Perspectives on Psychological Science最新文献_第3页

"WEIRDly Exceptional": Has Cultural Psychology Reproduced What It Sought to Critique? “怪异的例外”：文化心理学再现了它试图批判的东西吗？

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-03 DOI: 10.1177/17456916261474830

Karim Bettache

{"title":"\"WEIRDly Exceptional\": Has Cultural Psychology Reproduced What It Sought to Critique?","authors":"Karim Bettache","doi":"10.1177/17456916261474830","DOIUrl":"https://doi.org/10.1177/17456916261474830","url":null,"abstract":"The WEIRD framework-Western, educated, industrialized, rich, democratic-introduced in 2010 by Henrich et al. drew widespread attention to psychology's overreliance on Western samples and its assumption of universal human psychology. However, in this article I argue that the framework's popularization-particularly in work explaining the origins and consequences of WEIRD psychology-has paradoxically generated a new form of exceptionalism. By designating Western populations as psychologically \"peculiar,\" the framework inadvertently maintains the West as the central reference point against which human variation is measured. I identify three mechanisms through which this occurs. First, the WEIRD acronym itself embeds developmental assumptions: Its components connote achievements rather than neutral differences, while implicitly defining non-WEIRD populations through deficit (uneducated, undeveloped, poor, authoritarian). Second, the comparative structure positions WEIRD populations as the persistent baseline, with non-WEIRD psychologies understood through their deviation from Western patterns rather than as autonomous systems. Third, cultural-historical accounts tracing WEIRD psychology to internal European developments risk obscuring how extraction and violence constituted the material conditions for Western institutional dominance. I propose that genuinely decentering Western psychology requires moving beyond binary comparative frameworks, developing research programs that engage diverse cultural psychologies on their own terms and transforming institutional structures that implicitly favor Western theoretical frameworks as unmarked universals.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":" ","pages":"17456916261474830"},"PeriodicalIF":9.5,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888309","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}

引用次数: 0

Formal Modeling as Theoretical Glue Between Laboratory and Naturalistic Studies of Memory. 形式化建模是实验室记忆研究与自然记忆研究之间的理论粘合剂。

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-01 Epub Date: 2026-06-15 DOI: 10.1177/17456916261419428

Qiong Zhang

{"title":"Formal Modeling as Theoretical Glue Between Laboratory and Naturalistic Studies of Memory.","authors":"Qiong Zhang","doi":"10.1177/17456916261419428","DOIUrl":"10.1177/17456916261419428","url":null,"abstract":"Memory research has evolved along two distinct traditions: well-controlled laboratory experiments emphasizing precision and tractability and naturalistic-memory experiments emphasizing generalization to real-world contexts. Although both have yielded important insights, we do not yet have a generalized theory of memory consistently interpreted across laboratory and naturalistic paradigms. By analyzing the strengths and limitations of the two traditions, I propose that formal modeling is the key to creating this theoretical link. A formal theory, instantiated in precise computational models that are developed over decades of laboratory-based experiments, needs naturalistic experiments to test its generalizability and reveal its limitations. Naturalistic experiments, in turn, better connect with existing laboratory paradigms when their results are explained by the same theoretical model. To achieve this, I propose a step-by-step procedure in which naturalistic settings are considered as all possible scenarios that could be realized in the real world, with laboratory settings forming a smaller subset that we have understood well. Our goal as memory researchers is to incrementally expand the scope of existing laboratory studies, theories, and models to account for increasingly naturalistic scenarios, ultimately achieving a generalized theory of memory. Together, the proposed framework no longer views laboratory versus naturalistic approaches as a trade-off to navigate, given their different priorities and methodologies, but considers them both essential in working toward the same goal.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":" ","pages":"530-547"},"PeriodicalIF":9.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13569900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148259168","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}

引用次数: 0

Why It Is (Probably) Not Your Fault if Your Studies Do Not Work Out. 为什么学习不好（可能）不是你的错？

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-01 DOI: 10.1177/17456916261471853

Ethan Meimoun, Daniël Lakens

引用次数: 0

Bringing the Reading Sciences Into the Classroom: Insights for Phonics Instruction. 将阅读科学带入课堂：对自然拼读教学的见解。

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-01 Epub Date: 2026-05-05 DOI: 10.1177/17456916261438004

