Archives of scientific psychology最新文献

{"title":"Getting Better All the Time: Trends in Risk Behavior Among American Adolescents Since 1990","authors":"J. Arnett","doi":"10.1037/arc0000046","DOIUrl":"https://doi.org/10.1037/arc0000046","url":null,"abstract":"Contrary to the negative narrative in psychology and in the American public, many trends in the risk behaviors of American adolescents have been positive in recent decades. Evidence is presented for positive trends in four areas: substance use, unprotected sex, crime, and hazardous automobile driving. A comparison of American adolescents to older Americans and to adolescents in other developed countries indicates that the pattern of positive trends is distinct to young Americans and does not apply consistently across age groups and countries. Three explanations for the positive trends are considered: the effects of public policies, closer parent–child relationships, and the social consequences of electronic media use. The most promising hypothesis is that a rise in electronic media use led to a decline in unstructured socializing, which led in turn to lower risk behavior. S C I E N T I F I C A B S T R A C T Contrary to the negative narrative in psychology and in the American public, many trends in the risk behaviors of American adolescents have been positive in recent decades. Evidence is presented for positive trends in four areas: substance use, unprotected sex, crime, and hazardous automobile driving. A comparison of American adolescents to older Americans and to adolescents in other developed countries indicates that the pattern of positive trends is distinct to young Americans and does not apply consistently across age groups and countries. Three explanations for the positive trends are considered: the effects of public policies, closer parent–child relationships, and the social consequences of electronic media use. The most promising hypothesis is that a rise in electronic media use led to a decline in unstructured socializing, which led in turn to lower risk behavior.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"87–95"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42794843","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":"Racial, Ethnic, Cultural, and National Disparities in Counseling and Psychotherapy Outcome Are Inevitable but Eliminating Global Mental Health Disparities With Indigenous Healing Is Not","authors":"R. Bedi","doi":"10.1037/arc0000047","DOIUrl":"https://doi.org/10.1037/arc0000047","url":null,"abstract":"The professional practices of counseling and psychotherapy were developed in the Western world to address problems common in Western countries in a manner consistent with Western understandings. There is a small but growing awareness that (a) counseling and psychotherapy are cultural by-products rather than universal healing practices, and (b) counseling and psychotherapy share important therapeutic elements with many well-established indigenous healing practices from other countries. Despite these notions, counseling and psychotherapy are being exported to other countries at a high rate and often without enough scrutiny. Although this is generally done with good intentions to promote global mental health and to address differences in mental health across the world, these practices can be inconsistent with the societal values and collective beliefs of individuals in non-Western countries and can sometimes lead to more harm than good. Providing counseling and psychotherapy to such individuals would be equivalent to offering a westernized individual an indigenous healing practice from a different part of the world that does not fit within a Western belief structure. Therefore, counseling and psychotherapy may not be as effective as long-standing indigenous healing practices for individuals who do not subscribe to the assumptions, customs, cultural principles, and culturally promoted objectives that underlie the Western practices of counseling and psychotherapy. Therefore, these practices should not be always recommended in non-Western cultures. Instead, promoting traditional healers and indigenous healing practices and integrating them with culturally adapted counseling and psychotherapy is recommended to reduce international mental health disparities. S C I E N T I F I C A B S T R A C T Racial, ethnic, cultural, and national disparities in counseling and psychotherapy outcome exist. Greater awareness of this has resulted in many national and international initiatives, often framed in terms of moral responsibility or social justice, intended to eliminate these disparities. Such efforts include well-meant and sometimes effective attempts to culturally adapt counseling and psychotherapy. These efforts carry the implicit assumption that counseling and psychotherapy are scientifically sound, universal treatment practices with worldwide applicability that transcend national and cultural boundaries. However, according to the contextual model, individuals who