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- Volume 70, 2019
Annual Review of Psychology - Volume 70, 2019
Volume 70, 2019
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Meanings and Functions of Money in Different Cultural Milieus
Dov Cohen, Faith Shin, and Xi LiuVol. 70 (2019), pp. 475–497More LessWe explore the psychological meanings of money that parallel its economic functions. We explore money's ability to ascribe value, give autonomy, and provide security for the future, and we show how each of these functions may play out differently in different cultural milieus. In particular, we explore the meanings and uses of money across ethnic groups and at different positions on the socioeconomic ladder, highlighting changes over the last 50 years. We examine the dynamics of redistribution between the individual, the family, and the state in different cultures, and we analyze the gendering of money in the world of high finance and in contexts of economic need. The field of behavioral economics has illustrated how human psychology complicates the process of moving from normative to descriptive models of human behavior; such complexity increases as we incorporate the great diversity within human psychology.
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The Psychology of Cultural Dynamics: What Is It, What Do We Know, and What Is Yet to Be Known?
Vol. 70 (2019), pp. 499–529More LessThe psychology of cultural dynamics is the psychological investigation of the formation, maintenance, and transformation of culture over time. This article maps out the terrain, reviews the existing literature, and points out potential future directions of this research. It is divided into three parts. The first part focuses on micro-cultural dynamics, which refers to the social and psychological processes that contribute to the dissemination and retention of cultural information. The second part, on micro–macro dynamics, investigates how micro-level processes give rise to macro-cultural dynamics. The third part focuses on macro-cultural dynamics, referring to the distribution and long-term trends involving cultural information in a population, which in turn enable and constrain the micro-level processes. We conclude the review with a consideration of future directions, suggesting behavior change research as translational research on cultural dynamics.
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Computer Games in Education
Vol. 70 (2019), pp. 531–549More LessVisionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are (a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; (b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and (c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.
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Gifted Students
Vol. 70 (2019), pp. 551–576More LessGifted students are individuals who are recognized for performance that is superior to that of their peers. Although giftedness is typically associated with schooling, gifted individuals exist across academic and nonacademic domains. In this review, we begin by acknowledging some of the larger debates in the field of gifted education and provide brief summaries of major conceptual frameworks applied to gifted education, dividing them into three categories: frameworks focused on ability, frameworks focused on talent development, and integrative frameworks. We then discuss common practices used to identify gifted students, giving specific attention to the identification of those in underrepresented groups, followed by brief overviews of the numbers of students who are classified as gifted, programming options for gifted students, and social and emotional issues associated with being gifted. We conclude with a discussion of several unresolved issues in the field.
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Ten Surprising Facts About Stressful Life Events and Disease Risk
Vol. 70 (2019), pp. 577–597More LessAfter over 70 years of research on the association between stressful life events and health, it is generally accepted that we have a good understanding of the role of stressors in disease risk. In this review, we highlight that knowledge but also emphasize misunderstandings and weaknesses in this literature with the hope of triggering further theoretical and empirical development. We organize this review in a somewhat provocative manner, with each section focusing on an important issue in the literature where we feel that there has been some misunderstanding of the evidence and its implications. Issues that we address include the definition of a stressful event, characteristics of diseases that are impacted by events, differences in the effects of chronic and acute events, the cumulative effects of events, differences in events across the life course, differences in events for men and women, resilience to events, and methodological challenges in the literature.
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Psychobiological Mechanisms of Placebo and Nocebo Effects: Pathways to Improve Treatments and Reduce Side Effects
Vol. 70 (2019), pp. 599–625More LessPlacebo effects constitute a major part of treatment success in medical interventions. The nocebo effect also has a major impact, as it accounts for a significant proportion of the reported side effects for many treatments. Historically, clinical trials have aimed to reduce placebo effects; however, currently, there is interest in optimizing placebo effects to improve existing treatments and in examining ways to minimize nocebo effects to improve clinical outcome. To achieve these aims, a better understanding of the psychological and neurobiological mechanisms of the placebo and nocebo response is required. This review discusses the impact of the placebo and nocebo response in health care. We also examine the mechanisms involved in the placebo and nocebo effects, including the central mechanism of expectations. Finally, we examine ways to enhance placebo effects and reduce the impact of the nocebo response in clinical practice and suggest areas for future research.
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Positive Affect and Health: What Do We Know and Where Next Should We Go?
Vol. 70 (2019), pp. 627–650More LessPositive affect (PA) is associated with better health across a wide range of physical health outcomes. This review reflects on why the study of PA is an essential component of our understanding of physical health and expands on pathways that connect these two variables. To encourage forward movement in this burgeoning research area, measurement and design issues in the study of PA and health are discussed, as are the connections between PA and a range of different health outcomes. Plausible biological, social, and behavioral pathways that allow for positive feelings to get under the skin and influence physical wellness are detailed and framed in the context of several theoretical models. Finally, new directions for the field and important methodological and interpretative considerations that are essential to moving this important research area forward are explored.
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Personality and Coping: Individual Differences in Responses to Emotion
Vol. 70 (2019), pp. 651–671More LessAbundant evidence links personality with emotion via coping. Alternatively, personality can be viewed as an emergent property of responses to the experience of emotion. Dispositions to control, approach, escape, and avoid one's emotional experience underlie diverse traits, including positive and negative urgency, trait emotional approach and avoidance, alexithymia, and emotional expressiveness. In this review, we consider the neurobiological underpinnings of these dispositions and the nature (e.g., stability) and adaptiveness of the associated traits. Important future directions for research in this area include the roles of development, intraindividual variability and flexibility, and the intensity and structure of emotional experience.
