心理学最新文献

{"title":"From prosociality to reciprocity: A developmental shift in children's friendship concept.","authors":"Rongzhi Liu, Jan M Engelmann, Fei Xu","doi":"10.1037/dev0002147","DOIUrl":"10.1037/dev0002147","url":null,"abstract":"<p><p>Friendships are fundamental to children's social and cognitive development. Previous research has shown that children understand the importance of various aspects of friendship, including prosocial behaviors. However, it is an open question whether children believe that prosocial behaviors should be reciprocated between friends. Across two experiments with 4- to 8-year-old participants (total <i>N</i> = 236), we examined how children weighed the importance of reciprocity and prosociality in friendship formation. Children were asked to predict which of two pairs-one in which both individuals provided prosocial behaviors (the reciprocal pair) and one in which only one individual provided prosocial behaviors (the nonreciprocal pair)-would become better friends. We found that younger children consistently favored the nonreciprocal pair, but with age, children became more likely to choose the reciprocal pair. By age 7, children reliably preferred the reciprocal pair, suggesting that they recognize the importance of reciprocity above and beyond prosociality in friendship formation. These findings shed new light on the theoretical debate on the role of reciprocity in friendship, and suggest that reciprocity may be an important component of children's mature concept of friendship. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2128-2136"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleeping through the ages: Developmental trajectories of actigraphy-derived sleep-wake patterns across adolescence and emerging adulthood.","authors":"Morgan J Thompson, Zeynep Su Altinoz, Alexandra D Ehrhardt, J Benjamin Hinnant, Stephen A Erath, Joseph A Buckhalt, Mona El-Sheikh","doi":"10.1037/dev0002170","DOIUrl":"10.1037/dev0002170","url":null,"abstract":"<p><p>Sleep is a fundamental domain of development and has important implications for other key aspects of adaptation. Little is known about normative changes in sleep across adolescence and emerging adulthood and whether the change is linear or nonlinear. We examined growth trajectories of sleep across 9 years of development and individual differences in trajectories according to participants' race/ethnicity and sex assigned at birth. During each wave, we measured four key actigraphy-derived sleep parameters over 1 week, including duration (number of minutes spent asleep), efficiency (percentage of time scored as sleep), midpoint (preferences for morningness-eveningness), and consistency/variability in duration (night-to-night fluctuations in duration over 1 week). Participants (<i>N</i> = 295, 53% female, 69% European American/White, 30% African American/Black, and 1% biracial) from diverse socioeconomic backgrounds completed five waves of data (<i>M</i>_ages at each wave: 15, 16, 17, 22, and 24). We observed a cubic trajectory for sleep duration whereby sleep duration declined across adolescence, increased into emerging adulthood, and declined again from 22 to 24. Consistency/variability in sleep duration also exhibited a cubic trajectory. Nightly fluctuations in sleep duration decreased from 15 to 16, increased from 16 to 22, and decreased again from 22 to 24. We found a quadratic trajectory for sleep midpoint, indicating a progressively greater preference for eveningness. Sleep efficiency exhibited linear growth and improved over time. Differences in trajectories for sleep duration and sleep efficiency emerged based on participants' race and sex. Findings indicated significant changes in the developmental trajectories of four sleep parameters across adolescence and emerging adulthood and underscore the importance of nonlinear assessments. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"2393-2411"},"PeriodicalIF":2.7,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12974240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The politics of Kurt Lewin.","authors":"Martin Dege","doi":"10.1037/hop0000302","DOIUrl":"10.1037/hop0000302","url":null,"abstract":"<p><p>This article revisits Kurt Lewin's intellectual trajectory to argue that his project was, at its core, a political intervention in the epistemology of psychology. Tracing Lewin's development from his early experiences of social exclusion in Prussia, through his work in Weimar Berlin, Iowa, and at Massachusetts Institute of Technology, the article reconstructs how his conception of psychology evolved as a response to the crises of democracy and belonging in the 20th century. It situates Lewin's field theory and methodological innovations-his distinction between Aristotelian and Galilean modes of thought, his concept of lawfulness in the individual case, and his theory of group dynamics-within the broader philosophical influence of Carl Stumpf and Ernst Cassirer. Against the empiricism and statistical abstraction that dominated American psychology, Lewin envisioned a science grounded in relations rather than resemblances, form rather than content, meaning rather than frequency. His insistence that every individual case is lawful redefined generalization as the analysis of situated possibilities rather than as historical regularities. In doing so, Lewin not only offered a concept for democratizing the epistemic foundations of psychology but also turned research itself into an act of emancipation. To \"make agency general,\" for Lewin, meant to extend the conditions of intelligibility and self-determination to all human actors-a project that remains as politically urgent as it is scientifically unfinished. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":51852,"journal":{"name":"History of Psychology","volume":" ","pages":"243-259"},"PeriodicalIF":0.9,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wearing Two Hats: Unique Challenges Faced by Graduate Students in Navigating Title IX Procedures as Students and Employees.","authors":"Lindsay Smith, Pallie Swartz, Yasemin Irvin-Erickson","doi":"10.1177/08862605251368820","DOIUrl":"10.1177/08862605251368820","url":null,"abstract":"<p><p>For graduate students, wearing two hats is a part of the graduate education experience by being responsible for overseeing undergraduate students in research/teaching roles as employees and being students themselves, mentored by faculty members. These multifaceted roles taken on by graduate students have received relatively minimal research regarding sex-based discrimination and sexual violence incidents, which are reportable under Title IX. Our research questions encompassed what barriers graduate students faced in reporting to Title IX, as well as graduate students' experiences reporting Title IX incidents and their suggestions for improvement to the process. Our study addresses these gaps via semi-structured focus groups and individual interviews with 22 graduate students at one University. Our results revealed that graduate students faced sexual violence along with sex-based harassment and discrimination perpetrated by peers and faculty. While some incidents were unreported due to a lack of clarity and transparency in policies, those who reported often had unsatisfactory experiences regardless of the entity they reported to, including the Title IX office. This project has implications for developing educational campaigns and improving resource supports for graduate students navigating institutional processes pertaining to sexual violence as both an employee and a student.</p>","PeriodicalId":16289,"journal":{"name":"Journal of Interpersonal Violence","volume":" ","pages":"9363-9388"},"PeriodicalIF":2.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145040415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived Teachers' Responses to Bullying and Bullying Behavior: The Longitudinal Mediational Role of Anti-bullying Attitudes.","authors":"Guan-Yu Cui, Feng-Yuan Guo, Rui-Han Fu, Ya-Si Wu","doi":"10.1177/08862605251368812","DOIUrl":"10.1177/08862605251368812","url":null,"abstract":"<p><p>As significant figures in students' lives, teachers' appropriate and effective responses to school bullying are of paramount importance in its prevention. It is imperative to understand students' viewpoints, as studies have demonstrated a negative correlation between students' bullying behaviors and their impressions of instructors' attempts to curb bullying. Furthermore, anti-bullying attitudes are also an important influencing factor for bullying behavior; therefore, this study draws upon theories such as social cognition and goal framing, from students' perspectives, to explore the mechanisms among teacher responses to bullying, bullying, and anti-bullying attitudes. The present study analyzed data from 1,560 adolescents in cross-sectional models and 365 adolescents in longitudinal models. The study's findings indicate that (a) nonintervention had a significantly positive predictive effect on bullying, supportive/relational interventions had a considerably negative predictive effect; and disciplinary methods did not significantly predict bullying; (b) anti-bullying attitudes acted as a mediating factor in the correlations between nonintervention and bullying as well as between supportive/relational interventions and bullying; (c) T2 anti-bullying attitudes played a full mediating role between T1 supportive/relational interventions and T2 bullying in our longitudinal models. By offering a theoretical foundation for later studies on school bullying, our study advances empirical research on the influence of instructors on bullying in schools. Based on the research findings, appropriate intervention strategies for teachers are suggested to help them effectively address school bullying and reduce its occurrence.</p>","PeriodicalId":16289,"journal":{"name":"Journal of Interpersonal Violence","volume":" ","pages":"9286-9314"},"PeriodicalIF":2.2,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145191787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to 'Explainability increases trust resilience in intelligent agents'.","authors":"","doi":"10.1111/bjop.70079","DOIUrl":"10.1111/bjop.70079","url":null,"abstract":"","PeriodicalId":9300,"journal":{"name":"British journal of psychology","volume":" ","pages":"1759"},"PeriodicalIF":3.6,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147763005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interpreting Microaggressions: The Role of Discourse Context, Recipient Status, and Observers' Political Orientation.","authors":"Thomas Holtgraves, Rishi Sarin, Rebecca Wood, Emily Cronk, Ana Júlia Nogueira Mourão","doi":"10.1177/01461672251377809","DOIUrl":"10.1177/01461672251377809","url":null,"abstract":"<p><p>Microaggressions require an inferential process for their aggressive intent to be recognized. Using approaches from pragmatics, especially relevance theory, we conducted experiments to examine factors predicted to influence perceptions of an utterance as a microaggression. Participants read scenarios describing an interaction between two people and indicated their perceptions of a target remark. We expected and found that an utterance was more likely to be perceived as a microaggression if (a) it occurred in a context for which its relevance was not clear, thereby prompting observers to infer an aggressive intent, and (b) the recipient was a person of marginalized status. Furthermore, these effects were larger for participants with a more liberal political orientation relative to those who were more conservative. This was due, in part, to variability in Theory of Mind capabilities and beliefs about microaggressions associated with political orientation.