A decade of theory as reflected in Psychological Science (2009-2019)

APAQ at Forty: Publication Trends

The purpose of the present study was to analyze Adapted Physical Activity Quarterly (APAQ) publications over the journal's fourth decade (2014-2023) and compare them with previous documentary analyses of the first 3 decades. Consistent with prior documentary analyses, publications were coded and analyzed based on the use of theory, research participants, topic, whether the study was an intervention, first-author country affiliation, and research method. The total number of published research papers increased substantially (n = 61) from the third to the fourth decade. Similar to prior documentary analyses, most of the research was quantitative (n = 140; 57.5%), followed by qualitative research (n = 96; 39.5%). There were far more qualitative-research publications in the fourth decade compared with the third decade (n = 34). This may reflect the continued acceptance and growth of qualitative research compared with 10-20 years ago. It may also reflect the value of rich in-depth exploratory research using small samples. Additional trends included more review papers and meta-analyses, possibly reflecting the increased knowledge base in particular areas requiring synthesis. The diversity of topics also increased, with papers on dignity, classification, coaching, and the Paralympics playing more prominent roles. The number of international publications also grew substantially. In brief, the current paper outlines both similarities and differences in APAQ's published research over the 4 decades of its existence.

Individuals lack the ability to accurately detect emotional piloerection

Piloerection (e.g., goosebumps) is an essential thermoregulatory and social signaling mechanism in non-human animals. Although humans also experience piloerection-often being perceived as an indicator of profound emotional experiences-its comparatively less effective role in thermoregulation and communication might influence our capacity to monitor its occurrence. We present three studies (total N = 617) demonstrating participants' general inability to detect their own piloerection events and their lack of awareness that piloerection occurs with a similar frequency on multiple anatomical locations. Self-reported goosebumps were more frequent than observed piloerection. However, only 31.8% of self-reports coincided with observable piloerection, a bias unrelated to piloerection intensity, anatomical location, heart-rate variability, or interoceptive awareness. We also discovered a self-report bias for the forearm, contradicting the observation that piloerection occurs with equal frequency on multiple anatomical locations. Finally, there was low correspondence between self-reports of being "emotionally moved" and observed piloerection. These counterintuitive findings not only highlight a disconnect between an obvious physiological response and our capacity for self-monitoring, but they underscore a fascinating divergence between human and non-human species. Although piloerection is vital in non-human organisms, the connection between piloerection and psychological experience in humans may be less significant than previously assumed, possibly due to its diminished evolutionary relevance.

Primacy of theory? Exploring perspectives on validity in conceptual psychometrics

Several conceptions of validity have emphasized the contingency of validity on theory. Here we revisit several contributions to the discourse on the concept of validity, which we consider particularly influential or insightful. Despite differences in metatheory, both Cronbach and Meehl's construct validity, and Borsboom, Mellenbergh and van Heerden's early concept of validity regard validity as a criterion for successful measurement and thus, as crucial for the soundness of psychological science. Others, such as Borgstede and Eggert, regard recourses to validity as an appeal to an (unscientific) folk psychology. Instead, they advocate theory-based measurement. It will be demonstrated that these divergent positions converge in their view of psychological theory as indispensable for the soundness of psychological measurement. However, the formulation of the concept (and scope) of scientific theory differs across the presented conceptions of validity. These differences can be at least partially attributed to three disparities in metatheoretical and methodological stances. The first concerns the question of the structure of scientific theories. The second concerns the question of psychology's subject matter. The third regards whether, and if, to which extent, correlations can be indicative of causality and therefore point toward validity. These results indicate that metatheory may help to structure the discourse on the concept of validity by revealing the contingencies the concrete positions rely on.

Neuropsychological assessment methodology revisited: metatheoretical reflections

Theory building in neuropsychology, similar to other disciplines, rests on metatheoretical assumptions of philosophical origin. Such assumptions regarding the relation of psychological and physiological variables influence research methodologies as well as assessment strategies in fields of application. Here, we revisit the classic procedure of Double Dissociation (DD) to illustrate the connection of metatheory and methodology. In a seemingly unbridgeable opposition, the classical neuropsychological procedure of DD can be understood as either presupposing localizationism and a modular view of the brain, or as a special case of the generalized neuro-lens model for neuropsychological assessment. In the latter case, it is more easily compatible with a perspective that emphasizes the systemic-network, rather than the modular, nature of the brain, which as part of the organism, proportionately mediates the situatedness of the human being in the world. This perspective not only makes it possible to structure ecological validation processes and give them a metatheoretical foundation, but also to interlace it with the phenomenological insight that the laboratory as one context of empirical research may be analyzed in terms of situated experience. We conclude with showing that both the localizationist and the system science approach can agree on a view of the brain as a dynamical network, and that metatheory may thus offer important new perspectives of reconciliation.

Realistic and broad-scope learning simulations: first results and challenges

There is a current 'theory crisis' in language acquisition research, resulting from fragmentation both at the level of the approaches and the linguistic level studied. We identify a need for integrative approaches that go beyond these limitations, and propose to analyse the strengths and weaknesses of current theoretical approaches of language acquisition. In particular, we advocate that language learning simulations, if they integrate realistic input and multiple levels of language, have the potential to contribute significantly to our understanding of language acquisition. We then review recent results obtained through such language learning simulations. Finally, we propose some guidelines for the community to build better simulations.

