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Presented study explores the knowledge domain of psychological research published in 2020 and 2021. Metadata from 156,942 psychology papers available in Scopus were analyzed using citation analysis and bibliographic mapping techniques. Having in mind the ubiquity of the COVID-19 pandemic and the numerous ways it has affected people's lives, the fact that COVID-19-related papers represent only 2% to 7% of the total academic production in psychology may seem rather low. However, these papers have attracted much more attention from the public than non-COVID papers. They were also cited two to eight times more frequently, depending on the measure used, and account for 16% to 19% of total citations to psychology papers. Results show that early-stage researchers and those who had fewer articles in Scopus have benefited more from publishing COVID papers. They have managed to boost their average citation rates to the level of their colleagues who were much longer active and previously had higher citedness. Results indicate that the authors citing behavior largely follows the cumulative advantage pattern. Psychological research in general is mainly focused on mental health, anxiety, depression, and stress. This trend is even more fostered due to the pandemic since some of these topics are often analyzed as typical emotional reactions to COVID-19. Other relevant issues are also very well covered, except for the question how scientific results are communicated to the public. The role of "hot" papers was elaborated from the perspective of research evaluation practice. [ABSTRACT FROM AUTHOR]

This special issue celebrates the impact of Baumeister and Leary's paper on the need to belong on its 25th birthday. This seminal work identified the importance of social connections for humans, suggested that the human need to belong is analogous to our needs for food and water, and identified the invisible hand that guides much of the research in social psychology. The first three articles in this special issue provide examples of how the need to belong has expanded from Baumeister and Leary's original conception of a need for close relationships to a broader need for all kinds of social connections. The next two articles demonstrate the impact of the need to belong. The final two papers give the final word to the paper's original authors, Roy Baumeister and Mark Leary. [ABSTRACT FROM AUTHOR]

Copyright of Informacao & Sociedade: Estudos is the property of Universidade Federal de Campina Grande, Centro de Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Probability discounting occurs when the subjective value of an outcome changes because its delivery is uncertain. The present study measured the reliability of rates of probability discounting. Participants completed a probability-discounting task that involved seven different outcomes. Some participants completed the task using the fill-in-the-blank (FITB) method and others using the multiple-choice (MC) method. Participants completed the task a second time either 4 or 12 weeks later. Data were analyzed using hyperbolic and hyperbolic-like functions, and by calculating the area under the discounting curve. The FITB method consistently produced steeper rates of discounting than the MC method. Discounting rates were generally reliable when discounting was analyzed using a hyperbolic function or area under the curve, but not when a hyperbolic-like function was used. Overall, reliability measures were somewhat lower than previously observed for delay discounting. These results suggest that rates of probability discounting are temporally reliable, but that the observed rates of discounting will depend on the type of method used to collect and analyze the discounting data. Key words: probability discounting, reliability, fill-in-the-blank method, multiple-choice method, university students, Discounting occurs when the subjective value of an outcome is altered because its delivery is delayed or uncertain (see Madden & Bickel, 2010, for a review). For instance, if you [...]

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

The article presents an update on the Society for Industrial and Organizational Psychology's (SIOP's) involvement in innovative and challenging white paper projects. The SIOP International Affairs Committee is preparing a series of white papers known as the IAC White Papers. SIOP is likewise a founding partner in the Work Psychology White Papers (WPWP) Project which is an initiative of the Alliance for Organizational Psychology whose governance plan was approved in 2011.

