The decisions we make are shaped by a lifetime of learning. Past experience guides the way that we encode information in neural systems for perception and valuation, and determines the information we retrieve when making decisions. Distinct literatures have discussed how lifelong learning and local context shape decisions made about sensory signals, propositional information, or economic prospects. Here, we build bridges between these literatures, arguing for common principles of adaptive rationality in perception, cognition, and economic choice. We discuss how a single common framework, based on normative principles of efficient coding and Bayesian inference, can help us understand a myriad of human decision biases, including sensory illusions, adaptive aftereffects, choice history biases, central tendency effects, anchoring effects, contrast effects, framing effects, congruency effects, reference-dependent valuation, nonlinear utility functions, and discretization heuristics. We describe a simple computational framework for explaining these phenomena. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Normative Principles for Decision-Making in Natural Environments.","authors":"C. Summerfield, Paula Parpart","doi":"10.31234/OSF.IO/S2WVZ","DOIUrl":"https://doi.org/10.31234/OSF.IO/S2WVZ","url":null,"abstract":"The decisions we make are shaped by a lifetime of learning. Past experience guides the way that we encode information in neural systems for perception and valuation, and determines the information we retrieve when making decisions. Distinct literatures have discussed how lifelong learning and local context shape decisions made about sensory signals, propositional information, or economic prospects. Here, we build bridges between these literatures, arguing for common principles of adaptive rationality in perception, cognition, and economic choice. We discuss how a single common framework, based on normative principles of efficient coding and Bayesian inference, can help us understand a myriad of human decision biases, including sensory illusions, adaptive aftereffects, choice history biases, central tendency effects, anchoring effects, contrast effects, framing effects, congruency effects, reference-dependent valuation, nonlinear utility functions, and discretization heuristics. We describe a simple computational framework for explaining these phenomena. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":" ","pages":""},"PeriodicalIF":24.8,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45568501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04Epub Date: 2020-09-08DOI: 10.1146/annurev-psych-052220-103822
K Paige Harden
Behavior genetics studies how genetic differences among people contribute to differences in their psychology and behavior. Here, I describe how the conclusions and methods of behavior genetics have evolved in the postgenomic era in which the human genome can be directly measured. First, I revisit the first law of behavioral genetics stating that everything is heritable, and I describe results from large-scale meta-analyses of twin data and new methods for estimating heritability using measured DNA. Second, I describe new methods in statistical genetics, including genome-wide association studies and polygenic score analyses. Third, I describe the next generation of work on gene × environment interaction, with a particular focus on how genetic influences vary across sociopolitical contexts and exogenous environments. Genomic technology has ushered in a golden age of new tools to address enduring questions about how genes and environments combine to create unique human lives.
行为遗传学研究人与人之间的基因差异是如何导致其心理和行为差异的。在此，我将介绍在可以直接测量人类基因组的后基因组时代，行为遗传学的结论和方法是如何演变的。首先，我重温了行为遗传学的第一定律，即万物皆可遗传，并介绍了对双胞胎数据进行大规模荟萃分析的结果，以及利用测定的 DNA 估算遗传率的新方法。其次，我将介绍统计遗传学的新方法，包括全基因组关联研究和多基因评分分析。第三，我将介绍基因与环境相互作用方面的新一代研究成果，特别关注遗传影响因素如何在不同的社会政治背景和外源环境中发生变化。基因组技术带来了一个新工具的黄金时代，以解决有关基因和环境如何结合创造人类独特生活的永恒问题。
{"title":"\"Reports of My Death Were Greatly Exaggerated\": Behavior Genetics in the Postgenomic Era.","authors":"K Paige Harden","doi":"10.1146/annurev-psych-052220-103822","DOIUrl":"10.1146/annurev-psych-052220-103822","url":null,"abstract":"<p><p>Behavior genetics studies how genetic differences among people contribute to differences in their psychology and behavior. Here, I describe how the conclusions and methods of behavior genetics have evolved in the postgenomic era in which the human genome can be directly measured. First, I revisit the first law of behavioral genetics stating that everything is heritable, and I describe results from large-scale meta-analyses of twin data and new methods for estimating heritability using measured DNA. Second, I describe new methods in statistical genetics, including genome-wide association studies and polygenic score analyses. Third, I describe the next generation of work on gene × environment interaction, with a particular focus on how genetic influences vary across sociopolitical contexts and exogenous environments. Genomic technology has ushered in a golden age of new tools to address enduring questions about how genes and environments combine to create unique human lives.</p>","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":"72 ","pages":"37-60"},"PeriodicalIF":23.6,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10372814/pdf/nihms-1908424.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10236276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Nosek, T. Hardwicke, Hannah Moshontz, Aurélien Allard, Katherine S. Corker, Anna Dreber, F. Fidler, J. Hilgard, Melissa Kline Struhl, Michèle B. Nuijten, J. Rohrer, Felipe Romero, Anne M. Scheel, L. D. Scherer, Felix D. Schönbrodt, S. Vazire
