Perspectives on Psychological Science最新文献

Emotions are often thought of as internal mental states centering on individuals' subjective feelings and evaluations. This understanding is consistent with studies of emotion narratives, or the descriptions people give for experienced events that they regard as emotions. Yet these studies, and contemporary psychology more generally, often rely on observations of educated Europeans and European Americans, constraining psychological theory and methods. In this article, we present observations from an inductive, qualitative analysis of interviews conducted with the Hadza, a community of small-scale hunter-gatherers in Tanzania, and juxtapose them with a set of interviews conducted with Americans from North Carolina. Although North Carolina event descriptions largely conformed to the assumptions of eurocentric psychological theory, Hadza descriptions foregrounded action and bodily sensations, the physical environment, immediate needs, and the experiences of social others. These observations suggest that subjective feelings and internal mental states may not be the organizing principle of emotion the world around. Qualitative analysis of emotion narratives from outside of a U.S. (and western) cultural context has the potential to uncover additional diversity in meaning-making, offering a descriptive foundation on which to build a more robust and inclusive science of emotion.

Decades of research on how to improve intergroup relations have primarily examined ways to change prejudiced attitudes. However, this focus on negative intergroup attitudes has yielded few effective solutions. Because intergroup relations are shaped by behavior during intergroup interactions, it is necessary to identify constructs that have a strong causal impact on intergroup behavior change. In this article, I will discuss evidence showing that intergroup attitude change is neither a sufficient nor necessary cause for intergroup behavior change. Empirical research suggests that intergroup attitudes are difficult to change and have a limited effect on intergroup behavior. I also distinguish between constructs that primarily affect intergroup attitude change (e.g., counterstereotypical exemplars, evaluative conditioning) and constructs that primarily affect intergroup behavior change (e.g., social norms, self-efficacy). Further, suggestions for future research will also be provided to advance understanding of the various psychological constructs that influence intergroup behavior change, which will help us develop effective methods of improving intergroup relations.

The relationship between age-related hearing loss (ARHL) and cognitive impairment (CI) remains intricate. However, there is no robust evidence from experimental or clinical studies to elucidate their relationship. The key unaddressed questions are (a) whether there is a causal effect of ARHL on CI and (b) whether efficacious treatment of ARHL (such as hearing-aid use) ameliorates CI and dementia-related behavioral symptoms. Because of several methodological and systematic flaws/challenges, rigorous verification has not been conducted. Addressing these stumbling blocks is essential to unraveling the relationship between ARHL and CI, which motivated us to undertake this review. Here, we discuss the methodological problems from the perspectives of potential confounding bias, assessments of CI and ARHL, hearing-aid use, functional-imaging studies, and animal models based on the latest information and our experiences. We also identify potential solutions for each problem from the viewpoints of clinical epidemiology. We believe that "objectivity," specifically the use of more objective behavioral assessments and new computerized technologies, may be the key to improving experimental designs for studying the relationship between ARHL and CI.

The cultural transmission of technical know-how has proven vital to the success of our species. The broad diversity of learning contexts and social configurations, as well as the various kinds of coordinated interactions they involve, speaks to our capacity to flexibly adapt to and succeed in transmitting vital knowledge in various learning contexts. Although often recognized by ethnographers, the flexibility of cultural learning has so far received little attention in terms of cognitive mechanisms. We argue that a key feature of the flexibility of cultural learning is that both the models and learners recruit cognitive mechanisms of action coordination to modulate their behavior contingently on the behavior of their partner, generating a process of mutual adaptation supporting the successful transmission of technical skills in diverse and fluctuating learning environments. We propose that the study of cultural learning would benefit from the experimental methods, results, and insights of joint-action research and, complementarily, that the field of joint-action research could expand its scope by integrating a learning and cultural dimension. Bringing these two fields of research together promises to enrich our understanding of cultural learning, its contextual flexibility, and joint action coordination.

This article addresses a paradox between self-perceptions of psychology as a liberal, progressive, antiracist discipline and profession and the persistent criticisms of racism and calls for decolonization. It builds on the criticisms of epistemic exclusion and White centering, arguing that White supremacy is maintained by "conversational silencing" in which the focus on doing good psychology systematically draws attention away from the realities of racism and the operation of power. The process is illustrated by investigations of disciplinary discourse around non-Western, educated, industrialized, rich, and democratic psychology and on stereotyping, racism, and prejudice reduction, which constitute the vanguard of liberal scholarship in the discipline. This progressive scholarship nurtures "White ignorance," an absence of belief about systemic racism that psychology plays a part in upholding.

The successful introduction of public policies to prompt behavior change hinges on the degree to which citizens endorse the proposed policies. Although there is a large body of research on psychological determinants of public policy acceptance, these determinants have not yet been synthesized into an integrative framework that proposes hypotheses about their interplay. In this article, we develop a review-based, integrative public-policy-acceptance framework that introduces the desire for governmental support as a motivational foundation in public-policy acceptance. The framework traces the route from problem awareness to policy acceptance and, ultimately, policy compliance. We propose this relationship to be mediated by a desire for governmental support. We integrate numerous key variables assumed to qualify the relationship between problem awareness and the desire for governmental support, such as control attributions, trust, and value fit, as well as the relationship between the desire for governmental support and policy acceptance, such as perceived policy effectiveness, intrusiveness, and fairness. We exemplify the use of the proposed framework by applying it to climate policies.

Many animal species exhibit seasonal changes in their physiology and behavior. Yet despite ample evidence that humans are also responsive to seasons, the impact of seasonal changes on human psychology is underappreciated relative to other sources of variation (e.g., personality, culture, development). This is unfortunate because seasonal variation has potentially profound conceptual, empirical, methodological, and practical implications. Here, we encourage a more systematic and comprehensive collective effort to document and understand the many ways in which seasons influence human psychology. We provide an illustrative summary of empirical evidence showing that seasons impact a wide range of affective, cognitive, and behavioral phenomena. We then articulate a conceptual framework that outlines a set of causal mechanisms through which seasons can influence human psychology-mechanisms that reflect seasonal changes not only in meteorological variables but also in ecological and sociocultural variables. This framework may be useful for integrating many different seasonal effects that have already been empirically documented and for generating new hypotheses about additional seasonal effects that have not yet received empirical attention. The article closes with a section that provides practical suggestions to facilitate greater appreciation for, and systematic study of, seasons as a fundamental source of variation in human psychology.