American Psychologist最新文献

{"title":"Science of psychological phenomena and their testing.","authors":"Seppo E Iso-Ahola","doi":"10.1037/amp0001362","DOIUrl":"10.1037/amp0001362","url":null,"abstract":"<p><p>There is no crisis of replication and generalizability in psychological science, only misunderstanding or forgetting the fundamental nature of psychological phenomena and resultant implications for empirical testing. Stability-variability is the central feature of every psychological phenomenon, meaning that brain-mind interactions can only create stable <i>patterns</i> from which there will always be deviations. Psychological phenomena are not comparable to COVID-19 vaccines that were very effective (95%) initially for almost everyone for a long time. Replications cannot be the gatekeepers of scientific psychological knowledge, only constructive additions and explorations contributing to theory development and measurement improvement. Once a logically justified and theoretically well-developed hypothesis is presented, the phenomenon exists as long as one of the following conditions is true: (1) it has not been shown logically that the phenomenon <i>cannot</i> exist or (2) it has not been shown empirically that the phenomenon <i>does not</i> exist. Like in physics and other sciences, generalization to theory is critical in psychological science, but less important relative to hypothetical (phantom) populations. Initial COVID-19 vaccines were effective because they worked for the right theoretical reason, the mRNA mechanism. This central principle holds true for psychological phenomena as well, with findings generalizing to the theoretical explanation regarding the presence and manifestations of behaviors brought about by the brain-mind interactions, or stated differently, <i>generalization of psychological phenomena to specific behaviors and under specific conditions</i> as proposed by the theory. Instead of the narrow focus on generalization to hypothetical populations, psychological phenomena and associated generalization could more productively be examined from the nine proposed perspectives. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":"1057-1072"},"PeriodicalIF":12.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860999","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":"There is nothing WEIRD about basic research: The critical role of convenience samples in psychological science.","authors":"Jeffrey W Sherman","doi":"10.1037/amp0001443","DOIUrl":"10.1037/amp0001443","url":null,"abstract":"<p><p>Attention to issues of sample diversity and generalizability has increased dramatically in the past 15 years, as psychological scientists have confronted the limitations of relatively homogeneous samples. Though this reckoning was perhaps overdue and has undoubtedly shined a light on some poor research practices, recommendations surrounding sample diversity are sometimes applied to research that does not aim for generalizability across peoples. In this article, I seek to promote discussion about when and why sample diversity and generalizability matter. In doing so, I address problems with language surrounding generalizability, the broader question of generalizability beyond samples, challenges for determining sufficient generalizability, and the inherent question of moderation in psychological science, given the reality of limited time and resources. I then discuss the important roles that basic research plays in understanding group differences, producing generalizable knowledge, and developing applied interventions. Finally, I address issues of equity surrounding sample diversity, emphasizing the distinction between WEIRD samples and convenience samples and the importance of convenience samples for globalizing psychological science. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":"1073-1080"},"PeriodicalIF":12.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606733","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":"Joseph D. Matarazzo (1925-2025).","authors":"John C Linton, Cynthia D Belar","doi":"10.1037/amp0001544","DOIUrl":"https://doi.org/10.1037/amp0001544","url":null,"abstract":"<p><p>Memorializes Joseph D. Matarazzo (1925-2025). Matarazzo taught at Washington University School of Medicine (1952-1955) and Harvard Medical School (1955-1957). He was then recruited to establish the first administratively autonomous department of medical psychology in the United States at the University of Oregon Medical School. As a scientist and practitioner, he was a major contributor to the advancement of psychological assessment as an art based on science, emphasizing the clinical history as equal to or more important than test results. Committed to facilitating organized psychology, Matarazzo was instrumental in founding the Association of Psychologists in Academic Health Centers. He was also one of the principal founders and first president of the APA Division of Health Psychology. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"80 7","pages":"1088-1089"},"PeriodicalIF":12.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233906","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":"Why citation accuracy matters in psychological science: A commentary on Marcus et al. (2025) and call to the field.","authors":"Cory L Cobb, Lawrence Watkins, Seth J Schwartz","doi":"10.1037/amp0001571","DOIUrl":"https://doi.org/10.1037/amp0001571","url":null,"abstract":"<p><p>Marcus et al. (2025) examined the prevalence of miscitation in amicus curiae (\"friend of the court\") briefs provided by the American Psychological Association (APA) to courts for the purpose of informing them about relevant scientific findings that may help guide decisions on legal cases. They found that 7% of citations in amicus briefs completely misrepresented prior research, and another 20% omitted key qualifiers of study findings. The purpose of the present commentary was to discuss miscitation in the context of amicus briefs, as well as in the broader context of psychological science. We argue that miscitation represents a potentially serious and questionable research practice that has implications for the field, as well as for applied extensions of psychology. Ultimately, it will be up to psychological scientists and the APA to prevent potentially harmful outcomes associated with miscitation by taking steps to ensure that prior work is accurately cited and reported. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"80 7","pages":"992-993"},"PeriodicalIF":12.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145233931","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 poverty shapes children's home, neighborhood, and school environments: An integrative conceptual framework and review.","authors":"Rebekah Levine Coley,Dana Charles McCoy,Sarah Farnsworth Hatch","doi":"10.1037/amp0001573","DOIUrl":"https://doi.org/10.1037/amp0001573","url":null,"abstract":"Poverty is a notable feature of societies around the world. Poverty constrains children's development and life opportunities, largely through its impacts on environmental forces. As such, it is essential to understand the contexts of poverty. This integrative review presents a conceptual framework of the contextual forces imposed by poverty in children's key proximal environments-their homes, neighborhoods, and schools-delineating both structural and social features in each environment. This framework is illustrated by exemplar empirical findings, highlighting poverty-related disparities in home structural contexts (e.g., physical disorder, air quality, affordability, reliability, enrichment), home social contexts (e.g., stimulation and support, parental mental health, stress, corporal punishment, parenting values), neighborhood structural contexts (e.g., pollution, crowding, physical disorder, resources, green space), neighborhood social contexts (e.g., concentrated disadvantage, crime, child maltreatment, collective efficacy), school structural contexts (e.g., access, space and materials, teacher qualifications, disadvantaged peers), and school social contexts (e.g., instructional quality, parent-school connections, school climate, school discipline). Within this literature, we identify important gaps, suggest future directions, and delineate implications for practice and policy. This review emphasizes the multifaceted and complex nature of poverty and underscores cultural and regional variation in the environments of poverty. Beyond this variability and ongoing questions concerning underlying causal processes, evidence richly documents how young children in poverty experience, on average, fewer supportive structural and social resources and greater structural and social barriers to healthy development than their advantaged peers. Together, this evidence helps scholars, practitioners, and policymakers to understand the breadth and complexity of disparities associated with poverty. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"155 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145078143","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":"Idea ex Plenum by Philip Zelazo","authors":"","doi":"10.1037/amp0001592","DOIUrl":"https://doi.org/10.1037/amp0001592","url":null,"abstract":"","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"73 1","pages":"975-975"},"PeriodicalIF":16.4,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056743","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":"Cross-category attentional biases driven by visual mental imagery of social cues.","authors":"Shujia Zhang,Xinyi Huang,Yi Jiang,Li Wang","doi":"10.1037/amp0001594","DOIUrl":"https://doi.org/10.1037/amp0001594","url":null,"abstract":"In cluttered and complex natural scenes, selective attention enables the visual system to prioritize relevant information. This process is guided not only by perceptual cues but also by imagined ones. The current research extends the imagery-induced attentional bias to the unconscious level and reveals its cross-category applicability between different social cues (e.g., eye gaze and biological motion). Using a visual imagery task combined with an attentional bias paradigm, we showed that imagining a gaze cue biased selective attention toward the imagery-matching eye gaze. Removing the imagery task obliterated the attentional effect, emphasizing the pivotal role of mental imagery in driving the observed results. Furthermore, the attentional bias persisted even when the physically presented eye gazes were rendered invisible, suggesting the automaticity of the effect and a dissociation between attention and consciousness. When the imagery content involved biological motion cues, cross-categorical attentional bias toward imagery-matching eye gaze was evident. However, this cross-categorical effect did not extend to nonsocial arrow cues-imagining an arrow cue failed to bias attention toward imagery-matching eye gaze, though arrow cues induced within-categorical attentional biases for imagery-matching arrows. These findings point to the existence of shared mechanisms dedicated to processing different social cues rather than nonsocial cues. Taken together, the present study highlights a novel mechanism through which social cue-based imagery guides spatial attention, which operates independently of visual awareness and is supported by a dedicated social module, shedding light on the intricate interplay between the internal mental representations and the external physical world. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"34 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145018260","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":"A review of general cognitive-behavioral programs in English and Welsh prisons and probation services: Three decades of quasi-experimental evaluations.","authors":"Jamie S Walton, Ian A Elliott","doi":"10.1037/amp0001405","DOIUrl":"10.1037/amp0001405","url":null,"abstract":"<p><p>For over 30 years, general cognitive-behavioral programs have contributed to the rehabilitation services offered within His Majesty's Prison and Probation Service in England and Wales. There is an extensive body of international evidence that demonstrates the effectiveness of such interventions as a correctional strategy. However, there is widespread variability of program effects associated with the standards of implementation. Over the last 3 decades, British researchers have produced a steady output of quasi-experimental program evaluations that have contributed to the evidence base. The most recent additions are some of the largest and most rigorous available worldwide. This review documents those evaluations and provides a meta-analysis that statistically aggregates the effects of programs delivered in His Majesty's prisons in England and Wales. We suggest there is sufficient evidence from evaluations of acceptable scientific rigor to conclude that general cognitive-behavioral programs delivered in prisons during the last decade and a half (circa 2006 to 2019) have had a small statistically significant mean reductive effect on general reoffending (odds ratio = 0.91). Program characteristics and implementation factors, including program dose, the scale of service delivery and program integrity, are discussed as possible factors associated with the size of the effect. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":"910-927"},"PeriodicalIF":12.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478041","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":"Epistemological oppression and racism-Failure to see the forest from the trees: Reply to Mckay and Koppelman-White (2025) and Strambler (2025).","authors":"Derald Wing Sue,Helen A Neville,Laura Smith","doi":"10.1037/amp0001562","DOIUrl":"https://doi.org/10.1037/amp0001562","url":null,"abstract":"The critiques of Sue et al. (see record 2025-04512-010) by McKay and Koppelman-White (see record 2026-59464-001) and Strambler (see record 2026-59464-002) are examples of being trapped by a White Western epistemology/ontology that prevents them from \"seeing the forest from the trees.\" They cling to an unenlightened view of Enlightenment values, attribute racism in counseling and psychotherapy to reside primarily in individual therapists and not in systems of power and privilege, fail to consider the legitimacy of indigenous worldviews, and unknowingly engage in epistemological oppression. We argue that epistemological and definitional power oppresses, denigrates, and harms people of color. We assert that decolonizing psychology will result in liberation not only for people of color but also for the mental health professions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"43 1","pages":"968-969"},"PeriodicalIF":16.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145032249","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":"Philip G. Zimbardo (1933-2024).","authors":"Rose McDermott","doi":"10.1037/amp0001549","DOIUrl":"10.1037/amp0001549","url":null,"abstract":"<p><p>This article memorializes Philip G. Zimbardo (1933-2024). Voted \"most popular\" in his high school graduating class, Zimbardo went on to Brooklyn College, where he triple-majored in sociology, anthropology, and psychology, graduating in 1954. He then attended graduate school at Yale University, studying under Neal Miller and Carl Hovland, and completing his PhD in 1959. He began his career at New York University, where he taught from 1960 to 1967, often teaching 10 courses a year. In 1967, he taught for a year at Columbia, where his future colleague, Lee Ross, was among his students. He moved to Stanford in 1968 and remained on the faculty there for over 50 years. Zimbardo's research covered a myriad of topics, from early work on attitude change, dissonance, and deindividuation, to foundational work on shyness, discontinuity, and time perspective, to his last 2 decades of work on heroism. Google Scholar currently records over 72,000 citations to his work; the highest citations go to his research on time perspective and to his award-winning book, <i>The Lucifer Effect</i> (2007). His longtime interest in good and evil, and what leads people to act in either antisocial or prosocial ways, was first addressed in his research on deindividuation and situational factors like anonymity and social roles of differential power. This led to the Stanford Prison Experiment, a simulation study in which participants were randomly assigned to play the roles of either guards or prisoners over several days. Although perhaps best known for that study, it was not the work Zimbardo was most proud of, arguing in one interview that his more important research was his work on shyness and the establishment of the Stanford Shyness Clinic. Later work on time perspective, in which people experience different temporal orientations to past, present, and future, included the development of an individual difference measure, the Zimbardo Time Perspective Inventory, which has been translated widely for international use. More recently, Zimbardo shifted his focus from evil to good, both in terms of research on heroic behaviors and on the application of psychological principles to promote widespread actions of everyday kindness and heroism. He established a nonprofit organization, the Heroic Imagination Project, which then established Heroic Imagination Project centers in other countries. Philip Zimbardo was a warm, welcoming, and witty psychologist and a profound student of human nature. He wanted nothing more than to share his understanding and love of psychology with others to help improve individual lives as well as the wider world. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"80 6","pages":"970-971"},"PeriodicalIF":12.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034373","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}