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Categories of training to improve empathy: A systematic review and meta-analysis. 提高移情能力的培训类别:系统回顾和荟萃分析。
IF 22.4 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-10-01 DOI: 10.1037/bul0000453
Xiao Wu,Su-Chen Yao,Xue-Jing Lu,Yu-Qing Zhou,Ya-Zhuo Kong,Li Hu
Due to the vital role of empathy in promoting prosocial behaviors and nurturing social bonds, there is a growing interest in cultivating empathy. Yet, the effectiveness of existing training methods on empathy, especially on different dimensions of empathy (i.e., affective, cognitive, motivational, and behavioral empathy), varies tremendously, and the underlying causes for this heterogeneity remain insufficiently explored. To address this issue, we categorized various training methods into three distinct approaches based on the premise that empathy can be influenced by factors associated with the subject, the object, and their relationship. Respectively, these are Subject-Oriented, Object-Oriented, and Socially Oriented approaches. To examine the effects of training and sustainability of these approaches on different dimensions of empathy, we conducted a meta-analysis encompassing 110 eligible studies with 32, 44, 39, 39, and 91 samples for affective, cognitive, motivational, behavioral, and composite empathy, respectively. Results showed that trainings produced small and unsustainable effects on affective empathy, moderate and unsustainable effects on cognitive empathy, small and sustainable effects on motivational empathy, and moderate and sustainable effects on behavioral empathy. The effects of training on composite empathy were robust but decreased over time. Among the three training approaches, Socially Oriented approaches were the most effective in improving all dimensions of empathy. Subject-Oriented and Object-Oriented approaches were effective only in improving cognitive and composite empathy. Altogether, our study offers practical guidance for selecting appropriate training approaches and proposes theoretical principles for developing optimal training strategies in both basic research and clinical applications. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
由于移情在促进亲社会行为和培养社会纽带方面的重要作用,人们对培养移情的兴趣与日俱增。然而,现有的移情训练方法,尤其是在移情的不同维度(即情感移情、认知移情、动机移情和行为移情)上的效果差异巨大,而造成这种差异的根本原因仍未得到充分探究。为了解决这个问题,我们将各种训练方法分为三种不同的方法,其前提是移情会受到与主体、客体和它们之间关系相关的因素的影响。这三种方法分别是主体导向法、客体导向法和社会导向法。为了研究这些方法的培训和可持续性对移情不同维度的影响,我们进行了一项荟萃分析,涵盖了 110 项符合条件的研究,分别有 32、44、39、39 和 91 个样本,涉及情感、认知、动机、行为和综合移情。结果表明,培训对情感移情产生了微小且不可持续的影响,对认知移情产生了中等且不可持续的影响,对动机移情产生了微小且可持续的影响,对行为移情产生了中等且可持续的影响。培训对综合移情的影响是稳健的,但会随着时间的推移而减弱。在这三种训练方法中,社会导向方法在提高移情的所有维度上都是最有效的。面向主体和面向客体的方法只在改善认知移情和综合移情方面有效。总之,我们的研究为选择合适的训练方法提供了实际指导,并为基础研究和临床应用中制定最佳训练策略提出了理论原则。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
Does the apple fall far from the tree? A meta-analysis linking parental factors to children's intrinsic and extrinsic goals. 苹果会从树上掉下来吗?将父母因素与儿童内在和外在目标联系起来的荟萃分析。
IF 22.4 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-10-01 DOI: 10.1037/bul0000448
Kelly A Ferber,Emma L Bradshaw,Michael Noetel,Tsz Ying Wong,Jiseul S Ahn,Philip D Parker,Richard M Ryan
Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one's parents, impact individuals' aspirations. We address this gap by systematically reviewing the links between relevant parents' characteristics and the intrinsic and extrinsic goals of their children. We identified 49 eligible reports. Children's intrinsic aspirations were higher when parents provided a need-supportive environment (characterized by support for autonomy, relatedness, and competence) and when they endorsed intrinsic aspirations themselves, whereas children's extrinsic aspirations were higher when parents exhibited extrinsic aspirations themselves, promoted the pursuit of extrinsic aspirations, and provided environments characterized by need frustration. Therefore, fostering basic psychological need satisfaction may support children's intrinsic aspiring. In addition, parents should also be mindful of their own extrinsic goals, as they may influence extrinsic aspirations in their children and possibly compromise their well-being over the long term. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
