Pub Date : 2025-05-15DOI: 10.1177/09637214251343551
{"title":"Corrigendum to “Interdependent Minds: Quantifying the Dynamics of Successful Social Interactions”","authors":"","doi":"10.1177/09637214251343551","DOIUrl":"https://doi.org/10.1177/09637214251343551","url":null,"abstract":"","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"25 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-13DOI: 10.1177/09637214251318294
Danfei Hu, Tony Gutentag, Iris B. Mauss, Maya Tamir
When people feel bad, how much effort should they invest to make themselves feel better? Should they try harder, or might this even make matters worse? In other domains of self-regulation, effort contributes to goal-related behaviors and success. However, it is unclear whether, when, or for whom effort is beneficial, irrelevant, or harmful for emotion regulation success and psychological health. In this article, building on theories of motivation, we first discuss how and when effort determines success in emotion regulation and review relevant empirical evidence. We then provide an analysis of two key factors that might predict effort in emotion regulation. Finally, we highlight open questions and future directions.
{"title":"The Critical (and Neglected) Role of Effort in Emotion Regulation","authors":"Danfei Hu, Tony Gutentag, Iris B. Mauss, Maya Tamir","doi":"10.1177/09637214251318294","DOIUrl":"https://doi.org/10.1177/09637214251318294","url":null,"abstract":"When people feel bad, how much effort should they invest to make themselves feel better? Should they try harder, or might this even make matters worse? In other domains of self-regulation, effort contributes to goal-related behaviors and success. However, it is unclear whether, when, or for whom effort is beneficial, irrelevant, or harmful for emotion regulation success and psychological health. In this article, building on theories of motivation, we first discuss how and when effort determines success in emotion regulation and review relevant empirical evidence. We then provide an analysis of two key factors that might predict effort in emotion regulation. Finally, we highlight open questions and future directions.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"121 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143945917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-19DOI: 10.1177/09637214251327113
Rebecca Saxe, Heather L. Kosakowski
In adults, cortical regions in the fusiform face area (FFA), superior temporal sulcus (STS), and medial prefrontal cortex (MPFC) respond selectively to faces but underlie distinct perceptual and social processes. When do each of these regions, and their distinctive functions, develop? We reviewed recent studies of awake human infants’ cortical responses to faces using functional near-infrared spectroscopy (fNIRS) and functional MRI (fMRI). The results converged and do not support a slow, sequential posterior-to-anterior development of face-selective responses. Instead, cortical face-selective responses arise very early and simultaneously in infancy and may reflect distinctively social processes from the start.
{"title":"Origins of Face Responses in the Human Cortex: fNIRS and fMRI Evidence From Infants","authors":"Rebecca Saxe, Heather L. Kosakowski","doi":"10.1177/09637214251327113","DOIUrl":"https://doi.org/10.1177/09637214251327113","url":null,"abstract":"In adults, cortical regions in the fusiform face area (FFA), superior temporal sulcus (STS), and medial prefrontal cortex (MPFC) respond selectively to faces but underlie distinct perceptual and social processes. When do each of these regions, and their distinctive functions, develop? We reviewed recent studies of awake human infants’ cortical responses to faces using functional near-infrared spectroscopy (fNIRS) and functional MRI (fMRI). The results converged and do not support a slow, sequential posterior-to-anterior development of face-selective responses. Instead, cortical face-selective responses arise very early and simultaneously in infancy and may reflect distinctively social processes from the start.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"34 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-15DOI: 10.1177/09637214251323598
Shannon M. Burns, Lily Tsoi, Emily B. Falk, Sebastian P. H. Speer, Laetitia Mwilambwe-Tshilobo, Diana I. Tamir
Social interactions are a ubiquitous part of human life. They are also complex and dynamic, posing a challenge for traditional psychology methods. This article provides an overview of a dynamic systems approach to the study of social interactions that manages this complexity and enables the quantification of interdependence between people. We also discuss key empirical findings that demonstrate how different forms of interdependence and interaction dynamics shape social outcomes. Last, we highlight the utility of this approach for advancing theories of social behavior and practical application. By adopting this dynamic systems approach, researchers can gain a deeper understanding of the patterns underlying social interactions and test hypotheses about the mechanisms driving human connection and coordination.
