Annual Review of Psychology - Volume 64, 2013

Using an autobiographical approach, I review several animal and human split-brain studies that have led me to change my long-term view on how best to understand mind/brain interactions. Overall, the view is consistent with the idea that complex neural systems, like other complex information processing systems, are highly modular. At the same time, how the modules come to interact and produce unitary goals is unknown. Here, I review the importance of self-cueing in that process of producing unitary goals from disparate functions. The role of self-cueing is demonstrably evident in the human neurologic patient and especially in patients with hemispheric disconnection. When viewed in the context of modularity, it may provide insights into how a highly parallel and distributed brain locally coordinates its activities to produce an apparent unitary output. Capturing and understanding how this is achieved will require shifting gears away from standard linear models and adopting a more dynamical systems view of brain function.

The psychoactive constituent in cannabis, Δ⁹-tetrahydrocannabinol (THC), was isolated in the mid-1960s, but the cannabinoid receptors, CB1 and CB2, and the major endogenous cannabinoids (anandamide and 2-arachidonoyl glycerol) were identified only 20 to 25 years later. The cannabinoid system affects both central nervous system (CNS) and peripheral processes. In this review, we have tried to summarize research—with an emphasis on recent publications—on the actions of the endocannabinoid system on anxiety, depression, neurogenesis, reward, cognition, learning, and memory. The effects are at times biphasic—lower doses causing effects opposite to those seen at high doses. Recently, numerous endocannabinoid-like compounds have been identified in the brain. Only a few have been investigated for their CNS activity, and future investigations on their action may throw light on a wide spectrum of brain functions.

Although synesthesia has been known about for 200 years, it is only in the past decade or so that substantial progress has been made in studying it empirically and in understanding the mechanisms that give rise to it. The first part of the review considers the characteristics of synesthesia: its elicited nature, automaticity, prevalence, and consistency, and its perceptual and spatial phenomenology. The second part considers the causes of synesthesia both in terms of candidate neural mechanisms and the distal influences that shape this: genetic differences in developmental synesthesia and plasticity following sensory loss in acquired synesthesia. The final part considers developmental synesthesia as an individual difference in cognition and summarizes evidence of its influence on perception, imagery, memory, art/creativity, and numeracy.

Human aesthetic preference in the visual domain is reviewed from definitional, methodological, empirical, and theoretical perspectives. Aesthetic science is distinguished from the perception of art and from philosophical treatments of aesthetics. The strengths and weaknesses of important behavioral techniques are presented and discussed, including two-alternative forced-choice, rank order, subjective rating, production/adjustment, indirect, and other tasks. Major findings are reviewed about preferences for colors (single colors, color combinations, and color harmony), spatial structure (low-level spatial properties, shape properties, and spatial composition within a frame), and individual differences in both color and spatial structure. Major theoretical accounts of aesthetic response are outlined and evaluated, including explanations in terms of mere exposure effects, arousal dynamics, categorical prototypes, ecological factors, perceptual and conceptual fluency, and the interaction of multiple components. The results of the review support the conclusion that aesthetic response can be studied rigorously and meaningfully within the framework of scientific psychology.

How can we ever know, unequivocally, that another person is conscious and aware? Putting aside deeper philosophical considerations about the nature of consciousness itself, historically, the only reliable method for detecting awareness in others has been through a predicted behavioral response to an external prompt or command. The answer may take the form of spoken words or a nonverbal signal such as a hand movement or the blink of an eye, but it is this answer, and only this answer, that allows us to infer awareness. In recent years, rapid technological developments in the field of neuroimaging have provided new methods for revealing thoughts, actions, and intentions based solely on the pattern of activity that is observed in the brain. In specialized centers, these methods are now being employed routinely to detect consciousness in behaviorally nonresponsive patients when all existing clinical techniques have failed to provide that information. In this review, I compare those circumstances in which neuroimaging data can be used to infer consciousness in the absence of a behavioral response with those circumstances in which it cannot. This distinction is fundamental for understanding and interpreting patterns of brain activity following acute brain injury and has profound implications for clinical care, diagnosis, prognosis, and medical-legal decision-making (relating to the prolongation, or otherwise, of life after severe brain injury). It also sheds light on more basic scientific questions about the nature of consciousness and the neural representation of our own thoughts and intentions.

Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.

