The 10 most-cited articles in Psychological Bulletin, 2021

Given limitations in the amount of visual information that a person can simultaneously process through to conscious perception, selective visual attention is necessary. Visual signals in the environment aid this selection process by triggering reflexive shifts of covert attention to locations of potential importance. One such signal appears to be others' eye gaze. Indeed, a gaze-cueing effect, whereby healthy adults respond faster to targets that are presented at locations cued rather than miscued by eye gaze has been consistently observed in the empirical literature. Critically though, the influences of task and cue features on this effect are not well understood. To address this gap, we report a meta-analytic integration of 423 gaze-cueing effects using a multilevel approach. A gaze-cueing effect emerged across all levels of the assessed task and cue features, indicating that others' eye gaze reliably directs observers' attention. We found that the magnitude of the gaze-cueing effect was moderated by whether direct gaze cues preceded directional gaze cues or not; the cue-target…

The high global prevalence of depression, together with the recent acceleration of remote care owing to the COVID-19 pandemic, has prompted increased interest in the efficacy of digital interventions for the treatment of depression. We provide a summary of the latest evidence base for digital interventions in the treatment of depression based on the largest study sample to date. A systematic literature search identified 83 studies (N = 15,530) that randomly allocated participants to a digital intervention for depression versus an active or inactive control condition. Overall heterogeneity was very high (I2 = 84%). Using a random-effects multilevel metaregression model, we found a significant medium overall effect size of digital interventions compared with all control conditions (g = .52). Subgroup analyses revealed significant differences between interventions and different control conditions (WLC: g = .70; attention: g = .36; TAU: g = .31), significantly higher effect sizes in interventions that involved human therapeutic guidance (g = .63) compared with self-help interventions (g…

The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load, and dual process theories. Using meta-analytic methods, we summarized results from 299 studies from 293 articles/dissertations, representing 65,605 elementary school-age children (42-191 months old [M = 101 months, SD = 24.49 months]). Results indicated that accounting for general EF (by including the correlations among EF tasks in meta-analytic path models and accounting for effects between all three EF components and academic outcomes simultaneously) produced weaker relations between EF and academic skills than the bivariate relations which have been reported in prior meta-analytic reviews. However, although reduced, all relations between…

Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account…

Sociopsychological theorizing and research on collective action (e.g., social protests) has mushroomed over the last decade, studying a wide variety of groups, contexts, and cultures. Through a quantitative research synthesis of four motivations for collective action (1,235 effects from 403 samples; total N = 123,707), we summarize and synthesize this body of research into the dual chamber model, a comprehensive and potentially cross-cultural model of collective action. We aim to replicate previous meta-analytic conclusions (about identity, injustice, and efficacy) and break new theoretical ground by (a) integrating a fourth motivation (morality) into the very heart of the psychology of collective action, (b) extending these four motivations to advantaged group members acting in solidarity with the disadvantaged, and (c) integrating theoretically relevant structural (i.e., cultural and other contextual) constraints. Results substantiated the dual chamber model as all four motivations yielded unique, positive, medium-sized effects and interrelationships were positive (particularly…

Judged by the sheer amount of global media coverage, loneliness rates seem to be an increasingly urgent societal concern. From the late 1970s onward, the life experiences of emerging adults have been changing massively due to societal developments such as increased fragmentation of social relationships, greater mobility opportunities, and changes in communication due to technological innovations. These societal developments might have coincided with an increase in loneliness in emerging adults. In the present preregistered cross-temporal meta-analysis, we examined whether loneliness levels in emerging adults have changed over the last 43 years. Our analysis is based on 449 means from 345 studies with 437 independent samples and a total of 124,855 emerging adults who completed the University of California Los Angeles (UCLA) Loneliness Scale between 1976 and 2019. Averaged across all studies, loneliness levels linearly increased with increasing calendar years (β = .224, 95% CI [.138, .309]). This increase corresponds to 0.56 standard deviations on the UCLA Loneliness Scale over the…

This meta-analytic review examines the link between narcissism and aggression, and whether the link is stronger under provocation conditions. A total of 437 independent studies were located, which included 123,043 participants. Narcissism was related to both aggression (r = .26, [.24, .28]) and violence (r = .23, [.18, .27]). As expected, the narcissism-aggression link was stronger under provocation conditions (r = .29, [.23, .36]) than under no provocation conditions (r = .12, [.05, .18]), but was even significant in the absence of provocation. Both "normal" and "pathological" narcissism were related to aggression. All three dimensions of narcissism (i.e., entitlement, grandiose narcissism, vulnerable narcissism) were related to aggression. Narcissism was related to all forms of aggression (i.e., indirect, direct, displaced, physical, verbal, bullying), and to both functions of aggression (i.e., reactive, proactive). The relation between narcissism and aggression was significant for males and females, for people of all ages, for students and nonstudents, and for people from…

Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment,…

Previous research has not led to any agreement as to the normative trajectory of relationship satisfaction. In this systematic review and meta-analysis, we summarize the available evidence on development of relationship satisfaction, as a function of age and relationship duration. Data came from 165 independent samples including 165,039 participants. In the analyses, we examined cross-sectional information on mean level, that is, the percent-of-maximum-possible (POMP) score at the first assessment, and longitudinal information on mean change (i.e., change in POMP scores per year). The mean age associated with effect sizes ranged from 20 to 76 years and the mean relationship duration from 3 months to 46 years. Results on mean levels indicated that relationship satisfaction decreased from age 20 to 40, reached a low point at age 40, then increased until age 65, and plateaued in late adulthood. As regards the metric of relationship duration, relationship satisfaction decreased during the first 10 years of the relationship, reached a low point at 10 years, increased until 20 years, and…