Pub Date : 2024-05-07DOI: 10.1038/s44159-024-00307-y
Amy Orben, Adrian Meier, Tim Dalgleish, Sarah-Jayne Blakemore
Research linking social media use and adolescent mental health has produced mixed and inconsistent findings and little translational evidence, despite pressure to deliver concrete recommendations for families, schools and policymakers. At the same time, it is widely recognized that developmental changes in behaviour, cognition and neurobiology predispose adolescents to developing socio-emotional disorders. In this Review, we argue that such developmental changes would be a fruitful focus for social media research. Specifically, we review mechanisms by which social media could amplify the developmental changes that increase adolescents’ mental health vulnerability. These mechanisms include changes to behaviour, such as sharing risky content and self-presentation, and changes to cognition, such as modifications in self-concept, social comparison, responsiveness to social feedback and experiences of social exclusion. We also consider neurobiological mechanisms that heighten stress sensitivity and modify reward processing. By focusing on mechanisms by which social media might interact with developmental changes to increase mental health risks, our Review equips researchers with a toolkit of key digital affordances that enables theorizing and studying technology effects despite an ever-changing social media landscape. Declines in adolescent mental health over the past decade have been attributed to social media, but the empirical evidence is mixed. In this Review, Orben et al. describe the mechanisms by which social media could amplify the developmental changes that increase adolescents’ mental health vulnerability.
{"title":"Mechanisms linking social media use to adolescent mental health vulnerability","authors":"Amy Orben, Adrian Meier, Tim Dalgleish, Sarah-Jayne Blakemore","doi":"10.1038/s44159-024-00307-y","DOIUrl":"10.1038/s44159-024-00307-y","url":null,"abstract":"Research linking social media use and adolescent mental health has produced mixed and inconsistent findings and little translational evidence, despite pressure to deliver concrete recommendations for families, schools and policymakers. At the same time, it is widely recognized that developmental changes in behaviour, cognition and neurobiology predispose adolescents to developing socio-emotional disorders. In this Review, we argue that such developmental changes would be a fruitful focus for social media research. Specifically, we review mechanisms by which social media could amplify the developmental changes that increase adolescents’ mental health vulnerability. These mechanisms include changes to behaviour, such as sharing risky content and self-presentation, and changes to cognition, such as modifications in self-concept, social comparison, responsiveness to social feedback and experiences of social exclusion. We also consider neurobiological mechanisms that heighten stress sensitivity and modify reward processing. By focusing on mechanisms by which social media might interact with developmental changes to increase mental health risks, our Review equips researchers with a toolkit of key digital affordances that enables theorizing and studying technology effects despite an ever-changing social media landscape. Declines in adolescent mental health over the past decade have been attributed to social media, but the empirical evidence is mixed. In this Review, Orben et al. describe the mechanisms by which social media could amplify the developmental changes that increase adolescents’ mental health vulnerability.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 6","pages":"407-423"},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140885412","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 : 2024-05-03DOI: 10.1038/s44159-024-00305-0
Dolores Albarracín, Bita Fayaz-Farkhad, Javier A. Granados Samayoa
Unprecedented social, environmental, political and economic challenges — such as pandemics and epidemics, environmental degradation and community violence — require taking stock of how to promote behaviours that benefit individuals and society at large. In this Review, we synthesize multidisciplinary meta-analyses of the individual and social-structural determinants of behaviour (for example, beliefs and norms, respectively) and the efficacy of behavioural change interventions that target them. We find that, across domains, interventions designed to change individual determinants can be ordered by increasing impact as those targeting knowledge, general skills, general attitudes, beliefs, emotions, behavioural skills, behavioural attitudes and habits. Interventions designed to change social-structural determinants can be ordered by increasing impact as legal and administrative sanctions; programmes that increase institutional trustworthiness; interventions to change injunctive norms; monitors and reminders; descriptive norm interventions; material incentives; social support provision; and policies that increase access to a particular behaviour. We find similar patterns for health and environmental behavioural change specifically. Thus, policymakers should focus on interventions that enable individuals to circumvent obstacles to enacting desirable behaviours rather than targeting salient but ineffective determinants of behaviour such as knowledge and beliefs. Changing behaviours might be central to responding to societal issues such as climate change and pandemics. In this Review, Albarracín et al. synthesize meta-analyses of individual and social-structural determinants of behaviour and the efficacy of behavioural change interventions that target them across domains to identify general principles that can inform future intervention decisions.