自我决定理论(Ryan & Deci, 2017)强调了内在生活目标(个人成长、亲密关系、社区联系和身体健康)和外在生活目标(即财富、形象和地位)在支持幸福感方面的不同作用。人们对这两类愿望是如何形成的知之甚少。早期的环境影响,即父母,很可能会影响个人的愿望。我们通过系统回顾父母的相关特征与其子女的内在和外在目标之间的联系,弥补了这一空白。我们确定了 49 份符合条件的报告。如果父母提供了一个支持需求的环境(以支持自主性、相关性和能力为特征),并且他们自己也认可内在愿望,那么孩子的内在愿望就会更高,而如果父母自己表现出外在愿望,促进追求外在愿望,并且提供了以需求受挫为特征的环境,那么孩子的外在愿望就会更高。因此,促进基本心理需求的满足可能会支持儿童的内在愿望。此外,父母还应注意自己的外在目标,因为它们可能会影响子女的外在愿望,并可能长期损害他们的幸福。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials. 干预对儿童和青少年社会情感和认知技能影响的消退和持续性:随机对照试验荟萃分析综述。
IF 22.4 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-10-01 DOI: 10.1037/bul0000450
Emma R Hart,Drew H Bailey,Sha Luo,Pritha Sengupta,Tyler W Watts
Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight preexisting meta-analyses, generating a sample of 86 educational randomized controlled trials targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at posttest and at least one follow-up. Relying on a metaregression approach for modeling persistence rates, we tested the extent to which posttest impact magnitudes predicted follow-up impact magnitudes. We found that posttest impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12-month follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2-year follow-up, rates were lower, and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the posttest impact, indicating that interventions may have long-term effects that are not fully mediated by posttest effects. This pattern of results implied that smaller posttest impacts produced more persistent effects than larger posttest impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
研究人员和政策制定者希望教育干预措施能够改变儿童的长期发展轨迹。然而,干预措施对认知和成绩的影响通常会随着时间的推移而逐渐消失。关于社会情感技能的持续性,虽然理论上有很多说法,但人们知之甚少。目前的荟萃分析调查了干预对社会情感技能的影响是否比对认知技能的影响更持久。我们从八项已有的荟萃分析中选取了一些研究,得出了 86 项针对婴儿期至青春期儿童的教育随机对照试验样本,共涉及 56662 名参与者和 450 个在后测和至少一次随访中测量的结果。我们采用元回归方法对持续率进行建模,并测试了测试后的影响幅度对后续影响幅度的预测程度。我们发现,在 6 至 12 个月的随访中,测试后的影响对认知技能和社会情感技能的随访影响具有同等的预测作用,这表明不同技能类型的条件持续率相似。在 1 至 2 年的跟踪中,持续率较低,而且认知技能的条件持续率要高于社会情感技能。平均而言,观察到的小幅积极后续影响超出了测试后影响的直接预测,这表明干预措施可能会产生并非完全由测试后影响所中介的长期影响。这种结果模式意味着,较小的测验后影响比较大的测验后影响产生更持久的效果,社会情感技能的影响平均小于认知技能的影响。从整体上看,干预对社会情感和认知技能的影响都会逐渐消失,特别是对那些产生较大初始影响的干预。本文讨论了相关理论和未来发展方向。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. 儿童早期的执行功能可预测并发和后期的社会和行为结果:回顾与荟萃分析。
IF 22.4 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-10-01 DOI: 10.1037/bul0000445
Nicole J Stucke,Sabine Doebel
Executive function (EF), the set of mental processes and skills involved in goal-oriented planning, organizing, and controlling behavior, is believed to support child development across many domains of life. However, although ample evidence suggests a relation between childhood EF and academic skills, it is less clear what its role is in domains beyond academics. We report a meta-analysis of relations between early childhood EF (assessed at 36-60 months of age) and social, health, and behavioral outcomes assessed concurrently and longitudinally (1,459 effect sizes, 158 studies, n = 144,642). No significant relations were found between EF and health outcomes. EF was concurrently associated with emotion understanding and regulation, prosocial skills, peer acceptance, and skill at lying. Both concurrently