In models we trust: preregistration, large samples, and replication may not suffice

Despite discussions about the replicability of findings in psychological research, two issues have been largely ignored: selection mechanisms and model assumptions. Both topics address the same fundamental question: Does the chosen statistical analysis tool adequately model the data generation process? In this article, we address both issues and show, in a first step, that in the face of selective samples and contrary to common practice, the validity of inferences, even when based on experimental designs, can be claimed without further justification and adaptation of standard methods only in very specific situations. We then broaden our perspective to discuss consequences of violated assumptions in linear models in the context of psychological research in general and in generalized linear mixed models as used in item response theory. These types of misspecification are oftentimes ignored in the psychological research literature. It is emphasized that the above problems cannot be overcome by strategies such as preregistration, large samples, replications, or a ban on testing null hypotheses. To avoid biased conclusions, we briefly discuss tools such as model diagnostics, statistical methods to compensate for selectivity and semi- or non-parametric estimation. At a more fundamental level, however, a twofold strategy seems indispensable: (1) iterative, cumulative theory development based on statistical methods with theoretically justified assumptions, and (2) empirical research on variables that affect (self-) selection into the observed part of the sample and the use of this information to compensate for selectivity.

Perspectives on scientific error

Theoretical arguments and empirical investigations indicate that a high proportion of published findings do not replicate and are likely false. The current position paper provides a broad perspective on scientific error, which may lead to replication failures. This broad perspective focuses on reform history and on opportunities for future reform. We organize our perspective along four main themes: institutional reform, methodological reform, statistical reform and publishing reform. For each theme, we illustrate potential errors by narrating the story of a fictional researcher during the research cycle. We discuss future opportunities for reform. The resulting agenda provides a resource to usher in an era that is marked by a research culture that is less error-prone and a scientific publication landscape with fewer spurious findings.

New Approaches to 3D Vision

New approaches to 3D vision are enabling new advances in artificial intelligence and autonomous vehicles, a better understanding of how animals navigate the 3D world, and new insights into human perception in virtual and augmented reality. Whilst traditional approaches to 3D vision in computer vision (SLAM: simultaneous localization and mapping), animal navigation (cognitive maps), and human vision (optimal cue integration) start from the assumption that the aim of 3D vision is to provide an accurate 3D model of the world, the new approaches to 3D vision explored in this issue challenge this assumption. Instead, they investigate the possibility that computer vision, animal navigation, and human vision can rely on partial or distorted models or no model at all. This issue also highlights the implications for artificial intelligence, autonomous vehicles, human perception in virtual and augmented reality, and the treatment of visual disorders, all of which are explored by individual articles. This article is part of a discussion meeting issue 'New approaches to 3D vision'.

A social-psychological examination of academic precarity as an organizational practice and subjective experience

Research and teaching conditions have, particularly for those who are junior or from disadvantaged backgrounds, deteriorated considerably over the years in the higher education sector. Unequal opportunities in access and advancement in careers have led to increasing levels of precarity in the higher education sector. Although the concept of precarity has been grasped in many other disciplines, the social-psychological understanding of this concept remains unexplored. In this paper, we aim to develop a social-psychological understanding of precarity to examine how identity dynamics and intergroup relations, as well as associated organizational controls, reinforce inequality regimes and power structures that create precarious conditions in academia. In doing so, we use social identity theory and system justification theory under an inequality regime framework. We argue that even though change towards equality and equity in academia should be possible, it is difficult to achieve this because of entrenched identity interests by power holders and the perceived legitimacy of the existing system. Therefore, academic precarity should be recognized both as a subjective experience and as an organizational practice to make inequalities more visible and decrease the perceptions of legitimacy-and to eventually achieve a fundamental positive transformation in academia.

Open science, the replication crisis, and environmental public health

Concerns about a crisis of mass irreplicability across scientific fields ("the replication crisis") have stimulated a movement for open science, encouraging or even requiring researchers to publish their raw data and analysis code. Recently, a rule at the US Environmental Protection Agency (US EPA) would have imposed a strong open data requirement. The rule prompted significant public discussion about whether open science practices are appropriate for fields of environmental public health. The aims of this paper are to assess (1) whether the replication crisis extends to fields of environmental public health; and (2) in general whether open science requirements can address the replication crisis. There is little empirical evidence for or against mass irreplicability in environmental public health specifically. Without such evidence, strong claims about whether the replication crisis extends to environmental public health - or not - seem premature. By distinguishing three concepts - reproducibility, replicability, and robustness - it is clear that open data initiatives can promote reproducibility and robustness but do little to promote replicability. I conclude by reviewing some of the other benefits of open science, and offer some suggestions for funding streams to mitigate the costs of adoption of open science practices in environmental public health.