Why do negotiators act ethically or unethically? What happens after they do? Despite accumulating evidence on the causes and consequences of ethical and unethical behavior in non-negotiation situations, surprisingly few attempts have been made to examine these issues systematically within the negotiation context. This is problematic because it contributes to the somewhat stale viewpoint that unethical negotiation behavior is both inevitable and uniformly harmful. It also impedes progress in both the negotiation and the behavioral ethics literatures and limits our field's ability to train ethical negotiators. As a step toward refreshing the field's perspective on the causes and consequences of ethical and unethical negotiation behavior, the current symposium assembles four papers by leading scholars of ethics and negotiation. Collectively, they aim to provide a bird's-eye view on the numerous causes (e.g., moral character, ethical fading, environmental cues) and surprisingly diverse consequences attending ethical and unethical negotiation, both reviewing current knowledge and looking to the future. Overall, we suggest that unethical behavior is not inevitable in negotiation nor necessarily detrimental for either negotiator. Rather, science can reliably anticipate negotiators' ethical choices and the consequences that attend them—and urgently should. [ABSTRACT FROM AUTHOR]

Abstract: Internet based data collection methods have many advantages for psychological assessment when compared with more traditional paper formats, including, reduced costs, and greater convenience for both the researcher and the participant. However, prior to the wide-spread adoption of these methods, equivalence with paper tests formats must be established. The present study compared questionnaire data from the computer with that from a traditional paper format in a sample of college students both directly and through an opinion survey. Three types of questionnaires that represent distinct areas commonly assessed in psychological research included: quality of life (SF-36), depression (BDI-II) and personality (NEO). A within-subjects design counterbalanced order across the computer and paper formats. Overall the findings showed no differences for the Neuroticism and Extraversion facts of the NEO, for the BDI and for the subscales and composite scores of the SF-36. Significant differences were found between the paper and computer formats for the Openness, Agreeableness, and Conscientiousness facets of the NEO. Additionally, the computer was perceived to be convenient, user-friendly, comfortable, and secure. Results suggest that a computerized format is an efficient way to conduct quality of life research, especially for the assessment of distress levels and quality of life. [Copyright &y& Elsevier]

Research on positive affect (PA) and negative affect (NA) is often guided by the rotational variant of the circumplex model of affect (RCMA). According to the RCMA, PA and NA are posited to be orthogonal, with PA ranging from the union of positive valence and high activation (e.g., excited) to the union of negative valence and low activation (e.g., sluggish), and NA ranging from the union of negative valence and high activation (e.g., distressed) to the union of positive valence and low activation (e.g., relaxed). However, many authors incorrectly interpret the RCMA as positing that positively valenced affect (i.e., pleasure) and negatively valenced affect (i.e., displeasure)--rather than PA and NA, as defined in the RCMA--are orthogonal. This "received view" of the RCMA has led to significant confusion in the literature. The present paper articulates the "received view" of the RCMA and characterizes its prevalence in psychological research. A random sample of 140 empirical research articles on affect published in 14 high-impact journals covering a range of psychological subdisciplines were reviewed. Over half of the articles subscribing to the RCMA showed evidence of the "received view," demonstrating that misuse of the terms PA and NA in the context of the RCMA is rampant in the psychological literature. To reduce continued confusion in the literature, we recommend abandoning use of the terms positive affect and negative affect. We further recommend referring to the two dimensions of the RCMA as positive activation and negative activation, and the two poles of the valence dimension as positive valence and negative valence (or pleasure and displeasure). [ABSTRACT FROM AUTHOR]

Previously observed negative correlations between sample size and effect size (n-ES correlation) in psychological research have been interpreted as evidence for publication bias and related undesirable biases. Here, we present two studies aimed at better understanding to what extent negative n-ES correlations reflect such biases or might be explained by unproblematic adjustments of sample size to expected effect sizes. In Study 1, we analysed n-ES correlations in 150 meta-analyses from cognitive, organizational, and social psychology and in 57 multiple replications, which are free from relevant biases. In Study 2, we used a random sample of 160 psychology papers to compare the n-ES correlation for effects that are central to these papers and effects selected at random from these papers. n-ES correlations proved inconspicuous in meta-analyses. In line with previous research, they do not suggest that publication bias and related biases have a strong impact on meta-analyses in psychology. A much higher n-ES correlation emerged for publications' focal effects. To what extent this should be attributed to publication bias and related biases remains unclear. [ABSTRACT FROM AUTHOR]