are living in non-Western countries and those who are living in Western countries but are less acculturated to dominant Western norms may find the practices of counseling and psychotherapy, even when culturally adapted, to be culturally incongruent. The efficacy of these therapeutic practices is constrained by the extent to which individuals subscribe to the cultural meanings and moral visions underlying the Western institutions of counseling and psychotherapy. To the extent that they do not is the e","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"96–104"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47275495","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":"Unasked Questions About Stereotype Accuracy","authors":"L. Jussim, Sean T. Stevens, Nathan Honeycutt","doi":"10.1037/arc0000055","DOIUrl":"https://doi.org/10.1037/arc0000055","url":null,"abstract":"In this paper, we argue that there are many unanswered questions crucial to scientific understanding about stereotypes and stereotype accuracy. Scientists do not always engage in purely impartial search for objective truths, because, like other people, they are subject to biases in thinking, motivations to find certain particular results, and social norms regarding what is and is not an acceptable topic or finding. This paper suggests that these factors conspired to prevent psychologists from asking serious questions about stereotype accuracy for decades, and may help explain why many reviews of stereotypes reach conclusions in the absence of evidence, or, sometimes, in the face of evidence completely disconfirming those conclusions. We review the history of the first unasked question in this area, “Are stereotypes inaccurate?” which went unaddressed for about 70 years after the initial social science interest in stereotypes. Current unasked questions include: 1. When and how does relying on a stereotype increase the accuracy of person perception? 2. Why are some stereotypes more accurate than others 3. How accurate are implicit stereotypes? 4. Do people ever actually ignore individuals’ personal characteristics when perceiving, evaluating, and judging them? We conclude with testable hypotheses about the sources of not asking certain questions, and with recommendations for overcoming scientific biases and blind spots in research on stereotypes.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"214–229"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48351534","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":"Piecewise Propensity Score Analysis: A New Method for Conducting Propensity Score Matching With Polytomous Ordinal Independent Variables","authors":"Robert G. Bodily, Ross Larsen, Russell T Warne","doi":"10.1037/arc0000035","DOIUrl":"https://doi.org/10.1037/arc0000035","url":null,"abstract":"One common purpose of research is to determine the effect of an intervention on an outcome. The gold standard for determining effects is a randomized control trial. A randomized control trial controls for unmeasured variables that may affect the outcome by randomly placing participants in either a treatment or control condition. This works well in cases in which participants can be randomized, but in many cases it is impossible to do so. For example, assigning people to psychological conditions, race, or gender is impossible. To address this, many people use a procedure called propensity score matching (PSM). One current method that is used for PSM is marginal mean weighting through stratification. This analysis is complicated to conduct and suffers from other disadvantages. To address these concerns, we propose a new method to conduct PSM called piecewise propensity score analysis (PPSA). PPSA is a method that can assist researchers in identifying causal effects when random assignment is not possible. Creating methods to accurately determine the effect of interventions is extremely important in educational research, psychological research, and behavioral and cognitive science research. PPSA is a method that can support researchers and practitioners in trying to understand human processes in order to improve them. S C I E N T I F I C A B S T R A C T Propensity score analysis is widely used for simulating random assignment in observational studies when true random assignment is not possible. In propensity score modeling, a number of covariates are used to estimate the probability that an individual will belong to 1 of 2 groups. Prospective participants are then matched on their probabilities of belonging to the 2 groups rather than on the exact set of covariate values (as in traditional matching methods). However, traditional propensity score analysis can only be used in studies with 2 groups, such as an experimental and a control group. In this article, we propose a new method called piecewise propensity score analysis (PPSA) for ordinal polytomous grouping variables. We compared PPSA with another method of conducting propensity score analysis with ordered categories, marginal mean weighting through stratification (MMW-S; Hong, 2010, 2012) in a 3 5 4 study across three model misspecification conditions, five matching methods, and four sample sizes (1,000, 5,000, 10,000, 21,753). We found no significant difference between PPSA and MMW-S methods across conditions. We recommend linear regression, simple mean difference, or propensity stratification methods for simulating causal inference.