{"title":"Interdependent Minds: Quantifying the Dynamics of Successful Social Interactions","authors":"Shannon M. Burns, Lily Tsoi, Emily B. Falk, Sebastian P. H. Speer, Laetitia Mwilambwe-Tshilobo, Diana I. Tamir","doi":"10.1177/09637214251323598","DOIUrl":"https://doi.org/10.1177/09637214251323598","url":null,"abstract":"Social interactions are a ubiquitous part of human life. They are also complex and dynamic, posing a challenge for traditional psychology methods. This article provides an overview of a dynamic systems approach to the study of social interactions that manages this complexity and enables the quantification of interdependence between people. We also discuss key empirical findings that demonstrate how different forms of interdependence and interaction dynamics shape social outcomes. Last, we highlight the utility of this approach for advancing theories of social behavior and practical application. By adopting this dynamic systems approach, researchers can gain a deeper understanding of the patterns underlying social interactions and test hypotheses about the mechanisms driving human connection and coordination.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"26 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-15DOI: 10.1177/09637214251323594
Jellie Sierksma, Kristin Shutts
Exchanges of help in childhood produce many positive consequences, such as increasing academic success, promoting happiness, and fostering positive peer relations. For this reason, caretakers encourage helping behavior early in life, and schools implement intervention programs to nurture children’s prosociality. An often overlooked issue, however, is that providing and receiving help do not always produce positive outcomes. We review the latest research that converges to suggest that when children receive, witness, or provide help there can be unintended negative consequences—for example, receiving help can produce feelings of incompetence. We also grapple with how to balance the negative and positive outcomes of helping behavior, with an eye toward promoting children’s well-being and social cohesion in society.
{"title":"The Unintended Negative Consequences of Help in Childhood","authors":"Jellie Sierksma, Kristin Shutts","doi":"10.1177/09637214251323594","DOIUrl":"https://doi.org/10.1177/09637214251323594","url":null,"abstract":"Exchanges of help in childhood produce many positive consequences, such as increasing academic success, promoting happiness, and fostering positive peer relations. For this reason, caretakers encourage helping behavior early in life, and schools implement intervention programs to nurture children’s prosociality. An often overlooked issue, however, is that providing and receiving help do not always produce positive outcomes. We review the latest research that converges to suggest that when children receive, witness, or provide help there can be unintended negative consequences—for example, receiving help can produce feelings of incompetence. We also grapple with how to balance the negative and positive outcomes of helping behavior, with an eye toward promoting children’s well-being and social cohesion in society.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"1 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-10DOI: 10.1177/09637214251325191
Lydia F. Emery, Emma L. McGorray, Erin K. Hughes, Abdo Elnakouri
As people come together in romantic relationships, they tend to merge —to integrate aspects of each other and even create a new unit or entity. This phenomenon has inspired several robust literatures within the field of relationship science, but they have developed within relative isolation of one another. In this article, we put four of those literatures into conversation: merging in the context of selves, goals, processing, and reality. We review each of these topics in turn before discussing the commonalities and differences between them, including shared antecedents and consequences of merging. Merging, we conclude, is typically associated with better relationship functioning, with a few noted exceptions (e.g., too much closeness can dampen desire). We then propose an agenda for the future of research on the theme of merging in close relationships.
{"title":"Merging in Close Relationships","authors":"Lydia F. Emery, Emma L. McGorray, Erin K. Hughes, Abdo Elnakouri","doi":"10.1177/09637214251325191","DOIUrl":"https://doi.org/10.1177/09637214251325191","url":null,"abstract":"As people come together in romantic relationships, they tend to <jats:italic>merge</jats:italic> —to integrate aspects of each other and even create a new unit or entity. This phenomenon has inspired several robust literatures within the field of relationship science, but they have developed within relative isolation of one another. In this article, we put four of those literatures into conversation: merging in the context of selves, goals, processing, and reality. We review each of these topics in turn before discussing the commonalities and differences between them, including shared antecedents and consequences of merging. Merging, we conclude, is typically associated with better relationship functioning, with a few noted exceptions (e.g., too much closeness can dampen desire). We then propose an agenda for the future of research on the theme of merging in close relationships.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"106 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-10DOI: 10.1177/09637214251326812
Rolf A. Zwaan
Situation models—mental representations formed during comprehension—have evolved significantly beyond their origin in text-based research. Situation models are now used in accounts of comprehension across various media, including films, comics, and even real-world events. This article reviews four key developments in comprehension research over the past 25 years: grounded cognition, multitext comprehension, visual media comprehension, and everyday event comprehension. In all these lines of research, situation models continue to play an important role.
{"title":"From Words to Worlds: Twenty-Five Years of Advances in Situation Model Research","authors":"Rolf A. Zwaan","doi":"10.1177/09637214251326812","DOIUrl":"https://doi.org/10.1177/09637214251326812","url":null,"abstract":"Situation models—mental representations formed during comprehension—have evolved significantly beyond their origin in text-based research. Situation models are now used in accounts of comprehension across various media, including films, comics, and even real-world events. This article reviews four key developments in comprehension research over the past 25 years: grounded cognition, multitext comprehension, visual media comprehension, and everyday event comprehension. In all these lines of research, situation models continue to play an important role.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"74 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-10DOI: 10.1177/09637214241311922
Uta Frith, Chris D. Frith
Autism has influenced social-cognitive neuroscience in important ways. It has provided the impetus to look for the brain basis of mentalizing and encouraged the search for the brain bases of other social abilities. A fundamental aspect of social interaction is the ability to predict what other agents are going to do. We propose a hierarchy of three worlds—the world of objects, the world of agents, and the world of ideas—that respectively present their own challenges and solutions to such predictions. The world of ideas provides a direct interface between individual minds and other minds (i.e., culture). We highlight the power of culture to change subjective experiences and the power of subjective experiences to influence culture. The example of autism shows these mutual influences at work. These influences have led to dramatic changes in the concept of “autism” since its first use in child psychiatry.