The current paper used a preregistered set of language dimensions to indicate how scientists psychologically managed the COVID-19 pandemic and its effects. Study 1 evaluated over 1.8 million preprints from arXiv.org and assessed how papers written during the COVID-19 pandemic reflected patterns of psychological trauma and emotional upheaval compared to those written before the pandemic. The data suggest papers written during the pandemic contained more affect and more cognitive processing terms to indicate writers working through a crisis than papers written before the pandemic. Study 2 (N = 74,744 published PLoS One papers) observed consistent emotion results, though cognitive processing patterns were inconsistent. Papers written specifically about COVID-19 contained more emotion than those not written about COVID-19. Finally, Study 3 (N = 361,189 published papers) replicated the Study 2 emotion results across more diverse journals and observed papers written during the pandemic contained a greater rate of cognitive processing terms, but a lower rate of analytic thinking, than papers written before the pandemic. These data suggest emotional upheavals are associated with psychological correlates reflected in the language of scientists at scale. Implications for psychology of language research and trauma are discussed. [ABSTRACT FROM AUTHOR]

Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (∼ages 3–11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n = 18), mathematics (n = 14), and problem solving (n = 12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children. [ABSTRACT FROM AUTHOR]

The author describes his own more expansive application of Sanford Meisner’s “Repeat Exercise” to psychoanalysis (a) as pertaining conceptually to the entire psychoanalytic situation; (b) as a practical approach to experiencing and observing the relational field, and as such might be useful in training analysts; and (c) as a way to orient the analyst, more like an organizing principle than a strategic tool for particularly problematic moments, for work in the transference/countertransference. The author also argues that the case vignette Dr. Gray presents is an intervention that has some of the effects that can be associated with a mutative interpretation. [ABSTRACT FROM PUBLISHER]

This study aimed to analyze scientific papers on the theme "leisure", by means of a documental research. A search was performed at the "Biblioteca Virtual de Saúde", with a predominance of studies in Psychology, Physical Education, Epidemiology, Nursing and Nutrition. Leisure has been approached in the specific sense of physical activities performed during leisure time, followed by studies describing types of leisure activities, those that addressed theoretically or empirically the generic concept of leisure and attitudes toward leisure activities. There were few studies regarding psychological and social benefits related to leisure-time activities. Among the concluding remarks, we expect that further studies on the subject should broaden their scope, reaching beyond the physical benefits promoted the practice of leisure activities. [ABSTRACT FROM AUTHOR]

Lewis Aron’s creative paper is a psychoanalytic version of a Picaresque tale. Lew, a newly born psychoanalyst, and Al, his analysand companion, go their way together from birthday to birthday. On the journey they meet up with gurus from diverse places and theories. Each meeting adds the birth of a new perspective. My discussion takes up the richness and depth of Lew’s passage through life as the analyst of Al and Al’s passage through analytic insight. [ABSTRACT FROM AUTHOR]

In the history of behaviorism the paper of the three physiologists Theodor Beer, Albrecht Bethe and Jakob von Uexküll from 1899 plays an important role. Many researchers were influenced by this paper and identified it as fundamental for objective psychological research. But during the period of its adoption (1900-1925) psychologists did not notice that Beer, Bethe and Uexküll had distanced themselves from their own paper, because it had been ignored in physiological and biological discussions. Moreover, one of the three (Beer) had to resign from the scientific community because of private scandal and another one (Uexküll) changed all of his views and left the base of objective science for subjective vitalism. However, this did not change his adoption of behaviorism. [ABSTRACT FROM AUTHOR]

