Psychological bulletin最新文献

{"title":"Interstimulus interval effects on habituation: A systematic review with theoretical implications.","authors":"Sebastián A. Becerra, Jorge A. Pinto, Orlando E. Jorquera, Pablo D. Matamala, Claudio C. Ramírez, Edgar H. Vogel","doi":"10.1037/bul0000511","DOIUrl":"https://doi.org/10.1037/bul0000511","url":null,"abstract":"After more than a century of research across a broad phylogenetic spectrum, the prevailing belief among experimental psychologists is that response diminution due to iterated stimulation or habituation depends on the interval at which the stimulus is repeated, known as the interstimulus interval (ISI). Moreover, there is some consensus on the somewhat paradoxical fact that although this interval is inversely related to the ongoing decrement in responding, it is directly related to the persistence of the decrement. This fact has been taken as a probe of two functional processes: a short-term process favored by short ISIs and a long-term process favored by longer ISIs. Neurobiological data, mainly from invertebrates, tend to support this view. This literature review examines the extensive behavioral literature on this topic, with particular attention to the experimental designs employed. The most common design used to assess ISI effects on habituation tracks changes in responding over repeated trials (the \"habituation curve\"), but this method faces interpretative challenges, particularly the conflation of learning with performance and of short-term with long-term effects. Some of these issues have been addressed by studies of \"refractory-like\" effects, which are often found to vary inversely with the ISI. A few of these studies report stimulus specificity and dishabituation, suggesting that these brief effects may reflect genuine short-term learning. Numerous studies using retention tests also suggest that longer ISIs are more effective in producing longer lasting learning. These two approaches offer complementary insights into the timing of habituation. Nonetheless, further studies using integrated designs within a single animal model and guided by theoretical frameworks are still needed. Two theories of habituation are discussed, along with recommendations for future research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"3 1","pages":"96-125"},"PeriodicalIF":22.4,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147667120","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":"On the mechanisms of intervention effect fade-out: A meta-analytic review of interventions targeting at-risk students’ achievement.","authors":"Jens Dietrichson, Roopali Bhatnagar, Trine Filges, Mikkel Helding Vembye","doi":"10.1037/bul0000516","DOIUrl":"https://doi.org/10.1037/bul0000516","url":null,"abstract":"The effects of preschool and school interventions typically fade out over time. To assess the implications of such fade-out for returns to interventions and for skill development theories, it is essential to know the mechanisms underlying fade-out. In this study, we reviewed and categorized potential fade-out mechanisms and developed testable hypotheses about the distribution of intervention effect sizes. We then evaluated the hypotheses using meta-analysis and data from 42 studies and 677 effect sizes examining the effects of school interventions targeting at-risk students on standardized tests in mathematics and reading. Our findings show that mechanisms linked to challenges of measuring and estimating effect sizes explain only a small part of fade-out. Fade-out appears to be a genuine phenomenon reflecting real changes in the skills of the intervention participants. Among skill-based mechanisms, we found evidence against the treatment group forgetting the skills they acquired in the intervention. We found the most support for mechanisms predicting that the treatment group's skills would grow but more slowly than those of the control group after the intervention. The two most plausible mechanisms explain the slower growth by the treatment group's inability to build on the skills acquired during the intervention and by negative side effects on parental and school investments for the treatment group. Because these mechanisms have different implications for the returns to interventions and for theories of skill development, future research should aim to distinguish their contributions to fade-out. We conclude by discussing study designs that can achieve this goal. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"37 1","pages":"66-95"},"PeriodicalIF":22.4,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147667119","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":"Supplemental Material for On the Mechanisms of Intervention Effect Fade-Out: A Meta-Analytic Review of Interventions Targeting At-Risk Students’ Achievement","authors":"","doi":"10.1037/bul0000516.supp","DOIUrl":"https://doi.org/10.1037/bul0000516.supp","url":null,"abstract":"","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"12 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147667127","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":"Tackling challenges in large language model-based data extraction via context engineering: A commentary on Jansen et al. (2025).","authors":"Junsong Lu,X T XiaoTian Wang","doi":"10.1037/bul0000520","DOIUrl":"https://doi.org/10.1037/bul0000520","url":null,"abstract":"Systematic