{"title":"What Autism Taught Us About Our Social Nature","authors":"Uta Frith, Chris D. Frith","doi":"10.1177/09637214241311922","DOIUrl":"https://doi.org/10.1177/09637214241311922","url":null,"abstract":"Autism has influenced social-cognitive neuroscience in important ways. It has provided the impetus to look for the brain basis of mentalizing and encouraged the search for the brain bases of other social abilities. A fundamental aspect of social interaction is the ability to predict what other agents are going to do. We propose a hierarchy of three worlds—the world of objects, the world of agents, and the world of ideas—that respectively present their own challenges and solutions to such predictions. The world of ideas provides a direct interface between individual minds and other minds (i.e., culture). We highlight the power of culture to change subjective experiences and the power of subjective experiences to influence culture. The example of autism shows these mutual influences at work. These influences have led to dramatic changes in the concept of “autism” since its first use in child psychiatry.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"23 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-07DOI: 10.1177/09637214251318272
Catharine E. Fairbairn, Dahyeon Kang
Scientists have long focused on intrapersonal factors and solitary drinking settings in researching addiction etiology. Yet evidence has accumulated to indicate a key role for social contexts in the development of alcohol use disorder. Here we review four core characteristics of social drinking contexts that are relevant for understanding disordered drinking: prevalence, developmental timing, negative consequences, and reward value. We present a social-cognitive model aimed at elucidating reinforcement from alcohol in social contexts and propose a role for alcohol in inhibiting higher order cognitive processes that otherwise dampen the experience of social rewards. We also review a series of empirical studies that provide evidence for the role of social contexts in the development of alcohol use disorder, highlighting methodological challenges and indicating directions for future research.
{"title":"Social Drinking and Addiction: A Social-Cognitive Model for Understanding Alcohol Use Disorder Risk","authors":"Catharine E. Fairbairn, Dahyeon Kang","doi":"10.1177/09637214251318272","DOIUrl":"https://doi.org/10.1177/09637214251318272","url":null,"abstract":"Scientists have long focused on intrapersonal factors and solitary drinking settings in researching addiction etiology. Yet evidence has accumulated to indicate a key role for social contexts in the development of alcohol use disorder. Here we review four core characteristics of social drinking contexts that are relevant for understanding disordered drinking: prevalence, developmental timing, negative consequences, and reward value. We present a social-cognitive model aimed at elucidating reinforcement from alcohol in social contexts and propose a role for alcohol in inhibiting higher order cognitive processes that otherwise dampen the experience of social rewards. We also review a series of empirical studies that provide evidence for the role of social contexts in the development of alcohol use disorder, highlighting methodological challenges and indicating directions for future research.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"34 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-07DOI: 10.1177/09637214251318726
Lori L. Holt
Speech conveys both linguistic messages and a wealth of social and identity information about a talker. This information arrives as complex variations across many acoustic dimensions. Ultimately, speech communication depends on experience within a language community to develop shared long-term knowledge of the mapping from acoustic patterns to the category distinctions that support word recognition, emotion evaluation, and talker identification. A great deal of research has focused on the learning involved in acquiring long-term knowledge to support speech categorization. Inadvertently, this focus may give the impression of a mature learning endpoint. Instead, there seems to be no firm line between perception and learning in speech. The contributions of acoustic dimensions are malleably reweighted continuously as a function of regularities evolving in short-term input. In this way, continuous learning across speech impacts the very nature of the mapping from sensory input to perceived category. This article presents a case study in understanding how incoming sensory input—and the learning that takes place across it—interacts with existing knowledge to drive predictions that tune the system to support future behavior.
{"title":"Speech Perception Is Speech Learning","authors":"Lori L. Holt","doi":"10.1177/09637214251318726","DOIUrl":"https://doi.org/10.1177/09637214251318726","url":null,"abstract":"Speech conveys both linguistic messages and a wealth of social and identity information about a talker. This information arrives as complex variations across many acoustic dimensions. Ultimately, speech communication depends on experience within a language community to develop shared long-term knowledge of the mapping from acoustic patterns to the category distinctions that support word recognition, emotion evaluation, and talker identification. A great deal of research has focused on the learning involved in acquiring long-term knowledge to support speech categorization. Inadvertently, this focus may give the impression of a mature learning endpoint. Instead, there seems to be no firm line between perception and learning in speech. The contributions of acoustic dimensions are malleably reweighted continuously as a function of regularities evolving in short-term input. In this way, continuous learning across speech impacts the very nature of the mapping from sensory input to perceived category. This article presents a case study in understanding how incoming sensory input—and the learning that takes place across it—interacts with existing knowledge to drive predictions that tune the system to support future behavior.","PeriodicalId":10802,"journal":{"name":"Current Directions in Psychological Science","volume":"1 1","pages":""},"PeriodicalIF":7.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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