心理学最新文献

Tailor-made forced-choice validity testing was introduced in the 1970s and 1980s as a method to investigate cases of suspected malingering, but with the widespread use of standardized performance validity tests it seems to have lost much of its attraction. This is the case report of claimed complete visual loss in a constellation where ophthalmologists had excluded an underlying ocular disease for years, with the exception of scars after unilateral retinal detachment. The 50-year-old claimant had undergone a court-ordered psychiatric evaluation that confirmed the presence of a dissociative blindness and recommended to legally treat the claimant like a case of genuine blindness. The judge of a state court-of-appeal finally ordered a neuropsychological evaluation to clarify the true nature of the claimed blindness. Four different tailor-made forced-choice tests were constructed. On all of them, the claimant scored significantly below chance and demonstrated that, in fact, he was able to recognize the visual stimuli used on the tests. Taylor-made forced-choice procedures attract little attention in the current neuropsychological literature, but they offer a powerful approach to differential diagnosis in specific symptom constellations for which standardized testing is not available. Unclear symptom constellations like in this case can be resolved by tailor-made testing.

Choosing a short-form measure of conspiracist ideation (i.e., the tendency to believe in conspiracy theories) is fraught. Despite there being numerous scales to choose from, little work has been done to compare their psychometric properties. To address this shortcoming, we compared the internal consistency, 2-week test-retest reliability, criterion validity, and construct validity of five short-form conspiracist ideation measures: the Generic Conspiracist Beliefs Scale-5 (GCB-5), the Conspiracy Mentality Questionnaire (CMQ), the General Measure of Conspiracism (GMC), the American Conspiracy Thinking Scale (ACTS), and the One-Item Conspiracy Measure (1CM). The results of our investigation indicated that all five scales are reliable and valid measures of conspiracist ideation. That said, the GCB-5 tended to perform the best, while the 1CM tended to perform the worst. We conclude our investigation by discussing trade-offs among the five scales, as well as providing recommendations for future research.

Recent widespread social movements (e.g., Occupy) stress the importance of dismantling societal privilege-group-based advantages such as White privilege or class privilege. Although research shows that recognizing privilege can increase advantaged group members' support for equality between groups, such recognition is often avoided (Knowles et al., 2014; Shuman et al., 2025), and it is unclear whether there is even consensus about what privilege "is." We test how lay people define privilege (i.e., lay beliefs of privilege) across 12 studies, using both qualitative and experimental methods. We find substantial variance in people's lay beliefs of privilege and, furthermore, that these variations are related to support for equality-enhancing action. Specifically, lay beliefs encompassing the structural and pervasive nature of privilege are associated with greater recognition of privilege and support for equality-enhancing action, whereas conceptualizations emphasizing invisibility and controllability can impede recognition. Overall, results suggest that privilege discourse ought to consider people's underlying lay beliefs of privilege, which can affect support for equality-enhancing efforts. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Practice assignments (i.e. homework) are a key component in cognitive behavioral therapies that predict treatment outcomes for posttraumatic stress disorder (PTSD) and major depressive disorder (MDD) separately. However, research has not explored these variables among individuals with comorbid PTSD and MDD. This study evaluated whether practice assignment adherence and helpfulness predicted PTSD (Clinician-Administered PTSD Scale for DSM-5; CAPS-5) and MDD (Montgomery-Åsberg Depression Rating Scale; MADRS) outcomes at posttreatment and 3-month follow-up. Data were derived from a randomized clinical trial comparing cognitive processing therapy (CPT) and behavioral activation-enhanced CPT (BA+CPT) among 83 U.S. active duty service members with comorbid PTSD and MDD. Participants reported greater assignment adherence in BA+CPT than CPT (p = .008), primarily due to higher adherence to BA assignments within BA+CPT. Multilevel models indicated helpfulness ratings were significantly related to decreased CAPS-5 scores (p = .044) but not MADRS scores (p = .074); service members with the highest helpfulness ratings achieved the best outcomes. Adherence was not significantly related to CAPS-5 (p = .494) or MADRS (p = .114) outcomes. Findings provide clinical insights regarding compliance in integrated treatments and highlight the value in assessing helpfulness of practice assignments during treatment.