and longitudinally, EF was positively associated with peer acceptance, adaptive classroom behavior, and social competence, and negatively associated with internalizing and externalizing problems, and inattention and hyperactivity. For adolescent outcomes, only the relation between EF and internalizing could be meta-analyzed, and no significant relation was found between these variables. The magnitude of effect sizes varied, with absolute values ranging from r = .02 to .30. Moderator analyses indicated the relation between EF and behavioral outcomes varied by outcome, but there was no such finding for EF and social or health outcomes. EF was more strongly associated with teacher- versus parent-reported behavioral problems. There was little evidence that quality indicators affected effect sizes. There was also little evidence of publication bias. Overall, our results are consistent with the possibility of broad relevance of EF for child development; yet, future research should provide stronger causal tests of hypothesized relations between EF and outcomes to better understand the nature of EF and whether fostering it can promote healthy development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
执行功能(EF)是指以目标为导向的计划、组织和控制行为的一系列心理过程和技能,被认为有助于儿童在生活的许多领域中的发展。然而,尽管大量证据表明儿童执行功能与学业技能之间存在关系,但执行功能在学业以外领域的作用却不甚明了。我们报告了一项关于儿童早期 EF(在 36-60 个月大时进行评估)与同时和纵向评估的社会、健康和行为结果之间关系的荟萃分析(1,459 个效应大小,158 项研究,n = 144,642)。在 EF 与健康结果之间没有发现明显的关系。同时,EF 与情绪理解和调节、亲社会技能、同伴接纳和说谎技巧相关。同时和纵向来看,EF 与同伴接纳、适应性课堂行为和社交能力呈正相关,与内化和外化问题、注意力不集中和多动呈负相关。就青少年的结果而言,只有 EF 与内化之间的关系可以进行元分析,这些变量之间没有发现显著的关系。效应大小各不相同,绝对值从 r = 0.02 到 0.30 不等。调节分析表明,EF 与行为结果之间的关系因结果而异,但 EF 与社会或健康结果之间没有这种关系。教师报告的行为问题与家长报告的行为问题之间的关系更为密切。几乎没有证据表明质量指标会影响效应大小。也几乎没有证据表明存在发表偏差。总体而言,我们的研究结果与环境影响对儿童发展的广泛相关性是一致的;然而,未来的研究应该对环境影响与结果之间的假设关系进行更有力的因果检验,以更好地了解环境影响的本质以及培养环境影响是否能促进儿童的健康发展。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
The unpleasantness of thinking: A meta-analytic review of the association between mental effort and negative affect. 思考的不愉快:对脑力劳动与负面情绪之间关系的元分析回顾。
IF 17.3 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-09-01 Epub Date: 2024-08-05 DOI: 10.1037/bul0000443
Louise David, Eliana Vassena, Erik Bijleveld

Influential theories in psychology, neuroscience, and economics assume that the exertion of mental effort should feel aversive. Yet, this assumption is usually untested, and it is challenged by casual observations and previous studies. Here, we meta-analyze (a) whether mental effort is generally experienced as aversive and (b) whether the association between mental effort and aversive feelings depends on population and task characteristics. We meta-analyzed a set of 170 studies (from 125 articles published in 2019-2020; 358 different tasks; 4,670 unique subjects). These studies were conducted in a variety of populations (e.g., health care employees, military employees, amateur athletes, college students; data were collected in 29 different countries) and used a variety of tasks (e.g., equipment testing tasks, virtual reality tasks, cognitive performance tasks). Despite this diversity, these studies had one crucial common feature: All used the NASA Task Load Index to examine participants' experiences of effort and negative affect. As expected, we found a strong positive association between mental effort and negative affect. Surprisingly, just one of our 15 moderators had a significant effect (effort felt somewhat less aversive in studies from Asia vs. Europe and North America). Overall, mental effort felt aversive in different types of tasks (e.g., tasks with and without feedback), in different types of populations (e.g., university-educated populations and non-university-educated populations), and on different continents. Supporting theories that conceptualize effort as a cost, we suggest that mental effort is inherently aversive. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