reviews, particularly meta-analyses, involve crucial yet labor-intensive and error-prone stages of data extraction. Recent advances in large language models (LLMs) have unlocked new avenues for automating this process, potentially enhancing both efficiency and reliability. Recently, Jansen et al. (2025) systematically evaluated the accuracy and error patterns of LLM-assisted data extraction across 22 reviews published in Psychological Bulletin. Their findings indicated that while achieving acceptable-to-good accuracy for some variables describing study characteristics, LLMs struggled with numerical variables, especially those related to effect sizes. In this commentary, we discuss the current challenges of automated data extraction and potential pathways to improve the work reported in Jansen et al.'s study. We situate our discussion within the framework of context engineering, aiming to refine the information provided to LLMs through dynamic optimization strategies tailored to specific tasks. We identify five key challenges that reflect either LLMs' unique patterns or standard practices in research synthesis: parsing semistructured data, understanding long contexts, performing arithmetic induction, engaging in complex reasoning, and ensuring the reproducibility of coding protocols. We then outline potential solutions inspired by context engineering implementations such as retrieval-augmented generation and tool-integrated reasoning. For illustration, we present four examples: extracting semistructured data via optical character recognition, reliably computing effect sizes through function calls, performing adaptive retrieval with LLM-based agents, and iteratively improving outputs through self-refinement. We conclude by calling for future research in automated data extraction to advance beyond simple instruction-following paradigms toward more reliable forms of context engineering. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"14 1","pages":"404-419"},"PeriodicalIF":22.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408511","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":"How spatial skills relate to science achievement: A meta-analytic review.","authors":"Kinnari Atit,Emily Grossnickle Peterson,Katie Gilligan-Lee,Zachary Hawes,Jihyun Lee","doi":"10.1037/bul0000524","DOIUrl":"https://doi.org/10.1037/bul0000524","url":null,"abstract":"Although extensive research demonstrates positive links between spatial skills and science achievement, the size and nature of this relation is unknown. Questions regarding whether the relation varies based on educational level and gender, across different spatial tasks and science domains, and if it persists over time remain. Additionally, the extent to which this link stands after accounting for related skill sets, specifically mathematical and verbal skills, presents another important question. We conducted a meta-analysis with the following aims: (a) to identify the overall correlation between spatial skills and science achievement; (b) to examine the extent to which the spatial-science relation is moderated by gender, educational level, type of spatial skill assessed, domain of science, and time between assessments; and (c) to determine the strength of the association after accounting for mathematical and verbal skills. Our analysis focused on samples from kindergarten to undergraduates and included a total of 94 article reports (total averaged N = 14,851.59). Results revealed a moderate positive association between spatial skills and science achievement (r = .27, τ = .12) that did not vary by gender, educational level, science domain, or time between assessments. That said, the relation did vary by type of spatial skill. Additionally, spatial skills were significantly associated with science achievement, even when mathematical and verbal skills were included as simultaneous predictors. These findings suggest that spatial skills may represent a promising target for supporting science learning outcomes. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"6 1","pages":"355-379"},"PeriodicalIF":22.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408512","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":"Individual differences in personality trait changes across the lifespan: A meta-analysis of longitudinal studies.","authors":"Peter Haehner,Christopher J Hopwood,Lukas Schellenberg,Ted Schwaba,Wiebke Bleidorn","doi":"10.1037/bul0000525","DOIUrl":"https://doi.org/10.1037/bul0000525","url":null,"abstract":"Recent meta-analyses and large-scale longitudinal studies have shown that the mean levels and rank orders of personality traits change throughout the lifespan. However, people differ from each other in their patterns of personality development. These individual differences in personality trait changes provide important insights into the sources and course of personality development. The present meta-analysis quantified the magnitude of individual differences in personality trait changes and their fluctuation across time lags and age by integrating findings from 229 longitudinal studies (N = 230,492). Results indicated significant individual differences in change in all traits, with neuroticism showing the most pronounced differences and openness and agreeableness the least. Charting effects across the