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Ascribing understanding to ourselves and others.
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| Pengarang | : | Olson, David R. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 920-927 |
| Abstrak | : | We commonly attribute an understanding of language to others including very young infants, and, more controversially, to other animals and computers. Although we adults attribute or “ascribe” understanding to very young children, only in the late preschool years do the children themselves begin to ascribe understanding to themselves and others a competence that comes with learning the meaning of the word “understand.” It is argued that ascription of understanding to others allows the creation of shared belief while self-ascription allows one to introspect on one’s understanding: to know that one understands, to understand expressions that young children would simply reject as false, and to understand hypotheticals and counterfactuals. This competence applies to both understanding spoken expressions and reading comprehension. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.
| Pengarang | : | McMahon, Susan D.; Worrell, Frank C.; Reddy, Linda A.; Martinez, Andrew; Espelage, Dorothy L.; Astor, Ron A.; Anderman, Eric M.; Valido, Alberto; Swenski, Taylor; Perry, Andrew H.; Dudek, Christopher M.; Bare, Kailyn. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 903-919 |
| Abstrak | : | Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence Against Educators and School Personnel administered two national, multi-informant, cross-sectional surveys. Time 1 data were collected in 2020–2021 from 14,966 respondents; participants reflected on their experiences of violence and aggression before COVID-19 and during COVID-19 restrictions in this survey. One year later, in 2022, 11,814 respondents completed the Time 2 survey after COVID-19 restrictions ended. Participants included teachers, school psychologists, social workers, counselors, staff members, and administrators from all 50 states and Puerto Rico. Rates of violence and aggression directed against educators by students, parents, colleagues, and administrators were substantial before COVID-19, were lower during COVID-19 restrictions, and returned to prepandemic levels or higher after COVID-19 restrictions. After COVID-19 restrictions, 22%–80% of respondents reported verbal or threatening aggression, and 2%–56% of respondents reported physical violence at least once during the year, varying by stakeholder role and aggressor. Rates of intentions to quit the profession ranged from 21% to 43% during COVID-19 restrictions (2020–2021) and from 23% to 57% after COVID-19 restrictions (2021–2022), varying by stakeholder role. Participants across roles reported substantial rates of anxiety and stress, especially during and after COVID-19 restrictions, and identified specific training needs. Implications for theory, research, training, and policy are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
On editor bias and transparency: Reply to Cowan (2024), King (2024), and Thurston and Noor (2024).
| Pengarang | : | Donald Sharpe |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 901-902 |
| Abstrak | : | Cowan’s (2024), King’s (2024), and Thurston and Noor’s (2024) commentaries on my article (Sharpe, 2024) find us in agreement on many matters relating to editor transparency and bias. Where we disagree is in the extent of change required and the rationale behind undertaking that change. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
A decolonized science requires bigger, bolder, and less incremental change: Commentary on Sharpe (2024).
| Pengarang | : | Thurston, Idia Binitie; Noor, Masi. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 898-900 |
| Abstrak | : | This commentary is written in response to Sharpe’s (2024) article titled “Editor Bias and Transparency in Psychology’s Open Science Era.” The article clearly describes the conversation on bias, transparency, and editor accountability occurring in the field of psychology in recent years. However, in this era of public accountability, where there is a groundswell seeking a more decolonized science, we use the commentary to discuss how the article could have gone further. We used an equity model to explore whether the model of change being proposed by Sharpe is at the right level of analysis and whether it is equipped with the needed ingredients to bring about a solution to the long-standing problem of editor bias and lack of transparency. We offer an alternative to the individual model that Sharpe’s article puts forth and recommend the use of a systems thinking approach to generate action items for a more decolonized science in the realm of publishing and editor bias. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Editor bias and diversifying psychology: Commentary on Sharpe (2024).
| Pengarang | : | King, Laura A. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 896-897 |
| Abstrak | : | Sharpe (2024) draws attention to the role that editors may play in perpetuating bias in the published psychological literature. While Sharpe focuses on perspective-related diversity in reducing such bias, I argue that identity-related diversity is paramount. Editors play an important role in diversifying the scholarly conversation by recruiting diverse reviewers and providing clear and encouraging feedback on submissions. Further, enhancing the identities represented in the scholarly conversation is crucial to ensuring that editorial decisions are well-informed, that published science is of high quality, and that published literature is less biased. In addition to bringing scholarly expertise, editors must embrace a compassionate, humble, and courageous stance in their role as gatekeepers for our science. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
To reduce editor bias and increase diversity and transparency, editors must be motivated: Commentary on Sharpe (2024).
