Pub Date : 2024-09-03DOI: 10.1038/s44159-024-00345-6
David B. Yaden, Sean P. Goldy, Brandon Weiss, Roland R. Griffiths
The administration of classic psychedelics has been associated with well-being and mental health benefits as well as risks and adverse events. The acute subjective effects of psychedelics might have a causal role in these risks and therapeutic benefits, but inconsistencies and limitations in the conceptualization and measurement of these acute subjective effects hinder research and clinical advances. In this Review, we outline current characterizations and psychometric examinations of the acute subjective effects of psychedelics, evaluate the construct validity of commonly used measures and describe findings showing that specific acute subjective effects predict certain outcomes. We discuss how to balance the limitations of existing measures with methodological advances in practice and elaborate on well-known methods and other psychological processes that can help inform the creation of new measures. We suggest actionable recommendations for how the field can transcend current conceptualizations and provide guidance on best practices until the next generation of measures is validated. The therapeutic benefits of psychedelics might be ascribed to their subjective effects, but methodological barriers limit interpretation of this association. In this Review, Yaden et al. balance the limitations of current assessments with research advances to inform the development of new measures and practices for understanding the clinical implications of psychedelics.
{"title":"Clinically relevant acute subjective effects of psychedelics beyond mystical experience","authors":"David B. Yaden, Sean P. Goldy, Brandon Weiss, Roland R. Griffiths","doi":"10.1038/s44159-024-00345-6","DOIUrl":"10.1038/s44159-024-00345-6","url":null,"abstract":"The administration of classic psychedelics has been associated with well-being and mental health benefits as well as risks and adverse events. The acute subjective effects of psychedelics might have a causal role in these risks and therapeutic benefits, but inconsistencies and limitations in the conceptualization and measurement of these acute subjective effects hinder research and clinical advances. In this Review, we outline current characterizations and psychometric examinations of the acute subjective effects of psychedelics, evaluate the construct validity of commonly used measures and describe findings showing that specific acute subjective effects predict certain outcomes. We discuss how to balance the limitations of existing measures with methodological advances in practice and elaborate on well-known methods and other psychological processes that can help inform the creation of new measures. We suggest actionable recommendations for how the field can transcend current conceptualizations and provide guidance on best practices until the next generation of measures is validated. The therapeutic benefits of psychedelics might be ascribed to their subjective effects, but methodological barriers limit interpretation of this association. In this Review, Yaden et al. balance the limitations of current assessments with research advances to inform the development of new measures and practices for understanding the clinical implications of psychedelics.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 9","pages":"606-621"},"PeriodicalIF":16.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.nature.com/articles/s44159-024-00345-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1038/s44159-024-00358-1
Oluwatobi Abubakare
{"title":"Reorienting social communication research via double empathy","authors":"Oluwatobi Abubakare","doi":"10.1038/s44159-024-00358-1","DOIUrl":"10.1038/s44159-024-00358-1","url":null,"abstract":"","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 10","pages":"649-649"},"PeriodicalIF":16.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1038/s44159-024-00352-7
Jonathan M. Fawcett, Tracy L. Taylor, Emma Megla, Ashleigh M. Maxcey
Forgetting can result from passive or active processes. Active forgetting includes purposefully trying to forget or retrieve competing information. Knowledge about active forgetting in humans is largely derived from controlled laboratory experiments, but similar forgetting occurs in everyday settings. In this Review, we discuss two major categories of active forgetting: one in which a person aims to forget (intentional forgetting), and the other in which a person does not (unintentional forgetting). In the laboratory, intentional forgetting occurs when a person forgets information after being directed to do so. Outside the laboratory, intentional forgetting occurs when unwanted information is forgotten volitionally, such as an incorrectly stated phone number or an upsetting experience. Unintentional forgetting in the laboratory occurs when retrieving information from memory actively induces the forgetting of related information. Unintentional forgetting outside the laboratory can also be trivial, such as which pumpkin your child selected at the pumpkin patch, or consequential, such as forgetting which jacket was worn by a perpetrator when witnessing a crime. We review efforts to map laboratory results onto everyday forgetting and make recommendations for future research, addressing everyday forgetting as well as clinical applications. Forgetting can be an intentional act or an unintentional side effect of other memory processes. In this Review, Fawcett et al. describe intentional and unintentional forgetting in laboratory and real-world settings, highlight alignment across these traditionally siloed research areas, and explore the role of forgetting in certain clinical conditions.