{"title":"Determinants of behaviour and their efficacy as targets of behavioural change interventions","authors":"Dolores Albarracín, Bita Fayaz-Farkhad, Javier A. Granados Samayoa","doi":"10.1038/s44159-024-00305-0","DOIUrl":"10.1038/s44159-024-00305-0","url":null,"abstract":"Unprecedented social, environmental, political and economic challenges — such as pandemics and epidemics, environmental degradation and community violence — require taking stock of how to promote behaviours that benefit individuals and society at large. In this Review, we synthesize multidisciplinary meta-analyses of the individual and social-structural determinants of behaviour (for example, beliefs and norms, respectively) and the efficacy of behavioural change interventions that target them. We find that, across domains, interventions designed to change individual determinants can be ordered by increasing impact as those targeting knowledge, general skills, general attitudes, beliefs, emotions, behavioural skills, behavioural attitudes and habits. Interventions designed to change social-structural determinants can be ordered by increasing impact as legal and administrative sanctions; programmes that increase institutional trustworthiness; interventions to change injunctive norms; monitors and reminders; descriptive norm interventions; material incentives; social support provision; and policies that increase access to a particular behaviour. We find similar patterns for health and environmental behavioural change specifically. Thus, policymakers should focus on interventions that enable individuals to circumvent obstacles to enacting desirable behaviours rather than targeting salient but ineffective determinants of behaviour such as knowledge and beliefs. Changing behaviours might be central to responding to societal issues such as climate change and pandemics. In this Review, Albarracín et al. synthesize meta-analyses of individual and social-structural determinants of behaviour and the efficacy of behavioural change interventions that target them across domains to identify general principles that can inform future intervention decisions.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 6","pages":"377-392"},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140833317","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 : 2024-04-30DOI: 10.1038/s44159-024-00316-x
Nathan J. Harrison
{"title":"Contemplating cancer screening","authors":"Nathan J. Harrison","doi":"10.1038/s44159-024-00316-x","DOIUrl":"10.1038/s44159-024-00316-x","url":null,"abstract":"","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 6","pages":"375-375"},"PeriodicalIF":0.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140833412","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 : 2024-04-26DOI: 10.1038/s44159-024-00300-5
Mariel K. Goddu, Alison Gopnik
Causal understanding is a defining characteristic of human cognition. Like many animals, human children learn to control their bodily movements and act effectively in the environment. Like a smaller subset of animals, children intervene: they learn to change the environment in targeted ways. Unlike other animals, children grow into adults with the causal reasoning skills to develop abstract theories, invent sophisticated technologies and imagine alternate pasts, distant futures and fictional worlds. In this Review, we explore the development of human-unique causal learning and reasoning from evolutionary and ontogenetic perspectives. We frame our discussion using an ‘interventionist’ approach. First, we situate causal understanding in relation to cognitive abilities shared with non-human animals. We argue that human causal understanding is distinguished by its depersonalized (objective) and decontextualized (general) representations. Using this framework, we next review empirical findings on early human causal learning and reasoning and consider the naturalistic contexts that support its development. Then we explore connections to related abilities. We conclude with suggestions for ongoing collaboration between developmental, cross-cultural, computational, neural and evolutionary approaches to causal understanding. Humans have a unique capacity for objective and general causal understanding. In this Review, Goddu and Gopnik describe the development of causal learning and reasoning abilities during evolution and across childhood.