| Pengarang | : | Nelson Cowan |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 893-895 |
| Abstrak | : | Sharpe (2024) summarized the factors leading to editorial bias, lack of diversity, and lack of transparency and indicated what might improve matters. Here, I argue that the suggestions that were made would be improved if more thought were given to how these changes impact the incentives of editors. I give examples in the areas of control of bias, encouragement of diversity, and increase of transparency, showing what might be done to incentivize editors, along with other stakeholders, to work on these issues. Perhaps most notably, I suggest that we might change the publication model to allow more individuals to take part by retaining peer review but not organizing the reviews around journals that each have a single chief editor. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Editor bias and transparency in psychologys open science era.
| Pengarang | : | Donald Sharpe |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 7) |
| Halaman | : | 883-892 |
| Abstrak | : | In this open science era, psychology demands researchers be transparent in their research practices. In turn, researchers might ask if journal editors are being equally transparent in their editorial practices. Editor bias is when editors fail to be fair and impartial in their handling of articles. Editor bias can arise because of identity—who authors are—or because of content—what authors write. Proposed solutions to editor bias include masking author identity and increasing editor diversity. What is needed is greater transparency. By being more transparent, editors would be in a better position to encourage others to embrace open science. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Step-by-step to more creativity: The number of steps in everyday life is related to creative ideation performance.
| Pengarang | : | Rominger, Christian; Fink, Andreas; Weber, Bernhard; Benedek, Mathias; Perchtold-Stefan, Corinna M.; Schwerdtfeger, Andreas R. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 6) |
| Halaman | : | 863-875 |
| Abstrak | : | Research indicated an association of acute and chronic physical activity with creative ideation performance. However, no study to date applied ecologically valid ambulatory methods with the potential to generalize these positive relationships to everyday life contexts. This study assessed acute and chronic physical activity (i.e., number of steps assessed via acceleration sensors) as well as creative ideation performance (in the verbal and figural domain) with an ecological momentary assessment approach in a sample of 157 young adults. We found that both single bouts of walking and walking regularly were associated with more original verbal ideas. Positive affect did not mediate this association; however, for figural creativity, the indirect path of acute physical activity via acute positive affect was significant. Although the relationship between walking and creativity seems to be domain-specific, the study findings suggest that the positive effects of physical activity on creativity transfer to everyday life contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Caveat emptor: Mental health specialty certifications and the public’s preferences for clinical care.
| Pengarang | : | Lubin, Rebecca E.; Rosen, Gerald M.; Parsons, E. Marie; Gould, Dylan A.; Otto, Michael W. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 6) |
| Halaman | : | 854-862 |
| Abstrak | : | Appropriate training and continuing education for mental health professionals are designed to ensure that clinicians provide effective and ethical care. Mental health consumers may depend upon these credentials to judge the level of a professional’s competence, but whether these activities and credentials provide a valid indicator of knowledge and skills is subject to debate. The present study was designed to examine preferences for mental health clinicians among potential consumers and factors that may inform these preferences, specifically comparing preferences for doctoral-level mental health clinicians and masters-level clinicians with and without specialty certification for treating anxiety symptoms. Cross-sectional assessment with self-report surveys (clinician preferences, prior mental health diagnosis and treatment, demographic characteristics, generalized anxiety symptoms, mental health literacy, and mental health stigma) was administered in two samples: a college student sample (N = 224; 71.9% female; Mage = 19.1, SD = 1.5) and a sample of adults with chronic pain (N = 116; 74.1% female; Mage = 43.8, SD = 13.8). The present study found that across both samples, therapists with a specialty certification were preferred over those without such credentials within each profession, and that certification status trumped professional standing such that certified masters-level clinicians were rated more highly than noncertified PhD-level clinicians. These findings are indicative of a schism between how the field of clinical psychology conceptualizes itself and how it is seen by its consumers. Implications of our findings for mental health consumers, clinicians, and professional organizations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |
Purpose in life: A resolution on the definition, conceptual model, and optimal measurement.
| Pengarang | : | Kashdan, Todd B.; Goodman, Fallon R.; McKnight, Patrick E.; Brown, Bradley; Rum, Ruba. |
| Nama Majalah/Jurnal | : | American Psychologist |
| Volume / Edisi | : | 79 (No. 6) |
| Halaman | : | 838-853 |
| Abstrak | : | Theoretically, purpose serves as a basic dimension of healthy psychological functioning and an important protective factor from psychopathology. Theory alone, however, is insufficient to answer critical questions about human behavior and functioning; we require empirical evidence that explores the parameters of purpose with respect to measurement, prediction, and modification. Here, we provide empirically supported insights about how purpose can operate as a beneficial outcome (e.g., marker of well-being), a predictor or mechanism that accounts for benefits that a person derives (such as from an intervention), or a moderator that offers insight into when benefits arise. Advancing the study of purpose requires careful consideration of how purpose is conceptualized, manipulated, and measured across the lifespan. Our aim is to help scientists understand, specify, and conduct high-quality studies of purpose in life. (PsycInfo Database Record (c) 2024 APA, all rights reserved) |