Replication-an important, uncommon, and misunderstood practice-is gaining appreciation in psychology. Achieving replicability is important for making research progress. If findings are not replicable, then prediction and theory development are stifled. If findings are replicable, then interrogation of their meaning and validity can advance knowledge. Assessing replicability can be productive for generating and testing hypotheses by actively confronting current understandings to identify weaknesses and spur innovation. For psychology, the 2010s might be characterized as a decade of active confrontation. Systematic and multi-site replication projects assessed current understandings and observed surprising failures to replicate many published findings. Replication efforts highlighted sociocultural challenges such as disincentives to conduct replications and a tendency to frame replication as a personal attack rather than a healthy scientific practice, and they raised awareness that replication contributes to self-correction. Nevertheless, innovation in doing and understanding replication and its cousins, reproducibility and robustness, has positioned psychology to improve research practices and accelerate progress. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"Replicability, Robustness, and Reproducibility in Psychological Science.","authors":"B. Nosek, T. Hardwicke, Hannah Moshontz, Aurélien Allard, Katherine S. Corker, Anna Dreber, F. Fidler, J. Hilgard, Melissa Kline Struhl, Michèle B. Nuijten, J. Rohrer, Felipe Romero, Anne M. Scheel, L. D. Scherer, Felix D. Schönbrodt, S. Vazire","doi":"10.31234/OSF.IO/KSFVQ","DOIUrl":"https://doi.org/10.31234/OSF.IO/KSFVQ","url":null,"abstract":"Replication-an important, uncommon, and misunderstood practice-is gaining appreciation in psychology. Achieving replicability is important for making research progress. If findings are not replicable, then prediction and theory development are stifled. If findings are replicable, then interrogation of their meaning and validity can advance knowledge. Assessing replicability can be productive for generating and testing hypotheses by actively confronting current understandings to identify weaknesses and spur innovation. For psychology, the 2010s might be characterized as a decade of active confrontation. Systematic and multi-site replication projects assessed current understandings and observed surprising failures to replicate many published findings. Replication efforts highlighted sociocultural challenges such as disincentives to conduct replications and a tendency to frame replication as a personal attack rather than a healthy scientific practice, and they raised awareness that replication contributes to self-correction. Nevertheless, innovation in doing and understanding replication and its cousins, reproducibility and robustness, has positioned psychology to improve research practices and accelerate progress. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":" ","pages":""},"PeriodicalIF":24.8,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49059836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
OB 6152 Executive Coaching (1 semester credit hour) Executive Education Course. This is a oneon-one, developmental experience with a professional, ICF certified executive coach. The goal of the coaching experience is to develop the soft skills required for leadership positions including executive presence, strategic self-awareness, social networking, political intelligence, and social intelligence. Instructor consent required. (1-0) Y OB 6155 Capstone in Organizational Behavior and Coaching (1 semester credit hour) Executive Education Course. The capstone course is the culmination of the program in which students further develop their knowledge of organizational behavior and executive coaching through application of field experiences. Students conduct research across different subject areas, integrate and apply the major theories and principles they have learned during the program to develop a cohesive and multifaceted output. Department consent required. (1-0) S OB 6248 Coaching Practice Lab I (2 semester credit hours) Executive Education Course. Small group practice sessions for the purpose of applying and deepening the principles and techniques learned throughout the coaching classes. The purpose of this class is to engage in applied learning through peer-to-peer interaction with instructor feedback. This course is offered in an online format only. Corequisite: OB 6350. (2-0) S OB 6249 Coaching Practice Lab II (2 semester credit hours) Executive Education Course. Small group practice sessions for the purpose of applying and deepening the principles and techniques learned throughout the coaching classes. The purpose of this advanced class is to engage in applied learning through peer-to-peer interaction with instructor feedback. This course is offered in an online format only. Prerequisite: OB 6248. Corequisite: OB 6351. (2-0) S OB 6253 Coaching Practicum (2 semester credit hours) Executive Education Course. Individual sessions with a supervising coach and small-group supervised sessions. For the individual sessions, students will be required to submit recordings for review or provide for real-time attendance by the supervising coach so that an evaluation of their coaching competence can occur. Feedback and guidance will help students develop their coaching skills. A comprehensive exam will be used to evaluate coaching competency. The exam will test for their knowledge, skills, and abilities as an executive and professional coach. Instructor consent required. This course is offered in an online format only. Pass/Fail only. Corequisite: OB 6352. (2-0) T OB 6255 Capstone in Organizational Behavior and Coaching (2 semester credit hours) Executive Education Course. The capstone course is the culmination of the program. Students are required through research to integrate the major theories and principles of the entire curriculum. Students further develop their knowledge of organizational behavior and executive coaching through application of field e