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"14–20"},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701694","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 Do Undergraduates Learn About Human Intelligence? An Analysis of Introductory Psychology Textbooks","authors":"Russell T Warne, Mayson C. Astle, Jessica Hill","doi":"10.1037/arc0000038","DOIUrl":"https://doi.org/10.1037/arc0000038","url":null,"abstract":"Human intelligence is an important construct in psychology, with far-reaching implications, providing insights into fields as diverse as neurology, international development, and sociology. Additionally, IQ scores can predict life outcomes in health, education, work, and socioeconomic status. Yet, students of psychology are often exposed to human intelligence only in limited ways. To ascertain what psychology students typically learn about intelligence, we analyzed the content of 29 of the most popular introductory psychology textbooks to learn (a) the most frequently taught topics related to human intelligence, (b) the accuracy of information about human intelligence, and (c) the presence of logical fallacies about intelligence research. We found that 79.3% of textbooks contained inaccurate statements and 79.3% had logical fallacies in their sections about intelligence. The five most commonly taught topics were IQ (93.1% of books), Gardner’s multiple intelligences (93.1%), Spearman’s g (93.1%), Sternberg’s triarchic theory (89.7%), and how intelligence is measured (82.8%). Conversely, modern models of intelligence were only discussed in 24.1% of books, with only one book discussing the Carroll three-stratum model by name and no book discussing bifactor models of intelligence. We conclude that most introductory psychology students are exposed to some inaccurate information and may have the mistaken impression that nonmainstream theories (e.g., Sternberg’s or Gardner’s theories) are as empirically supported as g theory. This has important implications for the undergraduate curriculum and textbook authors. Readers should be aware of the limitations of the study, including the choice of standards for accuracy for the study and the inherent subjectivity required for some of the data collection process. S C I E N T I F I C A B S T R A C T Human intelligence is an important concept in psychology because it provides insights into many areas, including neurology, sociology, and health. Additionally, IQ scores can predict life outcomes in health, education, work, and socioeconomic status. Yet, most students of psychology do not have an opportunity to take a class on intelligence. To learn what psychology students typically learn about intelligence, we analyzed 29 textbooks for introductory psychology courses. We found that over 3/4 of textbooks contained inaccurate statements. The five most commonly taught topics were IQ (93.1% of books), Gardner’s multiple intelligences (93.1%), Spearman’s g (93.1%), Sternberg’s triarchic theory (89.7%), This article was published February 26, 2018. Russell T. Warne, Mayson C. Astle, and Jessica C. Hill, Department of Behavioral Science, Utah Valley University. This research was previously presented at the Utah Conference on Undergraduate Research on February 17, 2017, in Orem, UT; the National Conference on Undergraduate Research on April 7, 2017, in Memphis, TN; the annual conference of the Rocky Mountain Psychological","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"32–50"},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43289415","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":"An Alternative Conceptualization of the Theoretical Structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at School Age: A Confirmatory Factor Analytic Investigation","authors":"Stefan C. Dombrowski, Ryan J. McGill, Gary L. Canivez","doi":"10.1037/arc0000039","DOIUrl":"https://doi.org/10.1037/arc0000039","url":null,"abstract":"Confirmatory factor analysis produced a different theoretical conceptualization for the Woodcock-Johnson IV Tests of Cognitive Abilities (hereinafter, WJ IV Cognitive) in the age range between 9 to 19 years than the actual 7-factor theoretical structure presented in the instrument’s technical manual. Using maximum likelihood confirmatory factor analysis, the results of this study indicate that the WJ IV Cognitive measures 4 factors (Verbal, Working Memory, Perceptual Reasoning, and Processing Speed) and aligns with the prior Wechsler intelligence scales conceptualization of cognitive ability. The results also suggest that some caution should be exercised when