{"title":"The development of human causal learning and reasoning","authors":"Mariel K. Goddu, Alison Gopnik","doi":"10.1038/s44159-024-00300-5","DOIUrl":"10.1038/s44159-024-00300-5","url":null,"abstract":"Causal understanding is a defining characteristic of human cognition. Like many animals, human children learn to control their bodily movements and act effectively in the environment. Like a smaller subset of animals, children intervene: they learn to change the environment in targeted ways. Unlike other animals, children grow into adults with the causal reasoning skills to develop abstract theories, invent sophisticated technologies and imagine alternate pasts, distant futures and fictional worlds. In this Review, we explore the development of human-unique causal learning and reasoning from evolutionary and ontogenetic perspectives. We frame our discussion using an ‘interventionist’ approach. First, we situate causal understanding in relation to cognitive abilities shared with non-human animals. We argue that human causal understanding is distinguished by its depersonalized (objective) and decontextualized (general) representations. Using this framework, we next review empirical findings on early human causal learning and reasoning and consider the naturalistic contexts that support its development. Then we explore connections to related abilities. We conclude with suggestions for ongoing collaboration between developmental, cross-cultural, computational, neural and evolutionary approaches to causal understanding. Humans have a unique capacity for objective and general causal understanding. In this Review, Goddu and Gopnik describe the development of causal learning and reasoning abilities during evolution and across childhood.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 5","pages":"319-339"},"PeriodicalIF":0.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140797868","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 : 2024-04-18DOI: 10.1038/s44159-024-00304-1
Kate Nussenbaum, Catherine A. Hartley
Determining how environments shape how people learn is central to understanding individual differences in goal-directed behaviour. Studies of the effects of early-life adversity on reward learning have revealed that the environments that infants and children experience exert lasting influences on reward-guided behaviour. However, the varied findings from this research are difficult to reconcile under a unified computational account. Studies of adaptive reinforcement learning have demonstrated that learning algorithms and parameters dynamically adapt to support reward-guided behaviour in varied contexts, but this body of research has largely focused on learning that proceeds within the short timeframes of experimental tasks. In this Perspective, we argue that, to understand how the structure of experienced environments shapes reward learning across development, computational accounts of the effects of environmental statistics on reinforcement learning need to be extended to encompass learning across multiple nested timescales of experience. To this end, we consider the development of reward learning through the lens of meta-learning models, in particular meta-reinforcement learning. This computational formalization can inspire new hypotheses and methods for empirical research to understand how features of experienced environments give rise to individual differences in learning and adaptive behaviour across development. Environments shape reward learning, which can result in individual differences in behaviour. In this Perspective, Nussenbaum and Hartley consider the development of reward learning through the lens of meta-learning models, in particular meta-reinforcement learning.
{"title":"Understanding the development of reward learning through the lens of meta-learning","authors":"Kate Nussenbaum, Catherine A. Hartley","doi":"10.1038/s44159-024-00304-1","DOIUrl":"10.1038/s44159-024-00304-1","url":null,"abstract":"Determining how environments shape how people learn is central to understanding individual differences in goal-directed behaviour. Studies of the effects of early-life adversity on reward learning have revealed that the environments that infants and children experience exert lasting influences on reward-guided behaviour. However, the varied findings from this research are difficult to reconcile under a unified computational account. Studies of adaptive reinforcement learning have demonstrated that learning algorithms and parameters dynamically adapt to support reward-guided behaviour in varied contexts, but this body of research has largely focused on learning that proceeds within the short timeframes of experimental tasks. In this Perspective, we argue that, to understand how the structure of experienced environments shapes reward learning across development, computational accounts of the effects of environmental statistics on reinforcement learning need to be extended to encompass learning across multiple nested timescales of experience. To this end, we consider the development of reward learning through the lens of meta-learning models, in particular meta-reinforcement learning. This computational formalization can inspire new hypotheses and methods for empirical research to understand how features of experienced environments give rise to individual differences in learning and adaptive behaviour across development. Environments shape reward learning, which can result in individual differences in behaviour. In this Perspective, Nussenbaum and Hartley consider the development of reward learning through the lens of meta-learning models, in particular meta-reinforcement learning.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 6","pages":"424-438"},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623984","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 : 2024-04-18DOI: 10.1038/s44159-024-00311-2
Christian Montag, Peter J. Schulz, Laura Marciano, Andres Roman-Urrestarazu, Hans-Jürgen Rumpf, Benjamin Becker
The EU commission’s Digital Services Act aims to protect children and adolescents from psychological harm on social media platforms. This initiative needs to be carried out in close cooperation between the EU commission and independent academics.
{"title":"Safeguarding young users on social media through academic oversight","authors":"Christian Montag, Peter J. Schulz, Laura Marciano, Andres Roman-Urrestarazu, Hans-Jürgen Rumpf, Benjamin Becker","doi":"10.1038/s44159-024-00311-2","DOIUrl":"10.1038/s44159-024-00311-2","url":null,"abstract":"The EU commission’s Digital Services Act aims to protect children and adolescents from psychological harm on social media platforms. This initiative needs to be carried out in close cooperation between the EU commission and independent academics.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 6","pages":"368-369"},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623979","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 : 2024-04-16DOI: 10.1038/s44159-024-00310-3
Teresa Schubert
Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Deepti Ramadoss about her journey from research scientist to director of graduate studies.
{"title":"From the lab to a career in graduate education","authors":"Teresa Schubert","doi":"10.1038/s44159-024-00310-3","DOIUrl":"10.1038/s44159-024-00310-3","url":null,"abstract":"Nature Reviews Psychology is interviewing individuals with doctoral degrees in psychology who pursued non-academic careers. We spoke with Deepti Ramadoss about her journey from research scientist to director of graduate studies.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"3 5","pages":"299-300"},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614369","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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