{"title":"Organizational behavior.","authors":"J. E. Champoux","doi":"10.4324/9781315669304","DOIUrl":"https://doi.org/10.4324/9781315669304","url":null,"abstract":"OB 6152 Executive Coaching (1 semester credit hour) Executive Education Course. This is a oneon-one, developmental experience with a professional, ICF certified executive coach. The goal of the coaching experience is to develop the soft skills required for leadership positions including executive presence, strategic self-awareness, social networking, political intelligence, and social intelligence. Instructor consent required. (1-0) Y OB 6155 Capstone in Organizational Behavior and Coaching (1 semester credit hour) Executive Education Course. The capstone course is the culmination of the program in which students further develop their knowledge of organizational behavior and executive coaching through application of field experiences. Students conduct research across different subject areas, integrate and apply the major theories and principles they have learned during the program to develop a cohesive and multifaceted output. Department consent required. (1-0) S OB 6248 Coaching Practice Lab I (2 semester credit hours) Executive Education Course. Small group practice sessions for the purpose of applying and deepening the principles and techniques learned throughout the coaching classes. The purpose of this class is to engage in applied learning through peer-to-peer interaction with instructor feedback. This course is offered in an online format only. Corequisite: OB 6350. (2-0) S OB 6249 Coaching Practice Lab II (2 semester credit hours) Executive Education Course. Small group practice sessions for the purpose of applying and deepening the principles and techniques learned throughout the coaching classes. The purpose of this advanced class is to engage in applied learning through peer-to-peer interaction with instructor feedback. This course is offered in an online format only. Prerequisite: OB 6248. Corequisite: OB 6351. (2-0) S OB 6253 Coaching Practicum (2 semester credit hours) Executive Education Course. Individual sessions with a supervising coach and small-group supervised sessions. For the individual sessions, students will be required to submit recordings for review or provide for real-time attendance by the supervising coach so that an evaluation of their coaching competence can occur. Feedback and guidance will help students develop their coaching skills. A comprehensive exam will be used to evaluate coaching competency. The exam will test for their knowledge, skills, and abilities as an executive and professional coach. Instructor consent required. This course is offered in an online format only. Pass/Fail only. Corequisite: OB 6352. (2-0) T OB 6255 Capstone in Organizational Behavior and Coaching (2 semester credit hours) Executive Education Course. The capstone course is the culmination of the program. Students are required through research to integrate the major theories and principles of the entire curriculum. Students further develop their knowledge of organizational behavior and executive coaching through application of field e","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":"46 1","pages":"59-90"},"PeriodicalIF":24.8,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43274838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Audition.","authors":"D. Green, G. Henning","doi":"10.2307/j.ctvxkn67x.4","DOIUrl":"https://doi.org/10.2307/j.ctvxkn67x.4","url":null,"abstract":"","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":"20 1","pages":"105-28"},"PeriodicalIF":24.8,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-02DOI: 10.1007/978-3-540-29678-2_440
C. Trahiotis, D. E. Robinson
{"title":"Auditory psychophysics.","authors":"C. Trahiotis, D. E. Robinson","doi":"10.1007/978-3-540-29678-2_440","DOIUrl":"https://doi.org/10.1007/978-3-540-29678-2_440","url":null,"abstract":"","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":"30 1","pages":"31-61"},"PeriodicalIF":24.8,"publicationDate":"2020-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46561632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-06DOI: 10.1146/annurev-psych-010419-050844
Stefano Anzellotti, L. Young
How do we learn what we know about others? Answering this question requires understanding the perceptual mechanisms with which we recognize individuals and their actions, and the processes by which the resulting perceptual representations lead to inferences about people's mental states and traits. This review discusses recent behavioral, neural, and computational studies that have contributed to this broad research program, encompassing both social perception and social cognition. Expected final online publication date for the Annual Review of Psychology, Volume 71 is January 4, 2020. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
{"title":"The Acquisition of Person Knowledge.","authors":"Stefano Anzellotti, L. Young","doi":"10.1146/annurev-psych-010419-050844","DOIUrl":"https://doi.org/10.1146/annurev-psych-010419-050844","url":null,"abstract":"How do we learn what we know about others? Answering this question requires understanding the perceptual mechanisms with which we recognize individuals and their actions, and the processes by which the resulting perceptual representations lead to inferences about people's mental states and traits. This review discusses recent behavioral, neural, and computational studies that have contributed to this broad research program, encompassing both social perception and social cognition. Expected final online publication date for the Annual Review of Psychology, Volume 71 is January 4, 2020. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.","PeriodicalId":8010,"journal":{"name":"Annual review of psychology","volume":" ","pages":""},"PeriodicalIF":24.8,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1146/annurev-psych-010419-050844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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