moving to index-level interpretation as proposed in the WJ IV Technical Manual. Subtest alignment is different than what is proposed in the manual and the various indices do not account for sufficient variance for independent interpretive emphasis. The results of this study, therefore, have implications not only for direct CHC-index-level interpretation, but also for clinical interpretive approaches such as cross-battery assessment and processing strengths and weaknesses. S C I E N T I F I C A B S T R A C T The actual 7-factor theoretical structure of the Woodcock-Johnson Fourth Edition (WJ IV) Cognitive was not investigated by the test publisher. Instead, the structure for the WJ IV Cognitive battery was extrapolated from analyses of the full WJ IV test battery. The present study investigated the theoretical structure of the WJ IV Cognitive in isolation, using maximum likelihood confirmatory factor analysis applied to 2 standardization sample age groups (Age 9 to 13 and Age 14 to 19). The results of this study propose an alternate theoretical structure for the WJ IV Cognitive—one that aligns with the prior 4-factor conceptualizations of the Wechsler Scales (i.e., Verbal Ability, Working Memory, Processing Speed, and Perceptual Reasoning) rather than the 7-factor Cattell-Horn-Carroll (CHC) structure posited in the WJ IV Technical Manual. Implications for direct application of CHC-index-level interpretation and approaches to clinical interpretation, such as cross-battery assessment and processing strengths and weaknesses, are discussed.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"1–13"},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47304435","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":"The Population-Based Longitudinal Chicago Health, Aging, and Social Relations Study (CHASRS): Study Description and Predictors of Attrition in Older Adults.","authors":"John T Cacioppo, Stephanie Cacioppo","doi":"10.1037/arc0000036","DOIUrl":"10.1037/arc0000036","url":null,"abstract":"","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"6 1","pages":"21-31"},"PeriodicalIF":0.0,"publicationDate":"2018-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6135246/pdf/nihms939037.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36496381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond questionable research methods: The role of omitted relevant research in the credibility of research.","authors":"F. Schmidt","doi":"10.1037/ARC0000033","DOIUrl":"https://doi.org/10.1037/ARC0000033","url":null,"abstract":"","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"5 1","pages":"32-41"},"PeriodicalIF":0.0,"publicationDate":"2017-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818244","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":"Age, gender, and self-esteem: a sociocultural look through a nonparametric lens","authors":"Nathaniel E. Helwig, M. Ruprecht","doi":"10.1037/ARC0000032","DOIUrl":"https://doi.org/10.1037/ARC0000032","url":null,"abstract":"","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"5 1","pages":"19-31"},"PeriodicalIF":0.0,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43479749","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":"The Effect of Haptic and Ambient Temperature Experience on Prosocial Behavior","authors":"Dermot Lynott, Katherine S. Corker, L. Connell, K. O’Brien","doi":"10.1037/ARC0000031","DOIUrl":"https://doi.org/10.1037/ARC0000031","url":null,"abstract":"Temperature is an ever-present feature of the environment, but we are still unsure how changes in temperature experience affect human behavior. On the one hand, some studies have shown that higher temperature experience is linked with more prosocial behaviors (e.g., greater gift giving, altruism), while on the other hand, some studies have shown that higher temperatures are associated with less prosocial behavior (e.g., more violence, aggression). In this study we investigated whether higher temperatures are associated with more or less prosocial responding. At different ambient temperatures, participants took part in a “product evaluation” study of hot or cold therapeutic gel packs. At the end of the study, each participant could choose between taking a reward for themselves (the self-interested option) or giving the reward to someone else (the prosocial option). While the pack temperatures did not influence the choices people made, we found a weak relationship between the ambient temperatures at the time of the study and whether the participant responded prosocially or not; as temperatures increased, participants were more likely to choose the prosocial option. However, further analysis suggests that this finding should be considered inconclusive and we urge caution in interpreting these results.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"5 1","pages":"10-18"},"PeriodicalIF":0.0,"publicationDate":"2017-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881803","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}