For synergistic interactions between humans and artificial intelligence (AI) systems, AI outputs often need to be explainable to people. Explainable AI (XAI) systems are commonly tested in human user studies. However, whether XAI researchers consider potential cultural differences in human explanatory needs remains unexplored. We highlight psychological research that found significant differences in human explanations between many people from Western, commonly individualist countries and people from non-Western, often collectivist countries. We argue that XAI research currently overlooks these variations and that many popular XAI designs implicitly and problematically assume that Western explanatory needs are shared cross-culturally. Additionally, we systematically reviewed over 200 XAI user studies and found that most studies did not consider relevant cultural variations, sampled only Western populations, but drew conclusions about human-XAI interactions more generally. We also analyzed over 30 literature reviews of XAI studies. Most reviews did not mention cultural differences in explanatory needs or flag overly broad cross-cultural extrapolations of XAI user study results. Combined, our analyses provide evidence of a cultural bias toward Western populations in XAI research, highlighting an important knowledge gap regarding how culturally diverse users may respond to widely used XAI systems that future work can and should address. [ABSTRACT FROM AUTHOR]

Despite experiments being increasingly conducted over the Internet, few studies have tested whether such experiments yield data equivalent to traditional methods' data. In the current study, data obtained via a traditional sampling method of undergraduate psychology students completing a paper-and-pencil survey (N = 107) were compared with data obtained from an Internet-administered survey to a sample of self-selected Internet-users (N = 94). The data examined were from a previous study that had examined the persuasiveness of health-related messages. To the extent that Internet data would be based on a sample at least as representative as data derived from a traditional student sample, it was expected that the two methodologies would yield equivalent data. Using formal tests of equivalence on persuasion outcomes, hypotheses of equivalence were generally supported. Additionally, the Internet sample was more diverse demographically than the student sample, identifying Internet samples as a valid alternative for future experimental research. [ABSTRACT FROM AUTHOR]

Experimental research in Psychology is characterized by ensuring a method that guarantees objectivity, reliability, validity and replication of results. In this theoretical study we propose a set of criteria for the preparation and review of quasi-experimental and experimental research manuscripts, which follows such methodological objective dictates. These criteria are based on a review of structural aspects in experimental research, in the modern theory of psychological theorization, and in the validity theory of scientific research. All these aspects are complemented with those proposed in revisions about empirically-based, statistically-based peer-review systems, and recently refined according to the expert judgment approach. We distinguish between essential, obligatory, complementary, and methodological criteria. These norms are organized according to a measuring tool -the ExperimenCheck2 system-, including report characteristics, antecedents, theoretical development, design, analysis and interpretation of results, format and bibliographical sources, also summarized in the form of a conceptual map. We also introduce the general guidelines of a reviewing process that fulfils scientific criteria, using the proposed evaluative guideline as the main organizing principle. [ABSTRACT FROM AUTHOR]

In this paper I seek to provide the theoretical basis and empirical evidence for an existential phenomenological understanding of memory. Through an explication of Heideggers's understanding of time as "world time," I offer a critique of memory as it is understood in the current cognitive-constructivist paradigm of psychology which understands memory within the framework of "clock time." Through examples from 51 drawings and descriptions of children's first memories, which I collected from Danish elementary school children, I demonstrate how the framework of "world time"opens up a less reductionistic and more meaningful way of understanding the phenomenon of memory. [ABSTRACT FROM AUTHOR]

This paper provides a rationale and convention for discussing the true limits and interpretation of data collected using unidimensional, summated, Likert-type, and attitudinal scales used in research investigating human behavior, sociology, education, psychology, and other related fields of study. All vague quantifiers must be described in methods and findings. The true limits of the scale and of each vague quantifier should be described. This information should be placed in the methods section. A five-point summated scale, for example, can be interpreted as follows: Strongly Agree = 5 - 4.51, Agree = 4.5 - 3.51, Neither Agree nor Disagree = 3.5 - 2.51, Disagree = 2.5 - 1.51, Strongly Disagree = 1.5 - 1. This paper also provides a rationale and convention for the use of nonstandardized effect size (ES) estimates to describe the magnitude and strength of the effect. This is accomplished by subtracting one summated M from another summated M and interpreted using the following convention: Small (ES = .19 and lower); Medium (ES = .20 - .49); and Large (ES = .50 and higher). The rationale for this is based on the intuitiveness of the measure, true limits of the scale, and scale intervals. [ABSTRACT FROM AUTHOR]