lifespan, individual differences in change were most pronounced in childhood, decreased during young adulthood, but were significant across the entire lifespan. The age at which individual differences in change were smallest varied across traits, from ages 30 to 75. Finally, individual differences in personality trait changes were larger over longer assessment intervals, for facet-level traits, and among measures that were not designed to examine the Big Five taxonomy. Our findings support theoretical claims that highlight the relevance of genetic and environmental sources of personality development and suggest that individual differences in change endure, challenging the predictions of set-point models of personality development. Moreover, our results provide benchmarks for individual differences in change that can be used to compare the magnitude of differential personality development in future research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"14 1","pages":"420-447"},"PeriodicalIF":22.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408513","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":"Universal interventions to improve young children's mental well-being: A systematic review and meta-analysis.","authors":"Jiying Ling,Sisi Chen,Nancy T Browne,Melissa G Gomes","doi":"10.1037/bul0000522","DOIUrl":"https://doi.org/10.1037/bul0000522","url":null,"abstract":"This meta-analytic review quantified the effects of universal interventions, those implemented with all children, on improving mental well-being in young children aged 0-6 years old. Potential factors that moderated the effects of interventions were explored. A systematic search of PubMed, Cumulative Index to Nursing and Allied Health Literature (Elton B. Stephens Company), APA PsycInfo (ProQuest), and grey literature identified 21,942 records. After screening, 134 articles reporting 133 studies and 141 interventions among 32,512 participants met eligibility criteria. Meta-analyses were conducted, using random-effects models and cluster-robust variance estimation to account for within-study dependence and to compute pooled Hedges' g. Mean effects at postintervention were small-to-medium on overall mental well-being (g = 0.35) across cognitive (g = 0.35), social (g = 0.36), emotional (g = 0.38), and behavioral (g = 0.31) domains. Sensitivity analyses (e.g., excluding high-risk and low-reliability studies) produced similar results. Follow-up effects adjusted for baseline were 0.22, and the maintenance of effects from postintervention to follow-up was only 0.04. Exploratory moderator analyses revealed three significant moderators, including study design, control group, and intervention target. Child-focused interventions yielded the largest effects, exceeding those targeting family and child, the occupational role (e.g., teachers), or family member only. Though these results support some promises of universal interventions for enhancing early mental well-being, interpretation warrants caution. Between-study heterogeneity was substantial, some studies exhibited a high risk of bias, and publication bias was present. Future research should prioritize rigorous designs with follow-up assessments and booster strategies to support maintenance and include implementation-relevant outcomes (e.g., fidelity), while adhering to transparent reporting. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"230 1","pages":"380-403"},"PeriodicalIF":22.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408532","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":"Misogynous messages in the media increase hostility to women: Evidence from a meta-analysis of 257 experimental and nonexperimental studies.","authors":"Christa Nater,Lilly Felber,Ronja Lüke,Alice H Eagly,Tobias Greitemeyer,David I Miller,Angela R Dorrough","doi":"10.1037/bul0000513","DOIUrl":"https://doi.org/10.1037/bul0000513","url":null,"abstract":"Media often portray women in misogynous, discriminatory, and negative ways. By considering different types of misogynous media content and hostile responses to women, this meta-analysis of experimental and nonexperimental studies examined the relation between exposure to misogynous media content and hostility to women. The meta-analytic review included 257 eligible studies published across 47 years and encompassed 132,933 participants, thereby yielding 1,421 effect sizes. Analyses used robust variance estimation to examine the relationship between misogynous media exposure and hostility. On average, such exposure was associated with greater hostility to women (g = 0.26, 95% confidence interval, CI [.21, .30]), in both experimental (g = 0.28, 95% CI [.22, .35]) and nonexperimental (g = 0.24, 95% CI [.18, .29]) studies. Notably, exposure to misogynous media content affected both women and men, although the effect tended to be stronger among men (g = 0.27) than women (g = 0.20). The 95% prediction interval for the overall effect ranged from -0.52 to 1.04, indicating large heterogeneity. In fact, violent content easily recognized as antiwomen resulted in greater hostility among men (g = 0.38) but not women (g = 0.03), whereas humiliating (g = 0.29) and pornographic (g = 0.21) content yielded similarly hostile responses in women and men. In addition, adolescent participants were more influenced (g = 0.32) than participants in their midlate adulthood (g = 0.17), but they did not differ from those in their early adulthood (g = 0.27). Overall, this research showed that misogynous media content elicits demeaning attitudes and hostile behaviors directed toward women, thereby perpetuating the gender hierarchy defined by women's lower status in society. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"12 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147483792","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":"Effort-based decision making in psychopathology: A transdiagnostic multilevel meta-analysis and systematic review of behavioral patterns and mechanisms underlying amotivational psychopathology.","authors":"Matthias Pillny,Katharina E Renz,Alina Hay,Daniel Fulford,Tania M Lincoln,Deanna M Barch,James M Gold,Stefan Kaiser","doi":"10.1037/bul0000510","DOIUrl":"https://doi.org/10.1037/bul0000510","url":null,"abstract":"Effort-based decision making (EBDM) is fundamental to motivation. This cognitive process weighs the effort required to obtain a reward against its magnitude and the probability of obtaining it. Research suggests both transdiagnostic and disorder-specific patterns and mechanisms of EBDM in individuals with schizophrenia spectrum disorders, major depressive disorder, bipolar disorder, and those at risk for these conditions. This preregistered meta-analysis (CRD42022344605) aimed to quantify EBDM across these conditions compared to healthy controls and examine mechanisms underlying altered effort allocation. PubMed, APA PsycInfo, Embase, and Web of Science databases were systematically searched for eligible studies. We synthesized 115 effect sizes from 68 studies (N = 3,697). Three-level random-effects meta-analyses revealed moderate deficits in EBDM across schizophrenia spectrum disorders (g = -0.40) and bipolar disorder (g = -0.39), a smaller impairment in major depressive disorder (g = -0.28), and no significant reductions in at-risk samples (g = -0.01). Altered effort allocation patterns were marked by reduced effort exertion across increasing reward and probability conditions, with schizophrenia spectrum disorders showing the most pronounced deficits. The most robust moderators were the number of probability conditions, ethnicity, gender, and the severity of positive and negative symptoms. A narrative synthesis of computational modeling studies indicated that maladaptive EBDM may reflect increased effort sensitivity, reduced reward sensitivity, and cognitive impairment, with variations across disorders. Whereas schizophrenia spectrum disorders are associated with unsystematic effort allocation and cognitive deficits, major depressive disorder and bipolar disorder show heightened effort sensitivity. Overall, findings point to both shared and disorder-specific mechanisms of EBDM, offering directions for targeted interventions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"45 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147359399","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":"The association between reading anxiety and reading achievement: A meta-analysis and systematic review.","authors":"Rachelle M Johnson, Maxine Schaefer, Cynthia U Norris, Richard K Wagner, Sara A Hart","doi":"10.1037/bul0000517","DOIUrl":"10.1037/bul0000517","url":null,"abstract":"<p><p>Reading anxiety is the fear of reading and is theorized to be negatively associated with reading achievement. An inability to engage in reading due to either low reading achievement or high reading anxiety could be debilitating. Research on reading anxiety and its association with reading achievement was first explored in the 1980s but has been an area of rapidly increasing investigation in recent years. The goal of the present preregistered meta-analysis and systematic review was to determine the strength of the association between reading anxiety and reading achievement. Through systematic screening of the published and unpublished literature, 64 studies (totaling 180 effect sizes and 14,467 participants) were identified and included in the meta-analysis. The included studies were conducted in 14 countries and 11 languages. Analyses were performed using random-effects models, accounting for dependent effect sizes via robust variance estimation. A significant moderate negative average weighted correlation was found between reading anxiety and reading achievement (r = -.30, p < .001). Significant heterogeneity across effect sizes was found (Q = 996, p < .001). Learning disability status, gender, reading domain, and age were not significant moderators. The association between reading anxiety and reading achievement has implications for the fields of psychology and education, specifically in efforts to promote people's reading achievement while maintaining their socioemotional well-being. Future research using experimental and longitudinal designs is needed to determine the direction of any causal influences between reading anxiety and reading achievement. Such research would inform recommendations for supporting individuals struggling with reading anxiety and reading achievement. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"152 3","pages":"288-325"},"PeriodicalIF":19.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13225606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148056583","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}