Psychological bulletin最新文献

{"title":"Does confronting prejudice reduce intergroup bias? A meta-analytic review.","authors":"Chantelle Wood, Sofia Persson, Lilith Roberts, Oliver Allchin, Melanie Simmonds-Buckley","doi":"10.1037/bul0000466","DOIUrl":"10.1037/bul0000466","url":null,"abstract":"<p><p>Confronting prejudice is a promising strategy for reducing intergroup bias. The current meta-analysis estimated the effects of confronting prejudice on intergroup bias in the confronted person and examined the impact of potential moderators. Eligible studies measured intergroup bias in participants confronted versus not confronted for intergroup bias. A three-level mixed-effects analysis on 91 effect sizes found a significant, medium-sized effect of confronting prejudice on reducing intergroup bias (g₊ = 0.54). There was only limited evidence of publication bias. Confrontation was differentially effective at reducing different types of intergroup bias with a medium-to-large effect on using or endorsing stereotypes, small-to-medium effects on behavior and behavioral intentions, and no significant effects on cognitive prejudice. Effects were otherwise largely robust to differences in confrontation, sample, and study design characteristics. Yet, studies predominantly focused on whether confronting the use of stereotypes reduced subsequent use of stereotypes in artificial settings, and primarily sampled U.S.-based, young, White adults, making it difficult to generalize effects to other forms of intergroup bias and populations, particularly in real-world settings. Studies also tended to measure intergroup bias immediately after confrontation, so the duration of effects over longer periods is less clear. To better evaluate the potential of confrontation as a prejudice reduction technique, future research should examine whether confronting prejudice reduces different forms of intergroup bias in more diverse participant samples and settings, over longer periods, and further test theoretical mediators of these effects. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"151 2","pages":"192-216"},"PeriodicalIF":17.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143523538","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":"Effects of acute exercise on cognitive function: A meta-review of 30 systematic reviews with meta-analyses.","authors":"Yu-Kai Chang,Fei-Fei Ren,Ruei-Hong Li,Jing-Yi Ai,Shih-Chun Kao,Jennifer L Etnier","doi":"10.1037/bul0000460","DOIUrl":"https://doi.org/10.1037/bul0000460","url":null,"abstract":"This meta-review provides the first meta-analytic evidence from published meta-analyses examining the effectiveness of acute exercise interventions on cognitive function. A multilevel meta-analysis with a random-effects model and tests of moderators were performed in R. Thirty systematic reviews with meta-analyses (383 unique studies with 18,347 participants) were identified. Acute exercise significantly improved cognitive function with a small-to-medium effect (N of standardized mean difference [SMD] = 44, mean SMD [M SMD] = 0.33, 95% CI [0.24, 0.42], p < .001). A generalized effect was observed across cognitive domains, showing benefits to tasks identified as attention (M SMD = 0.37), mixed/other (M SMD = 0.36), executive function (M SMD = 0.36), memory (M SMD = 0.23), and information processing (M SMD = 0.20). The timepoint of assessment was a significant moderator (p < .05) with the largest benefits observed when cognitive function was assessed following exercise (M SMD = 0.32). Sample descriptors (i.e., age, cognitive status) and exercise parameters (i.e., intensity, type, duration) did not moderate the positive acute exercise effect on cognitive function (ps > .05). Acute exercise facilitates cognitive function, with the size of the effect varying depending on the timing of assessment in relation to exercise. Notably, these benefits are evident across cognitive domains and occur regardless of participants' characteristics and exercise settings, supporting the adoption of acute exercise for improved cognitive function across the lifespan. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"1 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143062048","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":"Parents favor daughters: A meta-analysis of gender and other predictors of parental differential treatment.","authors":"Alexander C Jensen,McKell A Jorgensen-Wells","doi":"10.1037/bul0000458","DOIUrl":"https://doi.org/10.1037/bul0000458","url":null,"abstract":"Decades of research highlight that differential treatment can have negative developmental consequences, particularly for less favored siblings. Despite this robust body of research, less is known about which children in the family tend to be favored or less favored by parents. The present study examined favored treatment as predicted by birth order, gender, temperament, and personality. We also examined whether links were moderated by multiple factors (i.e., parent gender, age, reporter, domain of parenting/favoritism). Multilevel meta-analysis data were collected from 30 peer-reviewed journal articles and dissertations/theses and 14 other databases. In all, the data reflected 19,469 unique participants (Mage = 19.57, SD = 13.92). Results showed that when favoritism was based on autonomy and control, parents tended to favor older siblings. Further, parents reported favoring daughters. Conscientious and agreeable children also received more favored treatment. For conscientious children, favoritism was strongest when based on differences in conflict (i.e., more conscientious children had relatively less conflict with their parents). Parents and clinicians should be aware of which children in a family tend to be favored as a way of recognizing potentially damaging family patterns. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"31 1","pages":""},"PeriodicalIF":22.4,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142989141","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":"Cognitive factors underlying mathematical skills: A systematic review and meta-analysis.","authors":"Tonje Amland, Germán Grande, Ronny Scherer, Arne Lervåg, Monica Melby-Lervåg","doi":"10.1037/bul0000457","DOIUrl":"10.1037/bul0000457","url":null,"abstract":"<p><p>In understanding the nature of mathematical skills, the most influential theories suggest that mathematical cognition draws on different systems: numerical, linguistic, spatial, and general cognitive skills. Studies show that skills in these areas are highly predictive of outcomes in mathematics. Nonetheless, the strength of these relations with mathematical achievement varies, and little is known about the moderators or relative importance of each predictor. Based on 269 concurrent and 174 longitudinal studies comprising 2,696 correlations, this meta-analysis summarizes the evidence on cognitive predictors of mathematical skills in children and adolescents. The results showed that nonsymbolic number skills (often labeled approximate number sense) correlate significantly less with mathematical achievement than symbolic number skills and that various aspects of language relate differently to mathematical outcomes. We observed differential predictive patterns for arithmetic and word problems, and these patterns only partly supported the theory of three pathways-quantitative, linguistic, and spatial-for mathematical skills. Concurrently, nonsymbolic number and phonological skills were weak but exclusive predictors of arithmetic skills, whereas nonverbal intelligence quotient (IQ) predicted word problems only. Only symbolic number skills predicted both arithmetic and word problems concurrently. Longitudinally, symbolic number skills, spatial ability, and nonverbal IQ predicted both arithmetic and word problems, whereas language comprehension was important for word problem solving only. As in the concurrent data, nonsymbolic number skill was a weak longitudinal predictor of arithmetic skills. We conclude that the candidates to target in intervention studies are symbolic number skills and language comprehension. It is uncertain whether the two other important predictors, nonverbal IQ and spatial skills, are actually malleable. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":"88-129"},"PeriodicalIF":17.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142855247","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":"Reasons to believe: A systematic review and meta-analytic synthesis of the motives associated with conspiracy beliefs.","authors":"Mikey Biddlestone, Ricky Green, Karen M Douglas, Flávio Azevedo, Robbie M Sutton, Aleksandra Cichocka","doi":"10.1037/bul0000463","DOIUrl":"10.1037/bul0000463","url":null,"abstract":"<p><p>Belief in conspiracy theories has been linked to harmful consequences for individuals and societies. In an effort to understand and mitigate these effects, researchers have sought to explain the psychological appeal of conspiracy theories. This article presents a wide-ranging systematic review and meta-analysis of the literature on conspiracy beliefs. We analyzed 971 effect sizes from 279 independent studies (N_participants = 137,406) to examine the relationships between psychological motives and conspiracy beliefs. Results indicated that these relationships were significant for all three analyzed classes of motivation: epistemic (<i>k</i> = 114, <i>r</i> = .14), existential (<i>k</i> = 121, <i>r</i> = .16), and social motivations related to the individual, relational, and collective selves (<i>k</i> = 100, <i>r</i> = .16). For all motives examined, we observed considerable heterogeneity. Moderation analyses suggest that the relationships were weaker, albeit still significant, when experimental (vs. correlational) designs were used, and differed depending on the conspiracy measure used. We statistically compare the absolute meta-analytic effect size magnitudes against each other and discuss limitations and future avenues for research, including interventions to reduce susceptibility to conspiracy theories. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"151 1","pages":"48-87"},"PeriodicalIF":17.