Sabine Doebel, Nicolas Chevalier, Sebastián Javier Lipina, Victoria Rabii, Sammy F. Ahmed
{"title":"Understanding how experience supports the development of executive function skills","authors":"Sabine Doebel, Nicolas Chevalier, Sebastián Javier Lipina, Victoria Rabii, Sammy F. Ahmed","doi":"10.1038/s44159-026-00614-6","DOIUrl":"10.1038/s44159-026-00614-6","url":null,"abstract":"The ability to regulate thoughts and actions in the service of goals is key to human adaptability and success. These executive function skills develop rapidly in childhood, are linked to many positive outcomes, and are widely viewed as a malleable target for intervention. However, there are substantial gaps in our understanding of how experience fosters the development of executive function skills, and hence the success of interventions designed to improve these skills has been limited. In this Review, we examine how executive function is defined and measured and synthesize evidence on how experience fosters executive function skills. We focus on experiential factors that have received sustained attention in the field: socioeconomic status, the home environment and parenting, and schooling. Although positive associations between these experiential factors and executive function skills (as measured by commonly used assessments) are relatively consistent, the associations are often context-dependent and causally ambiguous. We point out limitations in how the quality of environments and experiences are conceptualized across contexts and in how executive function skills are measured. We conclude by outlining four key directions for future work to improve these aspects of research and to clarify how experience shapes and strengthens executive function skills across contexts. Executive function (the ability to regulate thoughts and actions in the service of goals) develops across childhood. In this Review, Doebel and colleagues critically examine how executive function is measured and synthesize evidence on how experience fosters the development of executive function skills.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"675-691"},"PeriodicalIF":22.0,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What clinicians should know about how large language models reason","authors":"Stanley Lyndon, David Benrimoh","doi":"10.1038/s44159-026-00617-3","DOIUrl":"10.1038/s44159-026-00617-3","url":null,"abstract":"Large language models give a convincing impression of reasoning but can introduce meaningful errors into clinical notes, assessments and care plans, with potentially negative consequences. Clinicians must have a practical understanding of how these systems work, where they fail and why verification must remain central to safe use.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"640-641"},"PeriodicalIF":22.0,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From static disorders to dynamic phase transitions in psychopathology","authors":"Dimitris I. Tsomokos","doi":"10.1038/s44159-026-00615-5","DOIUrl":"10.1038/s44159-026-00615-5","url":null,"abstract":"","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"646-646"},"PeriodicalIF":22.0,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yun-Fei Liu (, ), Siamak Ardekani, Kwame Kutten, Sara More, Marina Bedny
{"title":"Programming education in the AI era","authors":"Yun-Fei Liu \u0000 (, ), Siamak Ardekani, Kwame Kutten, Sara More, Marina Bedny","doi":"10.1038/s44159-026-00612-8","DOIUrl":"10.1038/s44159-026-00612-8","url":null,"abstract":"Artificial intelligence (AI) can now translate natural-language instructions into computer code, prompting claims that human programming is obsolete. However, programming relies more on reasoning than linguistic abilities. Programming education remains essential but should emphasize computational reasoning rather than syntax and train aspiring software engineers to work with generative AI.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"637-639"},"PeriodicalIF":22.0,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa R. Starr, David J. A. Dozois, Katerina Rnic, Angela C. Santee, Joelle LeMoult
{"title":"A process model of stress generation in internalizing disorders","authors":"Lisa R. Starr, David J. A. Dozois, Katerina Rnic, Angela C. Santee, Joelle LeMoult","doi":"10.1038/s44159-026-00607-5","DOIUrl":"10.1038/s44159-026-00607-5","url":null,"abstract":"The stress generation model suggests that people with internalizing disorders are at increased risk of engaging in behaviours that lead to stressful events. Although stress generation has been shown to contribute directly to chronicity and impairment across mental health conditions, a unifying framework charting how internalizing disorders translate into self-generated stress is needed to understand how stress-generating processes unfold mechanistically. In this Perspective, we present a process model of stress generation that details how affective, behavioural and cognitive factors in people with or at risk of internalizing psychopathology translate into stressful life events. Specifically, we outline a process that develops from alterations in affective functioning to problematic daily behaviours that can — particularly among individuals with high cognitive vulnerability — escalate into self-generated stressful life events. We describe how transdiagnostic factors associated with internalizing psychopathology might trigger escalating feedback loops between the individual and their interpersonal environment. Our model introduces multiple points of intervention that can make targeting stress generation a feasible goal for reducing the impairment and chronicity associated with internalizing disorders. The stress generation model suggests that an individual’s characteristics can increase their chances of experiencing stressful life events. In this Perspective, Starr et al. detail the mechanistic processes of stress generation in people with internalizing psychopathology.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"692-704"},"PeriodicalIF":22.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Approaches to differentiating the dimensions of social class","authors":"Kristin Laurin","doi":"10.1038/s44159-026-00598-3","DOIUrl":"10.1038/s44159-026-00598-3","url":null,"abstract":"The concept of social class is not new: for centuries, people have recognized their own and others’ positions in a hierarchy based on their relative access to material, social and cultural capital. However, this concept caught psychologists’ sustained interest only three decades ago, and conflicting findings have emerged. These contradictions might reflect the fact that there are multiple forms of social class, meaning that different measures of social class might not be interchangeable. For example, the psychological consequences of working a high-paying job might have little to do with the psychological consequences of coming from a family in which most people have university degrees. In this Review, I examine three fault lines scholars have noted in the construct of social class: subjective versus objective, rank versus culture, and adult (current) versus childhood. Each of these approaches has yielded important insights. At the same time, there is conceptual overlap between these contrasts, and more research is needed to systematically distinguish among them. Conflicting findings about the psychological effects of social class might arise because different operationalizations represent conceptually different constructs. In this Review, Laurin describes three approaches to studying social class and how each approach might help to account for conflicting findings.","PeriodicalId":74249,"journal":{"name":"Nature reviews psychology","volume":"5 10","pages":"647-658"},"PeriodicalIF":22.0,"publicationDate":"2026-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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