</p>","PeriodicalId":19834,"journal":{"name":"Personality and Social Psychology Bulletin","volume":" ","pages":"3886-3903"},"PeriodicalIF":3.3,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-Mediated Mental Health Support: The Role of Attachment Orientation and Psychological Distress.","authors":"Dorit Hadar Shoval, Elad Refoua, Karny Gigi, Yuval Haber, Inbar Levkovich, Iftach Tsafrir, Ori Pen, Zohar Elyoseph","doi":"10.1177/21522715261494423","DOIUrl":"10.1177/21522715261494423","url":null,"abstract":"<p><p>General-purpose generative AI (GenAI) models are increasingly serving as quasi-social agents, representing a novel form of informal AI-mediated help-seeking. This study examined associations between adult attachment orientations (Experiences in Close Relationships-Relationship Structures questionnaire), psychological distress (Depression Anxiety Stress Scales-21), and the use of GenAI for mental health support. In a nonprobability sample of 584 Israeli adult GenAI users, 29.3 percent reported having turned to these models at least once for emotional support, coping advice, or mental health assistance; the proportion reached 47.0 percent among those reporting severe distress. These self-reported figures reflect any such contact, from a single exchange to sustained use. Hierarchical logistic regression identified distress as the strongest psychological correlate of use. Younger age and female gender predicted use. Attachment anxiety was associated with use, but this association did not remain significant once distress was included, a pattern consistent with the shared variance between the two constructs. Attachment avoidance was negatively but nonsignificantly associated with use. Findings position general-purpose GenAI as an accessible, low-barrier resource disproportionately used by distressed individuals. The high uptake among severely distressed users (47.0 percent) points to potential safety concerns and to a need for systematic evaluation of the safety, crisis-response quality, and clinical-displacement risks of consumer-facing AI use.</p>","PeriodicalId":10872,"journal":{"name":"Cyberpsychology, behavior and social networking","volume":" ","pages":"809-813"},"PeriodicalIF":4.0,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149073856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent-Child Play and Media Addiction in Adolescence: A Three-Wave Longitudinal Study.","authors":"Chaeyun Lee, Hye In Jeong, Yeolib Kim","doi":"10.1177/21522715261493720","DOIUrl":"10.1177/21522715261493720","url":null,"abstract":"<p><p>Although media addiction is a recognized public health concern, the theoretical framework surrounding its longitudinal development remains relatively underdeveloped. This study addresses that gap by evaluating a developmental model that traces a path from early parent-child play at age 6 to adolescent media addiction at age 14, with executive function and peer attachment at age 10 examined as parallel mediators. We used three waves of data from a representative sample of 1,130 parent-child dyads in the Panel Study on Korean Children. Early parent-child play at age 6 significantly predicted higher executive function at age 10, which subsequently predicted lower media addiction at age 14. This indirect path via executive function was statistically significant. Conversely, the indirect effect through peer attachment was not significant, as peer attachment was unrelated to both early play and subsequent media addiction. The direct effect of parent-child play on adolescent media addiction was nonsignificant, demonstrating that the protective influence of early family play operates through cognitive mechanisms rather than social bonds. These findings shift the clinical focus from proximal adolescent factors to early prevention, emphasizing middle childhood as a critical therapeutic window for bolstering executive function to mitigate later media addiction risks.</p>","PeriodicalId":10872,"journal":{"name":"Cyberpsychology, behavior and social networking","volume":" ","pages":"794-800"},"PeriodicalIF":4.0,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149073948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diagnosing specific learning disorder in adults Part II: bias, base rates, and a path forward.","authors":"Allyson G Harrison, Richard Sparks","doi":"10.1080/13803395.2026.2654023","DOIUrl":"10.1080/13803395.2026.2654023","url":null,"abstract":"<p><strong>Introduction: </strong>The diagnosis of specific learning disorders (SLDs) in adults has increased substantially over the past two decades, particularly within selective postsecondary and professional training settings. Part II of this paper examines why adult SLD diagnosis is especially vulnerable to error and bias, despite diagnostic criteria requiring substantial, developmentally grounded academic impairment.</p><p><strong>Methods: </strong>We synthesize empirical research from neuropsychology, education, and psychometrics to identify systematic sources of diagnostic distortion in adult SLD assessment. Particular emphasis is placed on statistical artifacts (e.g. restriction of range), base-rate neglect, contextual performance effects, performance validity, reliance on self-report, and the misapplication of sociostructural frameworks to clinical decision-making.</p><p><strong>Results: </strong>To combat overdiagnosis and ground diagnosis in empirically-supported practices, we propose a four-step diagnostic framework for first time diagnosis of SLD in adults: 1) Documented academic achievement below at least the 16^th percentile relative to the general population norms; 2) Clear evidence of onset in early school years, including impairment when scaffolding and supports are removed; 3) Evidence that academic difficulties persisted despite adequate educational opportunity and, when available, targeted intervention; and 4) Exclusion of contextual, motivational, neurological/medical, language, or instructional explanations.</p><p><strong>Conclusions: </strong>Accurate diagnosis of SLD in adulthood requires population-referenced criteria, corroborated evidence of childhood onset, objective demonstration of current academic impairment, systematic exclusion of alternative explanations, and assessment of performance credibility. Adoption of a structured, evidence-based diagnostic framework is essential to preserving the scientific validity, ethical application, and equitable use of SLD diagnoses in adult educational and professional settings.</p>","PeriodicalId":15382,"journal":{"name":"Journal of clinical and experimental neuropsychology","volume":" ","pages":"955-969"},"PeriodicalIF":2.0,"publicationDate":"2026-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147609053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}