American Psychologist最新文献

This article presents an obituary for Endel Tulving. Tulving's educational and professional careers are summarized. His work in the field of human memory is detailed. It is noted that Tulving's look at the field of verbal learning in the late 1950s persuaded him that the dominant associative tradition missed many important aspects of human memory. His research found that at the time of retrieval, memory for the original event may be successfully reinstated only by contextual cues that interact in a complementary fashion with the specifically encoded memory trace, a process that Tulving referred to as "synergistic ecphory". He is also known for his work on memory systems. In his book, Elements of Episodic Memory published in 1983, Tulving proposed that memory for experienced events, episodic memory, should be distinguished from general knowledge of the world, semantic memory, and from procedural memory, the learned ability to perform such skilled procedures as riding a bicycle or playing a musical instrument. He also proposed an evolutionary framework for these different but related systems, suggesting that simple animals show only procedural memory, more complex animals are consciously aware of their knowledge of the world, but only humans possess episodic memory-the ability to use "mental time travel" to consciously recreate past experiences and to imagine possible future events. Although known initially for his purely cognitive behavioral research, during the 1980s and 1990s, Tulving increasingly incorporated neuropsychological and neuroimaging approaches into his work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

We describe the close correspondence between predatory imminence continuum theory (PICT) and the National Institute of Mental Health's Research Domain Criteria (RDoC) for negative valence. RDoC's negative valence constructs relate aversively motivated behavioral reactions to various levels of threat. PICT divides defensive responses into distinct modes that vary along a continuum of the psychological closeness of predatory threat. While there is a close correspondence between PICT modes and negative valence threat constructs, based on PICT, we describe some potential elaborations of RDoC constructs. Both have consonant views of fear and anxiety and provide explicit distinctions between these emotional states, relating them to specific defensive behaviors and functions. We describe recent data that causally implicate human subjective emotional states with amygdala activity, which is also critical for defensive behavior. We conclude that attention to neuroethological views of defense can advance our understanding of the etiology and treatment of anxiety and stress disorders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Presents a summary of data on the journals published by the American Psychological Association. This summary is compiled from the 2023 annual reports of the Council of Editors and from Central Office records. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