From the traditional perspective of associative learning theory, the hypothesis linking modifications of synaptic transmission to learning and memory is plausible. It is less so from an information-processing perspective, in which learning is mediated by computations that make implicit commitments to physical and mathematical principles governing the domains where domain-specific cognitive mechanisms operate. We compare the properties of associative learning and memory to the properties of long-term potentiation, concluding that the properties of the latter do not explain the fundamental properties of the former. We briefly review the neuroscience of reinforcement learning, emphasizing the representational implications of the neuroscientific findings. We then review more extensively findings that confirm the existence of complex computations in three information-processing domains: probabilistic inference, the representation of uncertainty, and the representation of space. We argue for a change in the conceptual framework within which neuroscientists approach the study of learning mechanisms in the brain.

Evolutionary psychology is the second wave of the cognitive revolution. The first wave focused on computational processes that generate knowledge about the world: perception, attention, categorization, reasoning, learning, and memory. The second wave views the brain as composed of evolved computational systems, engineered by natural selection to use information to adaptively regulate physiology and behavior. This shift in focus—from knowledge acquisition to the adaptive regulation of behavior—provides new ways of thinking about every topic in psychology. It suggests a mind populated by a large number of adaptive specializations, each equipped with content-rich representations, concepts, inference systems, and regulatory variables, which are functionally organized to solve the complex problems of survival and reproduction encountered by the ancestral hunter-gatherers from whom we are descended. We present recent empirical examples that illustrate how this approach has been used to discover new features of attention, categorization, reasoning, learning, emotion, and motivation.

From an evolutionary perspective, morality is a form of cooperation. Cooperation requires individuals either to suppress their own self-interest or to equate it with that of others. We review recent research on the origins of human morality, both phylogenetic (research with apes) and ontogenetic (research with children). For both time frames we propose a two-step sequence: first a second-personal morality in which individuals are sympathetic or fair to particular others, and second an agent-neutral morality in which individuals follow and enforce group-wide social norms. Human morality arose evolutionarily as a set of skills and motives for cooperating with others, and the ontogeny of these skills and motives unfolds in part naturally and in part as a result of sociocultural contexts and interactions.

When speakers talk, they gesture. The goal of this review is to investigate the contribution that these gestures make to how we communicate and think. Gesture can play a role in communication and thought at many timespans. We explore, in turn, gesture's contribution to how language is produced and understood in the moment; its contribution to how we learn language and other cognitive skills; and its contribution to how language is created over generations, over childhood, and on the spot. We find that the gestures speakers produce when they talk are integral to communication and can be harnessed in a number of ways. (a) Gesture reflects speakers' thoughts, often their unspoken thoughts, and thus can serve as a window onto cognition. Encouraging speakers to gesture can thus provide another route for teachers, clinicians, interviewers, etc., to better understand their communication partners. (b) Gesture can change speakers' thoughts. Encouraging gesture thus has the potential to change how students, patients, witnesses, etc., think about a problem and, as a result, alter the course of learning, therapy, or an interchange. (c) Gesture provides building blocks that can be used to construct a language. By watching how children and adults who do not already have a language put those blocks together, we can observe the process of language creation. Our hands are with us at all times and thus provide researchers and learners with an ever-present tool for understanding how we talk and think.

Behavioral mimicry—the automatic imitation of gestures, postures, mannerisms, and other motor movements—is pervasive in human interactions. The current review focuses on two recent themes in the mimicry literature. First, an analysis of the moderators of mimicry uncovers the various motivational, social, emotional, and personality factors that lead to more or less mimicry of an interaction partner in a given situation. Second, a significant amount of recent research has identified important downstream consequences of mimicking or being mimicked by another person. These include not only increased prosociality between interactants, but also unexpected effects on the individual, such as cognitive processing style, attitudes, consumer preferences, self-regulatory ability, and academic performance. Behavioral mimicry is also placed in its broader context: a form of interpersonal coordination. It is compared to interactional synchrony and other social contagion effects, including verbal, goal, and emotional contagion and attitudinal convergence.

Despite shifts toward greater acceptance in U.S. public opinion and policy, lesbian, gay, and bisexual people remain widely stigmatized. This article reviews empirical research on sexual prejudice, that is, heterosexuals' internalization of cultural stigma, manifested in the form of negative attitudes toward sexual minorities and same-sex desires and behaviors. After briefly reviewing measurement issues, we discuss linkages between sexual prejudice and religion, gender, sexuality, and related variables, and consider how the cultural institutions encompassing these domains create a social context within which individual expressions of prejudice can meet important psychological needs. These include needs for securing social acceptance, affirming values that are central to one's self-concept, and avoiding anxiety and other negative emotions associated with threats to self-esteem. We conclude by discussing factors that may motivate heterosexuals to reduce their own sexual prejudice, including intergroup contact, as well as avenues for future empirical inquiry.