Tobias Ungerer, Kathleen Rastle, Blair C Armstrong

{"title":"Bringing the Reading Sciences Into the Classroom: Insights for Phonics Instruction.","authors":"Tobias Ungerer, Kathleen Rastle, Blair C Armstrong","doi":"10.1177/17456916261438004","DOIUrl":"10.1177/17456916261438004","url":null,"abstract":"Teaching phonics-that is, systematic mappings between letters and sounds-plays a foundational role in how children learn to read in alphabetical writing systems. Although the reading sciences yield important insights into the factors underlying effective phonics instruction, these findings have not been sufficiently linked to key decisions that teachers must make in the classroom-for instance, which spelling-sound regularities to teach, in what order to introduce them, how to illustrate them with example words, and when to teach exception words. We first show that existing phonics programs provide varying guidance on these aspects, which may affect learning outcomes in ways that are poorly understood. We then discuss how research on reading and learning can inform key considerations regarding the use of effective phonics content. We also highlight gaps in current knowledge that remain to be addressed by further work. Finally, we outline a road map for how future research could support the design and selection of optimized phonics content, thus benefiting the professional practice of diverse stakeholders in education.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":" ","pages":"488-510"},"PeriodicalIF":9.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13569901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147841532","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}

引用次数: 0

Social-Information Seeking in Development: The Child as Experimental Psychologist. 发展中的社会信息寻求：作为实验心理学家的儿童。

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-01 DOI: 10.1177/17456916261467297

Laura Schlingloff-Nemecz, Azzurra Ruggeri

{"title":"Social-Information Seeking in Development: The Child as Experimental Psychologist.","authors":"Laura Schlingloff-Nemecz, Azzurra Ruggeri","doi":"10.1177/17456916261467297","DOIUrl":"https://doi.org/10.1177/17456916261467297","url":null,"abstract":"Research has established that children are \"naive psychologists,\" adept at understanding and navigating the social world from an early age. However, most of this work has focused on how children process information that they acquire incidentally, for example, by passively observing others' actions. Here, we draw on literature framing children as intuitive scientists who actively seek information and test hypotheses to propose a view of children as naive experimental psychologists. From this perspective, children play an active role in selecting and pursuing relevant social information (e.g., about agents' goals, traits, or relationships), whereby their search strategies are influenced both by context and task demands, as well as their prior beliefs, concepts, and domain-specific naive theories. We argue that the particular challenges associated with learning and reasoning about other minds may necessitate that children leverage their active learning competences, and we outline how the social domain uniquely constrains and shapes the learning process. We review existing research on social-information seeking in children and adults and identify directions for future research, emphasizing that children's developing social cognition should be understood in terms of the active, exploratory role they take in learning about and participating in the social world.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":" ","pages":"17456916261467297"},"PeriodicalIF":9.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148875349","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}

引用次数: 0

Growing Technological Opacity and the Social Brain. 不断增长的技术不透明性与社会大脑。

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-09-01 Epub Date: 2026-05-11 DOI: 10.1177/17456916261438090

François Osiurak, Giovanni Federico

{"title":"Growing Technological Opacity and the Social Brain.","authors":"François Osiurak, Giovanni Federico","doi":"10.1177/17456916261438090","DOIUrl":"10.1177/17456916261438090","url":null,"abstract":"Thanks to our remarkable ability to transmit technical content, our technologies have become more sophisticated. Intuitively, one might assume that this evolution has imposed greater demands on the technical brain. However, recent neuroscientific research suggests that this evolution has also increasingly engaged the social brain to address the opacity it has generated in making, transactive, and use processes. Here, we build on these findings to design a neurocognitive framework that outlines the role of the social brain in (a) facilitating the transmission of making processes, (b) relying on human experts as extensions of our technical cognition, and (c) engaging with certain technologies-including machines-as if they were intentional biological agents. The framework emphasizes the dynamic interplay between the technical and social brain and explores the mechanisms that drive switching between these networks in response to technological opacity, including bottom-up perceptual cues and causal uncertainty. It also considers how expertise modulates network engagement and guides the allocation of cognitive resources. Overall, this framework provides a unified perspective on how humans navigate complex technological environments, illustrating the coevolution of technical and social cognition and the adaptive strategies that allow us to interact with technologies that we cannot fully understand.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":" ","pages":"511-529"},"PeriodicalIF":9.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147874909","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}

引用次数: 0

Estimating the Prevalence of Replication Research Is Challenging, Not Least Because Even a Thorough Database Search Can Be Shallow 估计复制研究的普遍性是具有挑战性的，尤其是因为即使是彻底的数据库搜索也可能是肤浅的

IF 12.6 1区心理学

Perspectives on Psychological Science Pub Date : 2026-08-28 DOI: 10.1177/17456916261452961