Chronic Stress Is Associated with Reduced Mindful Acceptance Skills but Not with Mindful Attention Monitoring: A Cross-Sectional Study

Mindfulness-based interventions (MBIs) are effective in reducing chronic stress, but their therapeutic mechanisms are unclear. One possibility is that MBIs act by re-training attention monitoring and acceptance skills that have been impaired by chronic stress exposure. However, little research has investigated the association between chronic stress, monitoring, and acceptance. In this cross-sectional study we hypothesised observing correlations between stress, and (impaired) monitoring and acceptance. Moreover, we exploratively compared the magnitude of the correlations between chronic stress and four acceptance measures. Finally, we explored whether the association between stress and monitoring is moderated by acceptance. Eighty-five adults participated in the study and completed self-reported chronic stress and acceptance questionnaires and a mindful attention behavioural task. The results revealed that chronic stress was associated with reduced acceptance (all ps < 0.01) but not with monitoring. Exploratory analyses revealed no differences in the magnitude of the correlations between stress and each acceptance measure, except for the combined facets of mindfulness acceptance subscales and nonreactivity subscale (p = 0.023). Further analyses revealed a significant negative association between stress and the interaction between acceptance and the target detection component of monitoring (p = 0.044). Surprisingly, these results show that stress is associated with reduced monitoring at higher levels of acceptance. Theory-driven intervention studies are warranted to complement our results.

Psychology needs to get tired of winning

Psychological science is on an extraordinary winning streak. A review of the published literature shows that nearly all study hypotheses are supported. This means that either all the theories are correct, or the literature is biased towards positive findings. Results from large-scale replication projects and the prevalence of questionable research practices indicate the latter. This is a problem because science progresses from being wrong. For decades, there have been calls for better theories and the adoption of a strong inference approach to science. However, there is little reason to believe that psychological science is ready to change. Although recent developments like the open science movement have improved transparency and replicability, they have not addressed psychological science's method-oriented (rather than problem-oriented) mindset. Psychological science still does not embrace the scientific method of developing theories, conducting critical tests of those theories, detecting contradictory results, and revising (or disposing of) the theories accordingly. In this article, I review why psychologists must embrace being wrong and how the Registered Report format might be one strategy for stopping psychology's winning streak.

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

Beyond the "Third Wave of Positive Psychology": Challenges and Opportunities for Future Research

The positive psychology (PP) landscape is changing, and its initial identity is being challenged. Moving beyond the “third wave of PP,” two roads for future research and practice in well-being studies are discerned: The first is the state of the art PP trajectory that will (for the near future) continue as a scientific (sub)discipline in/next to psychology (because of its popular brand name). The second trajectory (main focus of this manuscript) links to pointers described as part of the so-called third wave of PP, which will be argued as actually being the beginning of a new domain of inter- or transdisciplinary well-being studies in its own right. It has a broader scope than the state of the art in PP, but is more delineated than in planetary well-being studies. It is in particular suitable to understand the complex nature of bio-psycho-social-ecological well-being, and to promote health and wellness in times of enormous challenges and changes. A unique cohering focus for this post-disciplinary well-being research domain is proposed. In both trajectories, future research will have to increase cognizance of metatheoretical assumptions, develop more encompassing theories to bridge the conceptual fragmentation in the field, and implement methodological reforms, while keeping context and the interwovenness of the various levels of the scientific text in mind. Opportunities are indicated to contribute to the discourse on the identity and development of scientific knowledge in mainstream positive psychology and the evolving post-disciplinary domain of well-being studies.

The Conceptual, Cunning, and Conclusive Experiment in Psychology

The ideal experiment in physics must be conceptual, cunning, and conclusive. Adoption of these same standards in psychology has led to experiments that are uninformative and frivolous. We explain why we believe that psychology is fundamentally incompatible with hypothesis-driven theoretical science and conclude that this erodes the logic behind recent proposals to improve psychological research, such as stricter statistical standards, preregistration, and replication. The failure of psychology is not that it is somehow insufficiently scientific but rather that it makes inordinate use of methods that are a mismatch for the aspirations of researchers in the field, at the expense of valuable empirical research.

Tasks for a theoretical psychology of emotion

In the first part of the article, the central role of theory in emotion psychology is underscored and reasons are given why more theoretical psychology of emotion is needed. In the second part, nine tasks for the theoretical psychology of emotion are defined, by refining and extending three of the general tasks of theoretical psychology proposed 70 years ago by Sigmund Koch [Theoretical psychology, 1950: An overview. Psychological Review, 58(4), 295. https://doi.org/10.1037/h0055768]. The nine tasks are: (1) Analysis, rational reconstruction and critique of existing emotion theories. (2) Comparison of different theories. (3) Systematization and integration of theories. (4) Reconstruction of the development of theories over time. (5) Analysis, reconstruction and critique of theory-data and data-theory inferences. (6) Analysis, reconstruction and critique of the complete set of arguments for and against specific emotion-theoretic assumption and whole theories. (7) Analysis, reconstruction and critique of measurement theories for emotions. (8) Development of new emotion theories and theories of emotion measurement. (9) Information about theoretical and methodological developments of interest to emotion psychology in other subdisciplines of psychology and in neighbouring sciences, and export of theories and methods to other disciplines.