Cultural neuroscience (CN) is an interdisciplinary field that investigates the relationship between culture (e.g., value and belief systems and practices shared by groups) and human brain functions. In this review we describe the origin, aims, and methods of CN as well as its conceptual framework and major findings. We also clarify several misunderstandings of CN research. Finally, we discuss the implications of CN findings for understanding human brain function in sociocultural contexts and novel questions that future CN research should address. By doing so, we hope to provide a clear picture of the CN approach to the human brain and culture and to elucidate the intrinsically biosocial nature of the functional organization of the human brain.

Organizational climate and organizational culture theory and research are reviewed. The article is first framed with definitions of the constructs, and preliminary thoughts on their interrelationships are noted. Organizational climate is briefly defined as the meanings people attach to interrelated bundles of experiences they have at work. Organizational culture is briefly defined as the basic assumptions about the world and the values that guide life in organizations. A brief history of climate research is presented, followed by the major accomplishments in research on the topic with regard to levels issues, the foci of climate research, and studies of climate strength. A brief overview of the more recent study of organizational culture is then introduced, followed by samples of important thinking and research on the roles of leadership and national culture in understanding organizational culture and performance and culture as a moderator variable in research in organizational behavior. The final section of the article proposes an integration of climate and culture thinking and research and concludes with practical implications for the management of effective contemporary organizations. Throughout, recommendations are made for additional thinking and research.

The way an organization recruits can influence the type of employees it hires, how they perform, and their retention rate. This article provides a selective review of research that has addressed recruitment targeting, recruitment methods, the recruitment message, recruiters, the organizational site visit, the job offer, and the timing of recruitment actions. These and other topics (e.g., the job applicant's perspective) are discussed in terms of their potential influence on prehire (e.g., the quality of job applicants) and posthire (e.g., new employee retention) recruitment outcomes. In reviewing research, attention is given to the current state of scientific knowledge, limitations of previous research, and important issues meriting future investigation.

Knowing how to manage one's own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that people often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a discussion of what learners need to understand in order to become effective stewards of their own learning, we first review research on what people believe about how they learn and then review research on how people's ongoing assessments of their own learning are influenced by current performance and the subjective sense of fluency. We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.

A seemingly unending controversy in the field of instruction science concerns how much instructional guidance needs to be provided in a learning environment. At the one extreme lies the claim that it is important for students to explore and construct knowledge for themselves, which is often called discovery learning, and at the other extreme lies the claim that providing direct instruction is more beneficial than withholding it. In this article, evidence and arguments that support either of the approaches are reviewed. Also, we review how different instructional approaches interact with other instructional factors that have been known to be important, such as individual difference, self-explanation, and comparison. The efforts to combine different instructional approaches suggest alternative ways to conceive of learning and to test it.

Health-related information collected in psychological laboratories may not be representative of people's everyday health. For at least 70 years, there has been a call for methods that sample experiences from everyday environments and circumstances. New technologies, including cell phones, sensors, and monitors, now make it possible to collect information outside of the laboratory in environments representative of everyday life. We review the role of mobile technologies in the assessment of health-related behaviors, physiological responses, and self-reports. Ecological momentary assessment offers a wide range of new opportunities for ambulatory assessment and evaluation. The value of mobile technologies for interventions to improve health is less well established. Among 21 randomized clinical trials evaluating interventions that used mobile technologies, more than half failed to document significant improvements on health outcomes or health risk factors. Theoretical and practical issues for future research are discussed.

As the focus of neuroscience shifts from studying individual brain regions to entire networks of regions, methods for statistical inference have also become geared toward network analysis. The purpose of the present review is to survey the multivariate statistical techniques that have been used to study neural interactions. We have selected the most common techniques and developed a taxonomy that instructively reflects their assumptions and practical use. For each family of analyses, we describe their application and the types of experimental questions they can address, as well as how they relate to other analyses both conceptually and mathematically. We intend to show that despite their diversity, all of these techniques offer complementary information about the functional architecture of the brain.