心理学、神经科学和经济学中具有影响力的理论认为,付出脑力劳动应该会产生厌恶感。然而,这一假设通常未经验证,而且受到偶然观察和以往研究的质疑。在此,我们对以下两个问题进行了元分析:(a) 脑力付出是否普遍具有厌恶感;(b) 脑力付出与厌恶感之间的关联是否取决于人群和任务特征。我们对一组 170 项研究进行了元分析(来自 2019-2020 年发表的 125 篇文章;358 项不同任务;4,670 名受试者)。这些研究针对不同人群(如医护人员、军人、业余运动员、大学生;数据在 29 个不同国家收集),使用不同任务(如设备测试任务、虚拟现实任务、认知表现任务)。尽管存在多样性,但这些研究都有一个重要的共同特点:所有研究都使用了 NASA 任务负荷指数(NASA Task Load Index)来考察参与者的努力体验和负面情绪。不出所料,我们发现脑力劳动与消极情绪之间有很强的正相关性。令人惊讶的是,在我们的 15 个调节因子中,只有一个具有显著影响(亚洲的研究与欧洲和北美的研究相比,努力的厌恶感略低)。总体而言,在不同类型的任务(如有反馈和无反馈的任务)、不同类型的人群(如受过大学教育的人群和未受过大学教育的人群)以及不同大洲,脑力劳动都会产生厌恶感。我们认为,脑力劳动在本质上是厌恶性的,这支持了将努力概念化为一种成本的理论。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
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引用次数: 0
A systematic review and Bayesian meta-analysis of 30 years of stress generation research: Clinical, psychological, and sociodemographic risk and protective factors for prospective negative life events. 对 30 年压力产生研究的系统回顾和贝叶斯元分析:前瞻性负面生活事件的临床、心理和社会人口风险与保护因素。
IF 17.3 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-09-01 Epub Date: 2024-06-20 DOI: 10.1037/bul0000431
Richard T Liu, Jessica L Hamilton, Simone Imani Boyd, Melissa J Dreier, Rachel F L Walsh, Ana E Sheehan, Margarid R Turnamian, Anna R C Workman, Saskia L Jorgensen

Stress generation posits that (a) individuals at-risk for psychopathology may inadvertently experience higher rates of prospective dependent stress (i.e., stressors that are in part influenced by their thoughts and behaviors) but not independent stress (i.e., stressors occurring outside their influence), and (b) this elevated dependent stress, in some measure, is what places these individuals at-risk for future psychopathology. In recognition of 30 years of stress generation research, we conducted a systematic review and meta-analysis using frequentist and Bayesian approaches (102 articles with 104 eligible studies, N = 31,541). Generally strong support was found for psychopathology predicting dependent stress (e.g., dsOverall psychopathology = 0.36-0.52, BF₁₀ = 946.00 to 4.65 × 10¹⁸). Moderator analyses for dependent stress revealed larger effects for briefer assessments periods, shorter follow-ups, and self-report measures than for interviews. Among risk factors, depressogenic cognitive styles (ds = .26-.50, BF₁₀ = 47.50 to 1.00 × 10⁵) and general interpersonal vulnerability (ds = .26-.44, BF₁₀ = 2.72 to 2708.00) received the strongest support as stress generation mechanisms, and current evidence is modest for protective factors predicting dependent stress. Overall, larger effects were generally found for prospective prediction of dependent stress than independent stress. Evaluations of mediation in the research literature were relatively few, limiting the current review to qualitative analysis of the mediation component of stress generation. General support was found, however, for dependent stress as a mediator for psychopathology and associated risk factors in relation to subsequent psychopathology. The current review ends with recommendations for future research and integration of stress generation within minority stress frameworks. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

压力生成理论认为:(a) 有精神病理学风险的个体可能会无意中经历较高比例的预期依赖性压力(即部分受其思想和行为影响的压力源),而非独立压力(即在其影响之外出现的压力源);(b) 这种升高的依赖性压力在某种程度上使这些个体处于未来精神病理学的风险之中。鉴于压力产生研究已有 30 年历史,我们采用频数主义和贝叶斯方法进行了系统回顾和荟萃分析(102 篇文章,104 项符合条件的研究,N=31,541)。总体而言,我们发现精神病理学对依赖性压力的预测具有很强的支持作用(例如,dsOverall psychopathology = 0.36-0.52, BF₁₀ = 946.00 to 4.65 × 10¹⁸)。对依赖性压力的调节分析表明,评估时间较短、随访时间较短以及自我报告测量的影响大于访谈。在风险因素中,导致抑郁的认知方式(ds = .26-.50, BF₁₀ = 47.50 to 1.00 × 10⁵)和一般人际脆弱性(ds = .26-.44, BF₁₀ = 2.72 to 2708.00)作为压力产生机制得到了最有力的支持,而目前预测依赖性压力的保护性因素的证据并不多。总体而言,对从属压力的前瞻性预测效果普遍大于对独立压力的预测效果。研究文献中对中介作用的评估相对较少,因此目前的综述仅限于对压力产生的中介作用进行定性分析。不过,研究发现,依赖性压力作为心理病理学和相关风险因素与后续心理病理学之间的中介作用得到了普遍支持。本综述最后对今后的研究和将压力产生纳入少数群体压力框架提出了建议。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