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A New Era of HIV Risk: It's Not What You Know, It's Who You Know (and How Infectious)
Vol. 70 (2019), pp. 673–701More LessHIV is transmitted in social and sexual relationships, and HIV transmission risks, as well as protective actions, are evolving as HIV epidemics unfold. The current focus of HIV prevention is centered on antiretroviral medications used to reduce HIV infectiousness in persons already infected with HIV [treatment as prevention (TasP)]. The same medications used to treat infected persons can also be used by uninfected persons as pre-exposure prophylaxis (PrEP) to reduce the infectivity of HIV. Both PrEP and TasP are effective when adherence is high and individuals do not have co-occurring sexually transmitted infections. HIV prevention is most effective and efficient when delivered within sexual networks with high HIV prevalence. Specific network characteristics are recognized as important facilitators of HIV transmission; these characteristics include the degree of similarity among network members (homophily), gender role norms, and belief systems. Since 2011, HIV risk has been redefined based on infectiousness and infectivity, ushering in a new era of HIV prevention with the potential to end HIV epidemics.
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Stress and Obesity
Vol. 70 (2019), pp. 703–718More LessMany pathways connect stress and obesity, two highly prevalent problems facing society today. First, stress interferes with cognitive processes such as executive function and self-regulation. Second, stress can affect behavior by inducing overeating and consumption of foods that are high in calories, fat, or sugar; by decreasing physical activity; and by shortening sleep. Third, stress triggers physiological changes in the hypothalamic-pituitary-adrenal axis, reward processing in the brain, and possibly the gut microbiome. Finally, stress can stimulate production of biochemical hormones and peptides such as leptin, ghrelin, and neuropeptide Y. Obesity itself can be a stressful state due to the high prevalence of weight stigma. This article therefore traces the contribution of weight stigma to stress and obesogenic processes, ultimately describing a vicious cycle of stress to obesity to stigma to stress. Current obesity prevention efforts focus solely on eating and exercise; the evidence reviewed in this article points to stress as an important but currently overlooked public policy target.
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The Emotion Process: Event Appraisal and Component Differentiation
Vol. 70 (2019), pp. 719–745More LessMuch emotion research has focused on the end result of the emotion process, categorical emotions, as reported by the protagonist or diagnosed by the researcher, with the aim of differentiating these discrete states. In contrast, this review concentrates on the emotion process itself by examining how (a) elicitation, or the appraisal of events, leads to (b) differentiation, in particular, action tendencies accompanied by physiological responses and manifested in facial, vocal, and gestural expressions, before (c) conscious representation or experience of these changes (feeling) and (d) categorizing and labeling these changes according to the semantic profiles of emotion words. The review focuses on empirical, particularly experimental, studies from emotion research and neighboring domains that contribute to a better understanding of the unfolding emotion process and the underlying mechanisms, including the interactions among emotion components.
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How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses
Vol. 70 (2019), pp. 747–770More LessSystematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis.
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Previous Volumes
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Volume 76 (2025)
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Volume 75 (2024)
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Volume 74 (2023)
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Volume 73 (2022)
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Volume 72 (2021)
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Volume 71 (2020)
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Volume 70 (2019)
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Volume 69 (2018)
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Volume 68 (2017)
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Volume 67 (2016)
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Volume 66 (2015)
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Volume 65 (2014)
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Volume 64 (2013)
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Volume 63 (2012)
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Volume 62 (2011)
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Volume 61 (2010)
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Volume 60 (2009)
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Volume 59 (2008)
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Volume 58 (2007)
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Volume 57 (2006)
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Volume 56 (2005)
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Volume 55 (2004)
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Volume 54 (2003)
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Volume 53 (2002)
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Volume 52 (2001)
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Volume 51 (2000)
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Volume 50 (1999)
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Volume 49 (1998)
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Volume 48 (1997)
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Volume 47 (1996)
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Volume 46 (1995)
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Volume 45 (1994)
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Volume 44 (1993)
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Volume 43 (1992)
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Volume 42 (1991)
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Volume 41 (1990)
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Volume 40 (1989)
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Volume 39 (1988)
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Volume 38 (1987)
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Volume 37 (1986)
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Volume 36 (1985)
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Volume 35 (1984)
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Volume 34 (1983)
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Volume 33 (1982)
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Volume 32 (1981)
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Volume 31 (1980)
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Volume 30 (1979)
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Volume 29 (1978)
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Volume 28 (1977)
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Volume 27 (1976)
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Volume 26 (1975)
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Volume 25 (1974)
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Volume 24 (1973)
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Volume 23 (1972)
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Volume 22 (1971)
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Volume 21 (1970)
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Volume 20 (1969)
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Volume 19 (1968)
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Volume 18 (1967)
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Volume 17 (1966)
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Volume 16 (1965)
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Volume 15 (1964)
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Volume 14 (1963)
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Volume 13 (1962)
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Volume 12 (1961)
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Volume 11 (1960)
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Volume 10 (1959)
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Volume 9 (1958)
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Volume 8 (1957)
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Volume 7 (1956)
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Volume 6 (1955)
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Volume 5 (1954)
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Volume 4 (1953)
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Volume 3 (1952)
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Volume 2 (1951)
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Volume 1 (1950)
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Volume 0 (1932)