{"title":"Active intentional and unintentional forgetting in the laboratory and everyday life","authors":"Jonathan M. Fawcett, Tracy L. Taylor, Emma Megla, Ashleigh M. Maxcey","doi":"10.1038/s44159-024-00352-7","DOIUrl":"10.1038/s44159-024-00352-7","url":null,"abstract":"Forgetting can result from passive or active processes. Active forgetting includes purposefully trying to forget or retrieve competing information. Knowledge about active forgetting in humans is largely derived from controlled laboratory experiments, but similar forgetting occurs in everyday settings. In this Review, we discuss two major categories of active forgetting: one in which a person aims to forget (intentional forgetting), and the other in which a person does not (unintentional forgetting). In the laboratory, intentional forgetting occurs when a person forgets information after being directed to do so. Outside the laboratory, intentional forgetting occurs when unwanted information is forgotten volitionally, such as an incorrectly stated phone number or an upsetting experience. Unintentional forgetting in the laboratory occurs when retrieving information from memory actively induces the forgetting of related information. Unintentional forgetting outside the laboratory can also be trivial, such as which pumpkin your child selected at the pumpkin patch, or consequential, such as forgetting which jacket was worn by a perpetrator when witnessing a crime. We review efforts to map laboratory results onto everyday forgetting and make recommendations for future research, addressing everyday forgetting as well as clinical applications. Forgetting can be an intentional act or an unintentional side effect of other memory processes. In this Review, Fawcett et al. describe intentional and unintentional forgetting in laboratory and real-world settings, highlight alignment across these traditionally siloed research areas, and explore the role of forgetting in certain clinical conditions.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 10","pages":"652-664"},"PeriodicalIF":16.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-30DOI: 10.1038/s44159-024-00361-6
Having a personal website or claiming online author profiles can increase a researcher’s visibility and reach.
拥有个人网站或声称拥有在线作者简介可以提高研究人员的知名度和影响力。
{"title":"Own your narrative","authors":"","doi":"10.1038/s44159-024-00361-6","DOIUrl":"10.1038/s44159-024-00361-6","url":null,"abstract":"Having a personal website or claiming online author profiles can increase a researcher’s visibility and reach.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 9","pages":"569-569"},"PeriodicalIF":16.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.nature.com/articles/s44159-024-00361-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1038/s44159-024-00350-9
Michael J. Kofler, Elia F. Soto, Leah J. Singh, Sherelle L. Harmon, Emma M. Jaisle, Jessica N. Smith, Kathleen E. Feeney, Erica D. Musser
Executive function deficits have been reported in both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, little is known regarding which, if any, of these impairments are shared in children with ADHD and those with ASD. In this Review, we provide an overview of the current literature with a critical eye toward diagnostic, measurement and third-variable considerations that should be leveraged to provide more definitive answers. We conclude that the field’s understanding of executive function profiles in ASD and ADHD is highly limited because most research on each of these disorders has failed to account for the possible co-occurrence and the presence of symptoms of the other disorder. A vast majority of studies have relied on traditional neuropsychological tests and informant-rated executive function scales that have poor specificity and construct validity, and most studies have been unable to account for the well-documented between-person heterogeneity within and across disorders. At present, the most parsimonious conclusion is that children with ADHD and/or ASD tend to perform moderately worse than neurotypical children on a broad range of neuropsychological tests. However, the extent to which these difficulties are unique to one of these disorders or shared, or are attributable to impairments in specific executive functions, remains largely unknown. We end with focused recommendations for future research. Children with attention-deficit/hyperactivity disorder and/or autism spectrum disorder show executive function deficits compared to neurotypical peers. In this Review, Kofler et al. question the evidence to examine whether these deficits are shared across both conditions and provide recommendations for future work.
{"title":"Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder","authors":"Michael J. Kofler, Elia F. Soto, Leah J. Singh, Sherelle L. Harmon, Emma M. Jaisle, Jessica N. Smith, Kathleen E. Feeney, Erica D. Musser","doi":"10.1038/s44159-024-00350-9","DOIUrl":"10.1038/s44159-024-00350-9","url":null,"abstract":"Executive function deficits have been reported in both autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). However, little is known regarding which, if any, of these impairments are shared in children with ADHD and those with ASD. In this Review, we provide an overview of the current literature with a critical eye toward diagnostic, measurement and third-variable considerations that should be leveraged to provide more definitive answers. We conclude that the field’s understanding of executive function profiles in ASD and ADHD is highly limited because most research on each of these disorders has failed to account for the possible co-occurrence and the presence of symptoms of the other disorder. A vast majority of studies have relied on traditional neuropsychological tests and informant-rated executive function scales that have poor specificity and construct validity, and most studies have been unable to account for the well-documented between-person heterogeneity within and across disorders. At present, the most parsimonious conclusion is that children with ADHD and/or ASD tend to perform moderately worse than neurotypical children on a broad range of neuropsychological tests. However, the extent to which these difficulties are unique to one of these disorders or shared, or are attributable to impairments in specific executive functions, remains largely unknown. We end with focused recommendations for future research. Children with attention-deficit/hyperactivity disorder and/or autism spectrum disorder show executive function deficits compared to neurotypical peers. In this Review, Kofler et al. question the evidence to examine whether these deficits are shared across both conditions and provide recommendations for future work.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 10","pages":"701-719"},"PeriodicalIF":16.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1038/s44159-024-00357-2
Bunmi O. Olatunji, Alexandra M. Adamis
Advances in clinical science often rely on federal funding, but an overly prescriptive funding agenda might limit the societal benefits of clinical research. Greater diversity in funding schemes is needed to ensure the highest clinical impact.