"All we have to fear is fear itself": Paradigms for reducing fear by preventing awareness of it. "我们所恐惧的只是恐惧本身":通过防止意识到恐惧来减少恐惧的范例。
IF 17.3 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-09-01 Epub Date: 2024-08-01 DOI: 10.1037/bul0000437
Paul Siegel, Bradley S Peterson

Research on unconscious fear responses has recently been translated into experimental paradigms for reducing fear that bypass conscious awareness of the phobic stimulus and thus do not induce distress. These paradigms stand in contrast to exposure therapies for anxiety disorders, which require direct confrontation of feared situations and thus are distressing. We systematically review these unconscious exposure paradigms. A Preferred Reporting Items for Systematic Reviews and Meta-Analyses-based search yielded 39 controlled experiments based on 10 paradigms that tested whether exposure without awareness can reduce fear-related responses. In randomized controlled trials of phobic participants, unconscious exposure interventions: (a) reduced behavioral avoidance (weighted mean d = 0.77, N = 469) and self-reported fear (d = 0.78, N = 329) during in vivo exposure to feared situations; (b) reduced neurobiological indicators of fear and enhanced such indicators of fear regulation (d = 0.81, N = 205); (c) had significantly stronger effects on reducing symptomatic behaviors and enhancing neurobiological indicators of fear regulation than did conscious exposure (d = 0.78, N = 342); and (d) produced these effects without inducing subjective fear. In fear-conditioned participants, unconscious exposureinduced extinction learning (d = 0.80, N = 420), even during sleep, and yielded somewhat stronger extinction learning than conscious exposure did (d = 0.44, N = 438). We organize these findings within a neuroscientific framework and evaluate alternative mechanisms for unconscious exposure. The use of incommensurate outcome measures across exposure paradigms and nonreporting of relevant statistics limited meta-analyses. Despite steps taken to address publication bias, 25.6% of included studies came from a single laboratory. We propose potential clinical applications of these findings. Future research should clarify underlying mechanisms, use common outcome measures, and explore effects on other anxiety disorders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

关于无意识恐惧反应的研究最近被转化为减少恐惧的实验范例,这些范例绕过了对恐惧刺激的有意识意识,因此不会引起痛苦。这些范例与治疗焦虑症的暴露疗法形成了鲜明对比,后者需要直接面对恐惧情境,因此会让人感到痛苦。我们对这些无意识暴露疗法进行了系统回顾。通过基于系统综述和元分析首选报告项目的搜索,我们找到了基于 10 种范式的 39 项对照实验,这些实验测试了无意识暴露是否能减少与恐惧相关的反应。在对恐惧症参与者进行的随机对照试验中,无意识暴露干预:(a)减少了在体内暴露于恐惧情境时的行为回避(加权平均值 d = 0.77,N = 469)和自我报告的恐惧(d = 0.78,N = 329);(b)减少了恐惧的神经生物学指标,增强了恐惧调节指标(d = 0.81, N = 205);(c) 在减少症状行为和增强恐惧调节神经生物学指标方面的效果明显强于有意识暴露(d = 0.78, N = 342);(d) 在不诱发主观恐惧的情况下产生这些效果。在恐惧条件反射参与者中,无意识暴露诱导了消退学习(d = 0.80,N = 420),甚至在睡眠期间也是如此,并且产生的消退学习比有意识暴露更强(d = 0.44,N = 438)。我们在神经科学框架内整理了这些发现,并评估了无意识暴露的替代机制。在不同暴露范式中使用不一致的结果测量方法以及未报告相关统计数据限制了荟萃分析。尽管已采取措施解决发表偏倚问题,但25.6%的纳入研究来自单一实验室。我们提出了这些发现的潜在临床应用。未来的研究应阐明潜在的机制,使用通用的结果测量方法,并探讨对其他焦虑症的影响。(PsycInfo Database Record (c) 2024 APA,保留所有权利)。
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引用次数: 0
Age-related changes in emotion recognition across childhood: A meta-analytic review. 与年龄相关的儿童期情绪识别变化:荟萃分析综述。
IF 22.4 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-09-01 DOI: 10.1037/bul0000442
