind adherence to natural-science principles has not advanced but impeded the development of psychology as a science. Finally, the article introduces paradigmatic frameworks that can provide solid foundations for conceptual integration and new developments.

Taxonomic models of individual differences: a guide to transdisciplinary approaches

Models and constructs of individual differences are numerous and diverse. But detecting commonalities, differences and interrelations is hindered by the common abstract terms (e.g. 'personality', 'temperament', 'traits') that do not reveal the particular phenomena denoted. This article applies a transdisciplinary paradigm for research on individuals that builds on complexity theory and epistemological complementarity. Its philosophical, metatheoretical and methodological frameworks provide concepts to differentiate various kinds of phenomena (e.g. physiology, behaviour, psyche, language). They are used to scrutinize the field's basic concepts and to elaborate methodological foundations for taxonomizing individual variations in humans and other species. This guide to developing comprehensive and representative models explores the decisions taxonomists must make about which individual variations to include, which to retain and how to model them. Selection and reduction approaches from various disciplines are classified by their underlying rationales, pinpointing possibilities and limitations. Analyses highlight that individuals' complexity cannot be captured by one universal model. Instead, multiple models phenotypically taxonomizing different kinds of variability in different kinds of phenomena are needed to explore their causal and functional interrelations and ontogenetic development that are then modelled in integrative and explanatory taxonomies. This research agenda requires the expertise of many disciplines and is inherently transdisciplinary.This article is part of the theme issue 'Diverse perspectives on diversity: multi-disciplinary approaches to taxonomies of individual differences'.

Diversity in action: exchange of perspectives and reflections on taxonomies of individual differences

Throughout the last 2500 years, the classification of individual differences in healthy people and their extreme expressions in mental disorders has remained one of the most difficult challenges in science that affects our ability to explore individuals' functioning, underlying psychobiological processes and pathways of development. To facilitate analyses of the principles required for studying individual differences, this theme issue brought together prominent scholars from diverse backgrounds of which many bring unique combinations of cross-disciplinary experiences and perspectives that help establish connections and promote exchange across disciplines. This final paper presents brief commentaries of some of our authors and further scholars exchanging perspectives and reflecting on the contributions of this theme issue.This article is part of the theme issue 'Diverse perspectives on diversity: multi-disciplinary approaches to taxonomies of individual differences'.

Quantitative Data From Rating Scales: An Epistemological and Methodological Enquiry

Rating scales are popular methods for generating quantitative data directly by persons rather than automated technologies. But scholars increasingly challenge their foundations. This article contributes epistemological and methodological analyses of the processes involved in person-generated quantification. They are crucial for measurement because data analyses can reveal information about study phenomena only if relevant properties were encoded systematically in the data. The Transdisciplinary Philosophy-of-Science Paradigm for Research on Individuals (TPS-Paradigm) is applied to explore psychological and social-science concepts of measurement and quantification, including representational measurement theory, psychometric theories and their precursors in psychophysics. These are compared to theories from metrology specifying object-dependence of measurement processes and subject-independence of outcomes as key criteria, which allow tracing data to the instances measured and the ways they were quantified. Separate histories notwithstanding, the article's basic premise is that general principles of scientific measurement and quantification should apply to all sciences. It elaborates principles by which these metrological criteria can be implemented also in psychology and social sciences, while considering their research objects' peculiarities. Application of these principles is illustrated by quantifications of individual-specific behaviors ('personality'). The demands rating methods impose on data-generating persons are deconstructed and compared with the demands involved in other quantitative methods (e.g., ethological observations). These analyses highlight problematic requirements for raters. Rating methods sufficiently specify neither the empirical study phenomena nor the symbolic systems used as data nor rules of assignment between them. Instead, pronounced individual differences in raters' interpretation and use of items and scales indicate considerable subjectivity in data generation. Together with recoding scale categories into numbers, this introduces a twofold break in the traceability of rating data, compromising interpretability of findings. These insights question common reliability and validity concepts for ratings and provide novel explanations for replicability problems. Specifically, rating methods standardize only data formats but not the actual data generation. Measurement requires data generation processes to be adapted to the study phenomena's properties and the measurement-executing persons' abilities and interpretations, rather than to numerical outcome formats facilitating statistical analyses. Researchers must finally investigate how people actually generate ratings to specify the representational systems underlying rating data.

Melatonin in plant signalling and behaviour

Melatonin is an indoleamine neurotransmitter that has recently become well established as an important multi-functional signalling molecule in plants. These signals have been found to induce several important physiological responses that may be interpreted as behaviours. The diverse processes in which melatonin has been implicated in plants have expanded far beyond the traditional roles for which it has been implicated in mammals, which include sleep, tropisms and reproduction. These functions, however, appear to also be important melatonin mediated processes in plants, though the mechanisms underlying these functions have yet to be fully elucidated. Mediation or redirection of plant physiological processes induced by melatonin can be summarised as a series of behaviours including, among others: herbivore defence, avoidance of undesirable circumstances or attraction to opportune conditions, problem solving and response to environmental stimulus. As the mechanisms of melatonin action are elucidated, its involvement in plant growth, development and behaviour is likely to expand beyond the aspects discussed in this review and hold promise for applications in diverse fundamental and applied plant sciences including conservation, cryopreservation, morphogenesis, industrial agriculture and natural health products.