Annual review of psychology最新文献

Evaluative conditioning (EC) research investigates changes in the evaluation of a stimulus after co-occurrence with an affective stimulus. To explain the motivation behind this research, this review begins with an overview of the history of EC research, followed by a summary of the state of the art with respect to three key questions. First, how should EC procedures be used to influence evaluation? We provide a guide based on evidence concerning the functional properties of EC effects. Second, how does the EC effect occur? We discuss the possible mediating cognitive processes and their automaticity. Third, are EC effects ubiquitous outside the lab? We discuss the evidence for the external validity of EC research. We conclude that the most important open questions pertain to the relevance of EC to everyday life and to the level of control that characterizes the processes that mediate the EC effect after people notice the stimulus co-occurrence.

Action is an important arbitrator as to whether an individual or a species will survive. Yet, action has not been well integrated into the study of psychology. Action or motor behavior is a field apart. This is traditional science with its need for specialization. The sequence in a typical laboratory experiment of see → decide → act provides the rationale for broad disciplinary categorizations. With renewed interest in action itself, surprising and exciting anomalous findings at odds with this simplified caricature have emerged. They reveal a much more intimate coupling of vision and action, which we describe. In turn, this prompts us to identify and dwell on three pertinent theories deserving of greater notice.

Exposure to adversity (e.g., poverty, bereavement) is a robust predictor of disruptions in psychological functioning. However, people vary greatly in their responses to adversity; some experience severe long-term disruptions, others experience minimal disruptions or even improvements. We refer to the latter outcomes-faring better than expected given adversity-as psychological resilience. Understanding what processes explain resilience has critical theoretical and practical implications. Yet, psychology's understanding of resilience is incomplete, for two reasons: (a) We lack conceptual clarity, and (b) two major approaches to resilience-the stress and coping approach and the emotion and emotion-regulation approach-have limitations and are relatively isolated from one another. To address these two obstacles,we first discuss conceptual questions about resilience. Next, we offer an integrative affect-regulation framework that capitalizes on complementary strengths of both approaches. This framework advances our understanding of resilience by integrating existing findings, highlighting gaps in knowledge, and guiding future research.

This review focuses on conceptual and empirical research on determinants of social cognitive aging. We present an integrated model [the social cognitive resource (SCoRe) framework] to organize the literature and describe how social cognitive resilience is determined jointly by capacity and motivational resources. We discuss how neurobiological aging, driven by genetic and environmental influences, is associated with broader sensory, neural, and physiological changes that are direct determinants of capacity as well as indirect determinants of motivation via their influence on expectation of loss versus reward and cognitive effort valuation. Research is reviewed that shows how contextual factors, such as relationship status, familiarity, and practice, are fundamental to understanding the availability of both types of resource. We conclude with a discussion of the implications of social cognitive change in late adulthood for everyday social functioning and with recommendations for future research.

This autobiographical essay traces my personal journey from grandson of a slave to a cultural psychologist examining racism. My journey includes growing up in a small Ohio town, training in social psychology, and an academic career that was launched with the publication of Prejudice and Racism in 1972. I weave my personal experiences with my analytical approach to racism that incorporates individual, institutional, and cultural factors that combine to explain systemic racism. The racism analysis is balanced by a narrative of mechanisms that confer resilience and psychological well-being on Black people as they navigate the obstacles of systemic racism. I also explore diversity as a form of psychological and behavioral competence required to live effectively in a diverse world. I conclude that these aspects of human relations can be better understood and addressed with advancement of diversity science.

A considerable amount of human behavior occurs within the context of sports. In recent years there have been notable advances in psychological science research applied to understanding athletic endeavor. This work has utilized a number of novel theoretical, methodological, and data analytic approaches. We review the current evidence related to developmental considerations, intrapersonal athlete factors, group processes, and the role of the coach in explaining how athletes function within the sport domain. This body of work sheds light on the diverse ways in which psychological processes contribute to athletic strivings. It also has the potential to spark interest in domains of psychology concerned with achievement as well as to encourage cross-domain fertilization of ideas.

Despite progress made toward increasing women's interest and involvement in science, technology, engineering, and math (STEM), women continue to be underrepresented and experience less equity and inclusion in some STEM fields. In this article, I review the psychological literature relevant to understanding and mitigating women's lower fit and inclusion in STEM. Person-level explanations concerning women's abilities, interests, and self-efficacy are insufficient for explaining these persistent gaps. Rather, women's relatively lower interest in male-dominated STEM careers such as computer science and engineering is likely to be constrained by gender stereotypes. These gender stereotypes erode women's ability to experience self-concept fit, goal fit, and/or social fit. Such effects occur independently of intentional interpersonal biases and discrimination, and yet they create systemic barriers to women's attraction to, integration in, and advancement in STEM. Dismantling these systemic barriers requires a multifaceted approach to changing organizational and educational cultures at the institutional, interpersonal, and individual level.

Self-continuity is the subjective sense of connection between one's past and present selves (past-present self-continuity), between one's present and future selves (present-future self-continuity), or among one's past, present, and future selves (global self-continuity). We consider the motivational character of the three forms of self-continuity, their regulatory properties, and the internal or external factors that consolidate them. We also review their consequences for attitudes and judgments or decisions, motivation, intentions and behavior, and psychological and physical health. We further detail the psychological and behavioral benefits of self-discontinuity (i.e., a sense of disconnect among temporal selves). We next turn to the brain regions that are activated synchronously with self-continuity. We consider developmental perspectives on self-continuity, discuss collective self-continuity (along with its consequences and regulatory properties), and elaborate on cultural differences in self-continuity. This inaugural Annual Reviews chapter demonstrates the breadth, excitement, and sense of synergy among self-continuity researchers and points to promising research directions.

Pride is a self-conscious emotion, comprised of two distinct facets known as authentic and hubristic pride, and associated with a cross-culturally recognized nonverbal expression. Authentic pride involves feelings of accomplishment and confidence and promotes prosocial behaviors, whereas hubristic pride involves feelings of arrogance and conceit and promotes antisociality. Each facet of pride, we argue, contributes to a distinct means of attaining social rank: Authentic pride seems to promote prestige-a rank based on earned respect-whereas hubristic pride seems to promote dominance-a rank based on aggression and coercion. Both prestige and dominance are effective routes to power and influence in human groups, so both facets of pride are likely to be functional adaptations. Overall, the reviewed research suggests that pride is likely to be a human universal, critical for social relationships and rank attainment across human societies.