Christopher Riddell,Milica Nikolić,Elise Dusseldorp,Mariska E Kret
Children's ability to accurately recognize the external emotional signals produced by those around them represents a milestone in their socioemotional development and is associated with a number of important psychosocial outcomes. A plethora of individual studies have examined when, and in which order, children acquire emotion knowledge over the course of their development. Yet, very few attempts have been made to summarize this body of work quantitatively. To address this, the present meta-analysis examined the age-related trajectories of emotion recognition across childhood and the extent to which typically developing children's recognition of external emotional cues (in the face, voice, and body) is influenced by a host of participant-, task-, and stimulus-related factors. We analyzed children's emotion recognition overall (independent of specific emotion categories) and for specific basic emotions. In total, k = 129 individual studies, investigating a total of N = 31,101 2-12-year-old children's emotion recognition abilities were included in our analyses. Children's recognition accuracy across all emotion categories was significantly above chance and improved with age in the same manner for all emotions. Emotion recognition accuracy was also moderated by region of study and task type. The order in which children became proficient at identifying specific emotions was consistent with previous qualitative reviews: Happiness was the easiest emotion to recognize, and disgust and fear were the most difficult to recognize across age. Task- and stimulus-related moderator variables also influenced specific emotion categories in different ways. We contextualize these results with regard to children's socioemotional development more broadly, and we discuss how our findings can be used to guide researchers and practitioners interested in children's social skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
儿童准确识别周围人发出的外部情绪信号的能力是其社会情感发展的一个里程碑,并与许多重要的社会心理结果有关。大量的个别研究探讨了儿童在成长过程中何时以及以何种顺序获得情绪知识。然而,很少有人尝试对这些研究进行量化总结。为了解决这个问题,本荟萃分析研究了儿童期与年龄相关的情绪识别轨迹,以及典型发育期儿童对外部情绪线索(面部、声音和身体)的识别在多大程度上受参与者、任务和刺激相关因素的影响。我们分析了儿童的整体情绪识别能力(与特定情绪类别无关)和特定基本情绪识别能力。在我们的分析中,共纳入了 k = 129 项单项研究,调查了 N = 31,101 名 2-12 岁儿童的情绪识别能力。在所有情绪类别中,儿童的识别准确率都明显高于正常水平,而且随着年龄的增长,所有情绪的识别准确率都有相同程度的提高。情绪识别准确率还受研究地区和任务类型的影响。儿童熟练识别特定情绪的顺序与之前的定性研究结果一致:快乐是最容易识别的情绪,而厌恶和恐惧则是最难识别的情绪。与任务和刺激相关的调节变量也以不同的方式影响着特定的情绪类别。我们将这些结果与更广泛的儿童社会情感发展联系起来,并讨论如何利用我们的发现来指导对儿童社交技能感兴趣的研究人员和从业人员。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
Negativity bias in intergroup contact: Meta-analytical evidence that bad is stronger than good, especially when people have the opportunity and motivation to opt out of contact. 群体间接触的消极偏差:元分析证据表明,坏的比好的更强,尤其是当人们有机会和动机选择不接触时。
IF 17.3 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-08-01 Epub Date: 2024-06-27 DOI: 10.1037/bul0000439
Stefania Paolini, Meghann Gibbs, Brett Sales, Danielle Anderson, Kylie McIntyre

Seventy years of research on intergroup contact, or face-to-face interactions between members of opposing social groups, demonstrates that positive contact typically reduces prejudice and increases social cohesion. Extant syntheses, however, have not considered the full breadth of contact valence (positive/negative) and have treated self-selection as a threat to validity. This research bridges intergroup contact theory with sequential sampling models of impression formation to assess contact effects across all valences. From the premise that positive versus negative contact instigates differential resampling of outgroup experiences when self-selection is possible, we advance and meta-analytically test new predictions for the moderation