{"title":"Federal funding shapes knowledge in clinical science","authors":"Bunmi O. Olatunji, Alexandra M. Adamis","doi":"10.1038/s44159-024-00357-2","DOIUrl":"10.1038/s44159-024-00357-2","url":null,"abstract":"Advances in clinical science often rely on federal funding, but an overly prescriptive funding agenda might limit the societal benefits of clinical research. Greater diversity in funding schemes is needed to ensure the highest clinical impact.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 10","pages":"644-645"},"PeriodicalIF":16.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1038/s44159-024-00356-3
Teresa Schubert
Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Dominic Gibson about his journey from a post-doctoral fellow to a senior researcher.
{"title":"From the lab to a career in education research","authors":"Teresa Schubert","doi":"10.1038/s44159-024-00356-3","DOIUrl":"10.1038/s44159-024-00356-3","url":null,"abstract":"Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Dominic Gibson about his journey from a post-doctoral fellow to a senior researcher.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 9","pages":"573-573"},"PeriodicalIF":16.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1038/s44159-024-00351-8
Manuel Bohn, Frankie T. K. Fong, Sarah Pope-Caldwell, Roman Stengelin, Daniel B. M. Haun
Cross-cultural developmental research is crucial for understanding the roots of human cognition. Although group-level analyses can reveal how culture co-varies with cognition, individual-level analyses are needed to discern how specific cultural and ecological factors influence cognitive development.
{"title":"Understanding cultural variation in cognition one child at a time","authors":"Manuel Bohn, Frankie T. K. Fong, Sarah Pope-Caldwell, Roman Stengelin, Daniel B. M. Haun","doi":"10.1038/s44159-024-00351-8","DOIUrl":"10.1038/s44159-024-00351-8","url":null,"abstract":"Cross-cultural developmental research is crucial for understanding the roots of human cognition. Although group-level analyses can reveal how culture co-varies with cognition, individual-level analyses are needed to discern how specific cultural and ecological factors influence cognitive development.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 10","pages":"641-643"},"PeriodicalIF":16.8,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142186051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1038/s44159-024-00346-5
Jamie J. Jirout, Natalie S. Evans, Lisa K. Son
Curiosity is a universal characteristic of childhood that can motivate and direct attention during information-seeking to support knowledge development. Understanding the development of curiosity could inform practical applications to support children’s curiosity and learning across contexts, such as fostering curiosity-supportive environments at home and in schools. In this Review, we focus on the state component of curiosity, defined as information-seeking behaviour that is internally motivated in response to a specific question or gap in knowledge. We synthesize research on children’s curiosity, considering the distinction between internal and external curiosity and variation in curiosity across ages and contexts. On the basis of this research, we suggest several areas for future research. Children’s curiosity helps motivate and direct their learning and is associated with positive outcomes. In this Review, Jirout et al. synthesize research on the development of curiosity and how it is expressed across different physical, social, socio-economic and cultural contexts.
{"title":"Curiosity in children across ages and contexts","authors":"Jamie J. Jirout, Natalie S. Evans, Lisa K. Son","doi":"10.1038/s44159-024-00346-5","DOIUrl":"10.1038/s44159-024-00346-5","url":null,"abstract":"Curiosity is a universal characteristic of childhood that can motivate and direct attention during information-seeking to support knowledge development. Understanding the development of curiosity could inform practical applications to support children’s curiosity and learning across contexts, such as fostering curiosity-supportive environments at home and in schools. In this Review, we focus on the state component of curiosity, defined as information-seeking behaviour that is internally motivated in response to a specific question or gap in knowledge. We synthesize research on children’s curiosity, considering the distinction between internal and external curiosity and variation in curiosity across ages and contexts. On the basis of this research, we suggest several areas for future research. Children’s curiosity helps motivate and direct their learning and is associated with positive outcomes. In this Review, Jirout et al. synthesize research on the development of curiosity and how it is expressed across different physical, social, socio-economic and cultural contexts.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 9","pages":"622-635"},"PeriodicalIF":16.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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