Cognitive-behavioral therapy (CBT) patients with minoritized racial/ethnic backgrounds report similar outcomes as White patients but may report weaker alliances and less frequent CBT skill use. Given its transdiagnostic utility, we tested how racial/ethnic background impacted treatment outcomes, the alliance, and therapy skill use in the Unified Protocol (UP). Participants (N = 70, M_age = 33.7, 67% female, 74% White) with emotional disorders completed six sessions of core UP modules. Participants rated their past-week anxiety, depression, and skill use before each session and the strength of the alliance after each session. We tested whether racial/ethnic background moderated the slopes of symptom change, alliance, and skill use. White patients reported marginally steeper reductions in anxiety than patients with minoritized identities, B = .27, p = .08, but similar improvements in depression and overall alliance, ps > .10. However, White patients reported steeper increases in agreement on the tasks of therapy, B = -.31, p = .047, and skill use, B = .36, p = .02. Patients with minoritized identities may achieve similar reductions in anxiety and depression as White patients despite smaller increases in therapy task agreement and skill use. Clinicians working with patients with minoritized identities may prioritize these two constructs.

Introduction: We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions.

Methods: We analysed the classroom talk of eight teachers of different ages, seniority and academic background at three timepoints: before, during and at the end of the programme, focusing on teachers' AT quality at both macro- and micro-levels. The macroanalysis concerned ratings of teachers' talk as a whole, while the microanalysis inspected teachers' specific AT moves. This enabled us to assess how teachers operated AT moves to raise the level of discussions and advance student learning.

Results: Both averaged macro-level ratings and rates of micro-level talk moves attest to an overall improvement in teachers' AT quality over time. However, improvement appears durable mainly for older, more senior teachers with specialized mathematics education. The macroanalysis reveals significant improvement in teachers' accountability to the learner community, alongside a strong positive correlation between the level of cognitive demand maintained by the teacher and the overall quality of teachers' AT. The microanalysis reveals significant improvement in teachers' accountability both to the learner community and to mathematical knowledge and reasoning.

Conclusion: Beyond the overall improvement of the quality of teacher talk over time, micro- and macro-analyses reveal differences attributable either to the sensitivity of the methodological tools or to the nature of the change in teachers' practices.

Emotional film clips are frequently used to induce emotions in age-mixed samples, but past research warrants doubt that this evokes comparable effects across age groups. We investigated age differences in target-emotion intensity and emotion specificity (the tendency to primarily respond with one target emotion rather than others), using data from a film-rating study with 5843 individual ratings. Ninety-nine persons from four age groups (adolescents; younger, middle-aged and older adults) rated their emotional responses to 66 happy, fearful, angry, sad, disgusting and neutral film clips. Crossed-random-effects models showed differential age effects across target emotions. When age differences emerged, older adults responded more intensely and adolescents responded less intensely than other age groups. Emotional specificity was lower in older adults versus younger age groups for disgusting and neutral films, but higher for happy films. We conclude that age-equivalent responding to emotional films may be rather the exception than the rule.

In the present study, 43 Italian school-age children (age range = 7-14 years, 16 females) with (N = 19) and without DD (N = 24) were presented with pairs of visual displays separated by varying interstimulus intervals and performed either a temporal integration or segregation task despite an identical visual input. Children with DD had lower accuracy and slower RTs for longer temporal intervals. Additionally, efficiency (combined accuracy and speed trade-off) increased as a function of age only in the DD group, most markedly for the integration condition. Results suggest that visual temporal processing deficits in DD may depend on short-term/working memory liability as well as the existence of possibly differentiated developmental trajectories for integration and segregation abilities.

Relations between children's motor skills and internalizing problems are poorly understood. The environmental stress hypothesis (ESH), originally developed for motor-impaired children, may provide understanding, yet has been scarcely examined in typically developing children. Therefore, we examined: (1) relations between children's motor skills and internalizing problems; (2) the role of secondary stressors, specifically interpersonal conflicts and externalizing problems; and (3) the role of personal resources, namely, prosocial behaviour and social self-efficacy (SSE). About 1154 Dutch primary school children (mean age 9.0 years, 50.0% boys) participated. Multilevel structural equation models showed that children's motor skills were related to internalizing problems, with a weak indirect relation via interpersonal conflicts. SSE had a weak indirect relation with internalizing problems. Prosocial skills (personal resource) and externalizing problems (secondary stressor) did not mediate relations between motor skills and internalizing problems. The ESH seemed applicable in typically developing children, although relations were weaker than for motor-impaired children.

Using data from Project Implicit collected between 2005 and 2020, comprising 1,489,721 observations in 111 countries, we find that implicit and explicit gender stereotypes about career and family are more pronounced in more economically developed countries. Besides, these gender stereotypes are strongly correlated at the country level with gender differences in values (such as family values), self-reported personality traits (such as agreeableness or dependence), and occupational preferences (such as health-related occupations), and may account for the fact that these gender imbalances are "paradoxically" stronger in more economically developed countries (the so-called "gender equality paradox").In line with social role theory, our findings suggest that there are in developed countries strong gender stereotypes about career and family, which may at least partly explain the persistence or even the "paradoxical worsening" of a number of gender differences in these countries, despite generally high levels of gender equality in other areas.