of valenced contact effects and negativity bias as a function of people's opportunity and motivation to self-select in and out of contact. Our random-effects synthesis of positive and negative intergroup contact studies (238 independent samples, 936 nested effects; total N = 152,985) found significant valenced contact effects: Positive contact systematically associates with lower prejudice, and negative contact associates with higher prejudice. Critically, the detrimental effect of negative contact is significantly larger than the benefit of positive contact. This negativity bias is particularly pronounced under conditions in which one can self-select, is motivated to avoid contact, among male-dominated and prejudiced samples, in contact with stigmatized, low status, low socioeconomic status outgroups, along nonconcealable stigma, with nonintimate contact partners in informal settings and in collectivistic societies. Considering individuals' motivation and opportunity to self-select, together with contact valence, therefore offers a more nuanced and integrated platform to design contact-based interventions and policies across varied contact ecologies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

七十年来,关于群体间接触或对立社会群体成员之间面对面互动的研究表明,积极的接触通常会减少偏见,增加社会凝聚力。然而,现有的综述并没有考虑到接触价值的全部范围(积极/消极),并将自我选择视为对有效性的威胁。本研究将群体间接触理论与印象形成的顺序抽样模型结合起来,以评估所有价位的接触效应。在可能进行自我选择时,积极接触与消极接触会促使对外群经验进行不同的重新取样,在此前提下,我们推进并通过元分析测试了新的预测,即作为人们自我选择接触与不接触的机会和动机的函数,有价值的接触效应和消极偏差的调节作用。我们对积极和消极的群体间接触研究(238 个独立样本,936 个嵌套效应;总人数 = 152,985 人)进行了随机效应综合,发现了显著的情感接触效应:积极的接触系统性地与较低的偏见相关联,而消极的接触则与较高的偏见相关联。重要的是,消极接触的不利影响明显大于积极接触的有利影响。在以下条件下,这种消极性偏差尤为明显:可以自我选择、有动机避免接触、男性占主导地位且存在偏见的样本、与被污名化、地位低、社会经济地位低的外群体接触、伴随着不可掩盖的污名、在非正式环境中与非亲密接触伙伴接触以及在集体主义社会中。因此,考虑到个人自我选择的动机和机会,以及接触的价值,为设计基于接触的干预措施和政策提供了一个更加细致和综合的平台,适用于各种不同的接触生态。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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引用次数: 0
Can sociocultural and contextual factors explain gender differences in sex drive? A response to Frankenbach et al. (2022). 社会文化和环境因素能否解释性欲的性别差异?对 Frankenbach 等人(2022 年)的回应。
IF 17.3 1区 心理学 Q1 PSYCHOLOGY Pub Date : 2024-08-01 Epub Date: 2024-02-15 DOI: 10.1037/bul0000412
Terri D Conley, T Ariel Yang

Most theories predict, and most studies demonstrate, that men have a higher sex drive than women do. A spirited debate has emerged surrounding the origins of gender differences in sex drive; Frankenbach et al. (2022) commented on this controversy in the context of their impressive meta-analysis. We provide a different interpretation of these findings: Specifically, women get worse sex than men do. We argue that if the differences between the sex that women get and the sex that men get were accounted for, gender differences in sex drive would be reduced or eliminated completely. We focus more specifically on two factors that should be accounted for in future meta-analyses-narrow definitions of "sex" as penile-vaginal intercourse, and gender disparities in sexual violence-and additional factors that should be acknowledged when interpreting meta-analytic results-gendered cultural messages, respect from heterosexual partners, and sexual stigmatization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

大多数理论预测,也有大多数研究证明,男性的性冲动高于女性。弗兰肯巴赫等人(2022 年)在其令人印象深刻的荟萃分析中对这一争议进行了评论。我们对这些发现做出了不同的解释:具体来说,女性的性欲比男性差。我们认为,如果考虑到女性和男性在性爱方面的差异,性欲方面的性别差异就会减少或完全消除。我们更具体地关注了在未来的荟萃分析中应该考虑的两个因素--将 "性 "狭隘地定义为阴茎-阴道性交和性暴力中的性别差异,以及在解释荟萃分析结果时应该承认的其他因素--性别文化信息、异性伴侣的尊重和性污名化。(PsycInfo Database Record (c) 2024 APA,保留所有权利)。
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引用次数: 0
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Psychological bulletin
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