William ("Bill") E. Pelham Jr. was a renowned clinical child psychologist who specialized in the assessment and treatment of children with attention-deficit/hyperactivity disorder (ADHD). Bill was born in 1948 in Atlanta, Georgia, to William E. Pelham Sr. and Kittie Copeland Kay, the eldest of four brothers. Bill is most well-known for the development, study, and advocacy of psychosocial treatments for children with ADHD. While at Florida State University in the 1980s, he developed a comprehensive summer treatment program designed to improve family and classroom functioning, strengthen peer relationships, and boost academic achievement. Bill built the case for the behavioral treatment of ADHD over nearly 50 years of programmatic research. Bill was a leader in the field of clinical child psychology. Bill passed away on October 21, 2023, after a brief illness. He is survived by his wife of 33 years Maureen, son William E. Pelham III, and daughter Caroline. His legacy will live on in their work to support children with ADHD and their families. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Prior to the 2021 American Psychologist special issue "Rendered Invisible: Are Asian Americans a Model or a Marginalized Minority?" (Yip et al., 2021), only seven articles on Asian American, Native Hawaiian, and Pacific Islander (AANHPI) populations were published in the journal in 3 decades. The special issue interrogated sources of invisibility and marginalization of AANHPIs not only in the field of psychology but also in the broader national landscape. The current commentary provides a deeper dive into one of the primary drivers of AANHPI invisibility, anti-Asian biases encountered during the federal grant review process, which contributes to low funding rates and insufficient research on AANHPI communities. Despite comprising over 6% of the U.S. population, less than 1% of the National Institutes of Health's funding portfolio supports science on AANHPI populations. This qualitative study revealed thematic barriers encountered during National Institutes of Health grant reviews. A one-time survey was circulated to professional scientific networks to obtain open-ended responses regarding applicants' and reviewers' experiences proposing research with AANHPI samples, resulting in data from N = 16 respondents. Respondents were asked to indicate their role in the review process (e.g., investigator, applicant, reviewer, other) and to provide open-ended responses detailing experiences of bias. Thematic coding revealed six principal themes: (1) invalidation, (2) limited reviewer knowledge, (3) oppression Olympics, (4) White comparison groups, (5) model minority myth, and (6) homogeneity of AANHPI groups. Building off these themes, this commentary concludes with five actionable policy and institutional recommendations aimed at achieving a more inclusive national research enterprise for AANHPI investigators and communities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Knowledge from the Global South, including Latin America, has enriched our understanding of developmental science. Despite underrepresentation in the published literature, research from Latin America has advanced the psychology of parenting and child and adolescent development. An ecological approach is valuable in adding meaning and specificity to general cultural clusters and has revealed how responsibility, lovingness, and respect are enacted in the everyday lives of families and children. Although the evidence is not exclusive to the Global South, research from Latin America has broadened and challenged theories and accepted practices from the Global North. Examples include countering attachment theory with respect to multiple caregivers and sensitive responsiveness and problematization of children's work in terms of family responsibilities. Research from Latin America has also challenged the notion of optimal parenting styles and revealed how the cultural values of familism and respect are evidenced in the daily practices of parents and children. Latin America boasts a psychology that acknowledges the importance of the political and social context and seeks to apply psychology to addressing social problems. To fully recognize and take advantage of knowledge from the Global South, the science of psychology should refrain from promoting "best practices" and sidelining research from Latin America and other regions of the majority world; it needs to fully document autochthonous parental ethnotheories, socialization goals, and practices and promote the implementation of the goals of local communities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The APF Gold Medal for Impact in Psychology recognizes Viji Sathy for her dedication to inclusive teaching practices, promoting diversity and equity in classrooms and higher education. Dr. Sathy has continually pushed the boundaries of student learning experiences. Her innovative teaching methods, including flipped classrooms and makerspace courses, have transformed learning environments and ensured that every student feels empowered. Dr. Sathy's advocacy for diversity and inclusion spans globally. Her efforts as a workshop facilitator and keynote speaker at over 100 institutions worldwide have left a mark on the global discourse surrounding inclusive education. Her contributions to initiatives like the Chancellor's Science Scholars program and the development of the MCAD dashboard underscore her commitment to fostering a more inclusive academic landscape. Dr. Sathy's passion will continue to inspire educators to prioritize inclusivity in teaching and learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Emotion regulation is important for psychological health and can be achieved by implementing various strategies. How one regulates emotions is critical for maximizing psychological health. Few studies, however, tested the psychological correlates of different emotion regulation strategies across multiple cultures. In a preregistered cross-cultural study (N = 3,960, 19 countries), conducted during the COVID-19 pandemic, we assessed associations between the use of seven emotion regulation strategies (situation selection, distraction, rumination, cognitive reappraisal, acceptance, expressive suppression, and emotional support seeking) and four indices of psychological health (life satisfaction, depressive symptoms, perceived stress, and loneliness). Model comparisons based on Bayesian information criteria provided support for cultural differences in 36% of associations, with very strong support for differences in 18% of associations. Strategies that were linked to worse psychological health in individualist countries (e.g., rumination, expressive suppression) were unrelated or linked to better psychological health in collectivist countries. Cultural differences in associations with psychological health were most prominent for expressive suppression and rumination and also found for distraction and acceptance. In addition, we found evidence for cultural similarities in 46% of associations between strategies and psychological health, but none of this evidence was very strong. Cultural similarities were most prominent in associations of psychological health with emotional support seeking. These findings highlight the importance of considering the cultural context to understand how individuals from diverse backgrounds manage unpleasant emotions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Trauma, ranging from interpersonal to intergenerational, can create severe dysregulation and psychic suffering. Trauma may disrupt the nervous system, identity, affect regulation, and relationship schemas. Traumatic events can also disconnect survivors from the various aspects of themselves as well as their community. As a trauma survivor and trauma psychologist, I have dedicated my career to exploring ways of restoring and healing those severed connections. Exploring decolonial and liberation psychologies awakened me to conceptualizations and frameworks that center reclamation as a form of holistic healing and empowerment for trauma survivors. While much of the individually centered trauma literature focuses on skills-based psychoeducation and cognitive behavioral coping strategies, there has traditionally been less, although growing, attention paid to the diverse culturally grounded, sociopolitical pathways for survivors to reclaim themselves. In this article, I explore my scholarship and the scholarship of other underrepresented scholars as we discuss decolonial and liberation psychologies, the pathways they illuminate that can benefit the trauma recovery process, especially for marginalized survivors, and their implications for practice, training/teaching, research, and policy. The trauma and healing-informed decolonial and liberation pathways that emerge from the literature are culture as medicine, community support, spirituality and religiosity, expressive arts, and resistance. This article argues that the field would benefit from a more inclusive view of trauma and trauma recovery if it incorporates, builds on, explores, and learns from the scholarship of decolonial and liberation psychologists and traditional cultural healers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Coifman and Gunstad (2024) raise cogent points about childhood and adolescence as a place to begin to help close the mental health treatment gap, note the potential of applications (apps) as a modality of intervention given the pervasiveness of smartphones, and highlight a large-scale intervention study to convey that treatments can be scaled in outcome research. I expand the range of interventions we might consider, pose a best-buy approach to decide how and where to begin to address the treatment gap, and underscore that mental health problems in children, adolescents, and adults are on the rise. We still have no evidence that we can close the treatment gap and that to do so will require a marriage of multiple disciplines, interventions, and agencies to effect change. (PsycInfo Database Record (c) 2024 APA, all rights reserved).