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143365735","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":"Secondary benefits of family member participation in treatments for childhood disorders: A multilevel meta-analytic review.","authors":"Benjamin D Johnides, Charles M Borduin, Kaitlin M Sheerin, Sofie Kuppens","doi":"10.1037/bul0000462","DOIUrl":"10.1037/bul0000462","url":null,"abstract":"<p><p>Family-based treatments provided around the world for children with mental health, physical health, and developmental disorders often convey secondary mental health benefits to caregivers and siblings who participate in those treatments. Yet, there are no systematic evaluations of these secondary benefits, suggesting that current estimates of the effectiveness of family treatments do not accurately represent the full scope of benefits to participants. In the present study, we use a three-level meta-analysis to summarize the secondary benefits for caregivers (<i>n</i> = 19,895) and siblings (<i>n</i> = 784) who participated in the treatment of a child family member. Results from 128 studies across many countries reveal multiple strengths in the research literature, including frequent use of standardized treatments, random assignment of participants to treatment conditions, and comparison of family-based treatments to usual services. This meta-analysis examines 412 effect sizes and shows that family-based treatments produce small but statistically significant secondary benefits (<i>d</i> = 0.25) compared to individually focused treatments and conditions. In addition, the magnitude of these secondary benefits is relatively consistent across a range of possible moderators, including characteristics of the participants, clinical interventions, study methods, and measures. The only significant moderator of family-based treatments is caregiver gender, such that male caregivers report fewer secondary benefits than do female caregivers. Our findings suggest that there is a pressing need for researchers to routinely measure secondary benefits in studies evaluating family-based treatments of childhood disorders. Furthermore, researchers of these treatments should report family structure, key demographic information (e.g., lesbian, gay, bisexual, transgender, queer or questioning families), and cultural values (e.g., familismo) in their studies. Moreover, administrators, policymakers, and treatment providers would do well to consider the secondary benefits and cost savings of interventions that are delivered to families of children with a wide range of disorders. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"151 1","pages":"1-32"},"PeriodicalIF":17.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143365739","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":"Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes.","authors":"Lisa Bardach, Sebastian Röhl, Sophie Oczlon, Aki Schumacher, Marko Lüftenegger, Rosa Lavelle-Hill, Miriam Schwarzenthal, Steffen Zitzmann","doi":"10.1037/bul0000454","DOIUrl":"10.1037/bul0000454","url":null,"abstract":"<p><p>This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children's and adolescents' intergroup outcomes (intergroup attitudes, cross-group friendships, experienced discrimination), academic outcomes (academic achievement, motivation, engagement), and socioemotional outcomes (belonging, well-being). Results from meta-analytic random-effects models revealed the largest and most consistent effects for optimal contact conditions, with small-to-medium-sized effects and significant relationships with all outcomes. Multiculturalism climate was significantly and positively related to intergroup attitudes, achievement, motivation, and belonging (mostly, these were small effect sizes). Critical consciousness climate (small effect sizes) and polyculturalism climate (small-to-medium effect sizes) were correlated with both academic and socioemotional outcomes. Colorblind climate was not significantly associated with any outcomes. Moderator analyses revealed that contact conditions exhibited larger effects in secondary education compared with primary education and in the United States compared with Europe. The percentage of majority group members moderated some relationships (e.g., contact conditions had smaller effects when there were more majority group members in the sample). Significantly larger effects emerged for student-reported colorblind climate measures than for teacher-reported measures. Overall, this meta-analysis provides a highly nuanced view of the most robust evidence for the associations between cultural diversity climate and outcomes that are critical for positive child and youth development to date. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"150 12","pages":"1397-1439"},"PeriodicalIF":17.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142802177","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 development of children's gender stereotypes about STEM and verbal abilities: A preregistered meta-analytic review of 98 studies.","authors":"David I Miller, Jillian E Lauer, Courtney Tanenbaum, Lauren Burr","doi":"10.1037/bul0000456","DOIUrl":"10.1037/bul0000456","url":null,"abstract":"<p><p>This meta-analysis studied the development of ability stereotypes that could limit girls' and women's participation in science, technology, engineering, and mathematics (STEM) fields, as well as contribute to boys' underachievement in reading and writing. We integrated findings from 98 studies measuring children's gender stereotypes about STEM and verbal abilities. The data comprised 145,204 children (ages 4-17) from 33 nations across more than 40 years (1977-2020). Preregistered analyses showed why prior researchers have reached diverging conclusions about the onset, change, and extent of these stereotypes in childhood and adolescence. Contrary to some prior conclusions, math stereotypes favoring male ability were minimal on average (0.11 SDs from gender neutrality). Stereotypes were instead far stronger for computer science, engineering, and physics (0.51 SDs), which favored male ability by age 6. Girls increasingly endorsed pro-male STEM stereotypes with age. Pro-female verbal ability stereotypes were also substantial (0.46 SDs), emerging by age 8 and becoming more female-biased with age. Additionally, STEM stereotypes were weaker for Black than White U.S. participants, as predicted. Unexpectedly, however, boys' STEM stereotypes declined before age 13 but increased thereafter, revealing an asymmetric development across STEM versus verbal domains. We integrated developmental intergroup theory and social role theory to explain this asymmetry, considering both cognitive and sociocultural processes. The early emergence of verbal stereotypes and certain STEM stereotypes (e.g., engineering) means that they have ample time to affect later downstream outcomes such as domain-specific confidence and interests. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"150 12","pages":"1363-1396"},"PeriodicalIF":17.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142802181","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":"Defining social reward: A systematic review of human and animal studies.","authors":"Ana Stijovic, Magdalena Siegel, Asena U Kocan, Isidora Bojkovska, Sebastian Korb, Giorgia Silani","doi":"10.1037/bul0000455","DOIUrl":"10.1037/bul0000455","url":null,"abstract":"<p><p>Social rewards are strong drivers of behavior and fundamental to well-being, yet there is a lack of consensus regarding what actually defines a reward as \"social.\" Because a systematic overview of existing social reward operationalizations is currently absent, a review of the literature seems necessary to advance toward a unified framework and to better guide research and theory. To bridge this gap, we preregistered and conducted the first comprehensive systematic review of human and animal experimental studies that used the term \"social reward\" and charted existing operationalizations, revealing the implicit and explicit definitions used in the field. Stimulus characteristics and measures of social reward were extracted from a total of 384 studies encompassing 42,118 participants and subjects. We provide detailed summaries of these elements, stratified by species (human/animal) and study type (behavioral, brain imaging, pharmacological, and physiological). Two main aspects were found to account for most of the difference in operationalizations: the sensory richness of a stimulus (intimacy) and engagement in social interaction (i.e., the synchronous observation and action between at least two individuals, viz., immediacy). Drawing insights from second-person neuroscience approaches and theoretical models in the field of human-computer interaction, we propose that human and animal research can greatly benefit from considering these properties, as they have important theoretical and practical consequences for human and translational research, with far-reaching implications for neighboring research fields such as those pertaining to social media and the development of artificial intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":" ","pages":"1472-1509"},"PeriodicalIF":17.3,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142473316","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":"Reporting bias, not external focus: A robust Bayesian meta-analysis and systematic review of the external focus of attention literature.","authors":"Brad McKay, Abbey E Corson, Jeswende Seedu, Celeste S De Faveri, Hibaa Hasan, Kristen Arnold, Faith C Adams, Michael J Carter","doi":"10.1037/bul0000451","DOIUrl":"10.1037/bul0000451","url":null,"abstract":"<p><p>Evidence has ostensibly been accumulating over the past 2 decades suggesting that an external focus on the intended movement effect (e.g., on the golf club during a swing) is superior to an internal focus on body movements (e.g., on your arms during a swing) for skill acquisition. Seven previous meta-studies have all reported evidence of external focus superiority. The most comprehensive of these concluded that an external focus enhances motor skill retention, transfer, and performance and leads to reduced eletromyographic activity during performance and that more distal external foci are superior to proximal external foci for performance. Here, we reanalyzed these data using robust Bayesian meta-analyses that included several plausible models of publication bias. We found moderate to strong evidence of publication bias for all analyses. After correcting for publication bias, estimated mean effects were negligible: g = 0.01 (performance), g = 0.15 (retention), g = 0.09 (transfer), g = 0.06 (electromyography), and g = -0.01 (distance effect). Bayes factors indicated data favored the null for each analysis, ranging from BF01 = 1.3 (retention) to 5.75 (performance). We found clear evidence of heterogeneity in each analysis, suggesting the impact of attentional focus depends on yet unknown contextual factors. Our results contradict the existing consensus that an external focus is always more effective than an internal focus. Instead, focus of attention appears to have a variety of effects that we cannot account for, and, on average, those effects are small to nil. These results parallel previous metascience suggesting publication bias has obfuscated the motor learning literature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":20854,"journal":{"name":"Psychological bulletin","volume":"150 11","pages":"1347-1362"},"PeriodicalIF":17.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142547052","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}