Tim Rakow

{"title":"Estimating the Prevalence of Replication Research Is Challenging, Not Least Because Even a Thorough Database Search Can Be Shallow","authors":"Tim Rakow","doi":"10.1177/17456916261452961","DOIUrl":"https://doi.org/10.1177/17456916261452961","url":null,"abstract":"Replication—duplicating methods to reexamine findings—is the bedrock of science. To survey this foundation for psychological science, Makel et al. (2012) searched 100 psychology journals, finding that all-fields database searches for replicat* returned 2% to 3% of articles. Coding the contents of 500 such articles, they estimated that only 1% to 2% of psychology articles report new replication research. Four studies, reported here, reexamined these results—including two preregistered replications with extension that sampled psychology articles (published pre-2012) without first searching databases. Nearly 20% of these 1,224 articles used “replication” or a variant term to identify replication as a study aim, report duplicating methods, or describe reexamining findings from prior studies. Moreover, authors frequently described reproducing procedures or retesting results without referring to “replication.” My investigation identified possible reasons why previous prevalence estimates for author-identified replication in behavioral research ranged from 1% to 76%, including what discipline, subdiscipline, report sections, study features, or terminology the researchers considered when identifying replications. Chief among these reasons is the fact that around 90% of articles that discuss replication and over 80% of articles with author-identified replications are missed by searching databases for replicat* because databases hold few details per article. Equivalent limitations of database searches may present similar challenges for metascience investigations and research syntheses.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":"25 1","pages":""},"PeriodicalIF":12.6,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842938","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}

引用次数: 0

Coming of Age With Generative Artificial Intelligence: The High Stakes of Automating Adolescent Development 随着生成式人工智能的到来：自动化青少年发展的高风险

IF 12.6 1区心理学

Perspectives on Psychological Science Pub Date : 2026-08-28 DOI: 10.1177/17456916261460771

Anne J. Maheux, Chelly Maes

{"title":"Coming of Age With Generative Artificial Intelligence: The High Stakes of Automating Adolescent Development","authors":"Anne J. Maheux, Chelly Maes","doi":"10.1177/17456916261460771","DOIUrl":"https://doi.org/10.1177/17456916261460771","url":null,"abstract":"Generative artificial intelligence (GenAI) is rapidly transforming the context in which adolescents develop, presenting both opportunities and risks. Adolescence is a sensitive life period during which the accomplishment of key psychosocial developmental tasks—including social belonging, emotion regulation, autonomy, and identity formation—leads to lifelong consequences. Here, we synthesize interdisciplinary research on how adolescents’ use of GenAI chatbots such as ChatGPT may have unique impacts during this life stage. Although GenAI may provide low-stakes opportunities to simulate social interactions, scaffold emotional regulation, and support identity exploration in some contexts, it also threatens to displace or thwart essential developmental experiences. Risks include increasing social isolation, undermining distress tolerance, distorting expectations for human relationships, compromising identity and purpose development, and exposing youth to biased, inaccurate, or sexually inappropriate content. We call for a developmental science framework to guide future research, technology design, and policy. Longitudinal studies are needed—especially those that examine specific use cases, address all domains of development holistically, account for varying levels of vulnerability across stages and populations of adolescence, leverage interdisciplinary and academic-industry partnerships, and incorporate the perspectives of youth. As adolescents increasingly integrate GenAI into their daily lives, we must urgently address how these tools are shaping their transition to adulthood.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":"14 1","pages":""},"PeriodicalIF":12.6,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148842936","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}

引用次数: 0

Theoretical and Methodological Insights From Five Transcribed and Annotated Daylong Audio Recordings of Young Children’s Language Environments 从五个转录和注释的幼儿语言环境全天录音的理论和方法的见解

IF 12.6 1区心理学

Perspectives on Psychological Science Pub Date : 2026-08-26 DOI: 10.1177/17456916261445341

Jessica L. Montag, Zeynep B. Marasli, Katherine M. Koch

{"title":"Theoretical and Methodological Insights From Five Transcribed and Annotated Daylong Audio Recordings of Young Children’s Language Environments","authors":"Jessica L. Montag, Zeynep B. Marasli, Katherine M. Koch","doi":"10.1177/17456916261445341","DOIUrl":"https://doi.org/10.1177/17456916261445341","url":null,"abstract":"As we come to appreciate the role that the language environment plays in language learning, there is an increased interest in measuring children’s auditory input. Recording methods that capture a full day’s worth of a child’s auditory environment are increasingly available to researchers. These methods have the potential to provide insight into language learning, but substantial challenges remain in the annotation and analysis of large amounts of audio data. In this work, we describe five fully transcribed and annotated (ACLEW annotation scheme) daylong audio recordings of children’s language environments. We first describe our lab’s workflow by which these transcripts were created, with recommendations for teams who may want to undertake manual transcription and annotation. We then describe four insights about children’s language environments that emerge through the transcription and annotation of full daylong recordings. This work provides both practical and theoretical insights into the nature of children’s language environments that we hope will inform not only new hypotheses but also observational and experimental methodologies.","PeriodicalId":19757,"journal":{"name":"Perspectives on Psychological Science","volume":"27 1","pages":""},"PeriodicalIF":12.6,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148821099","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}

引用次数: 0

Effects May Both Increase or Decrease in the Long Term: A Statistical Illustration. 长期影响可能增加或减少：一个统计说明。

IF 9.5 1区心理学

Perspectives on Psychological Science Pub Date : 2026-07-30 DOI: 10.1177/17456916261452937

Mathias Berggren, Jessica Kay Flake

引用次数: 0