Social media has rapidly transformed the ways in which adolescents socialize and interact with the world, which has contributed to ongoing public debate about whether social media is helping or harming adolescents. The COVID-19 pandemic has magnified both the challenges and opportunities of adolescents’ social-media use, which necessitates revisiting the conversation around teens and social media. In this article, we discuss key aspects of adolescent social-media use and socioemotional well-being and outline how these issues may be amplified in the context of the COVID-19 pandemic. We use this as a springboard to outline key future research directions for the field, with the goal of moving away from reductionist approaches and toward a more nuanced perspective to understand the who, what, and when of social-media use and its impact on adolescent well-being. We conclude with a commentary on how psychological science can inform the translation of research to provide evidence-based recommendations for adolescent social-media use.

In response to the growing numbers of minoritized students (e.g., low-income, first-generation, students of color) transitioning into U.S. systems of higher education, researchers have developed transition-assistance strategies, such as psychologically wise-story interventions. Through a rigorous, theory-driven approach, wise-story interventions use stories to encourage students to develop adaptive meanings about college-transition challenges, subsequently allowing students to persist. Yet there is one critical distinction between existing wise-story interventions. Well-known examples endorse a color-evasive message that all students, regardless of their demographic backgrounds, share similar struggles when adjusting to college. One variation in wise-story interventions ties transition struggles explicitly to students’ identities, adopting more of a multicultural perspective. Drawing from diversity frameworks, we offer in this article a comparative analysis of these variations; we outline under what conditions, for whom, and through which processes these varying approaches to identity affect student outcomes. In this discussion, we reflect on both the strengths and challenges of wise-story interventions and offer considerations for extending these approaches. Specifically, we ask whether integrating critical perspectives into wise-story interventions better addresses the experiences of minoritized students as they navigate institutions historically built for dominant groups.

Secrecy, privacy, confidentiality, concealment, disclosure, and gossip all involve sharing and withholding access to information. However, existing theories do not account for the fundamental similarity between these concepts. Accordingly, it is unclear when sharing and withholding access to information will have positive or negative effects and why these effects might occur. We argue that these problems can be addressed by conceptualizing these phenomena more broadly as different kinds of information-access regulation. Furthermore, we outline a social-identity theory of information-access regulation (SITIAR) that proposes that information-access regulation shapes shared social identity, explaining why people who have access to information feel a sense of togetherness with others who have the same access and a sense of separation from those who do not. This theoretical framework unifies diverse findings across disparate lines of research and generates a number of novel predictions about how information-access regulation affects individuals and groups.

Are APA journal articles getting longer or shorter over time? Earlier work that examined changes over time in article length in 24 APA journals (1986–2005) found that pages per article increased over time for the average journal, peaking around 2001, and then plateaued thereafter. But have these trends continued during the past 14 years? The current research extends prior work by adding additional years (1986–2019) and four additional journals (28 journals, 34 years, and 865 total observations). Multilevel growth curve analyses revealed a cubic effect of time on average article length, showing an increase in the 1980s and 1990s, a plateau or slight decline in the 2000s, and a slight increase again in the 2010s. Journal impact factors (JIFs) moderated linear growth over time; journals with higher JIFs had larger linear increases in article length. Exploratory multilevel interrupted time-series analyses suggested that the average linear increase in pages per article over time was greater after the start of psychology’s credibility crisis (2012–2019) than before it (1986–2011), which may relate to an increased emphasis on reporting details and transparency. We discuss implications for article length in the contexts of publishing and psychology’s ongoing credibility crisis.

Overt expressions of racial intolerance have surged precipitously. The dramatic uptick in hate crimes and hate speech is not lost on young children. But how, and how early, do children become aware of racial bias? And when do their own views of themselves and others become infused with racial bias? This article opens with a brief overview of the existing experimental evidence documenting developmental entry points of racial bias in infants and young children and how it unfolds. The article then goes on to identify gaps in the extant research and outlines three steps to narrow them. By bringing together what we know and what remains unknown, the goal is to provide a springboard, motivating a more comprehensive psychological-science framework that illuminates early steps in the acquisition of racial bias. If we are to interrupt race bias at its inception and diminish its effects, then we must build strong cross-disciplinary bridges that span the psychological and related social sciences to shed light on the pressing issues facing our nation’s young children and their families.

Psychologists use the term racial microaggressions to describe subtle forms of everyday racial incivility and discrimination reported by members of historically underrepresented groups. Growing evidence links self-reported experiences of racial microaggressions to health. Drawing on life-course perspectives on stress, biopsychosocial models of racism, and daily-process research, I propose a conceptual framework for investigating daily stress processes (e.g., reactivity, recovery, appraisal, coping), cumulative stressor exposures (e.g., race-related traumas, major life events, nonevents, chronic stressors), and social structural factors (e.g., institutions, social roles, statuses) that may affect the experience of racial microaggressions in everyday life. An underlying assumption is that microaggressions are dynamic in character, can vary across individuals, and are shaped by the interplay of stressor exposures across multiple timescales and levels of analysis. The article concludes by inviting researchers to use methods that account for dynamic features of everyday racialized experiences, giving sufficient attention to process, person, and context.

We write in response to an article published in this journal, “The U Shape of Happiness Across the Life Course: Expanding the Discussion,” by Galambos, Krahn, Johnson and Lachman. The authors claim that “support for the purported U shape is not as robust and generalizable as is often assumed” and “we believe the conclusion that happiness declines from late adolescence to midlife (the first half of the U shape) is premature, and possibly wrong.” We respectfully disagree. The authors’ main evidence is based on summaries of 33 articles; they find 12 to have U shapes, seven to have none, and 14 to be mixed. We found that most of these articles are misclassified: Four of them are ineligible for inclusion, 25 find a U, and four are mixed. We then identified a further 353 articles, including 329 in peer-reviewed journals, that all found U shapes that were not identified in the literature review. This is a major omission. We also present our own evidence of midlife nadirs in well-being using around eight and a half million individual observations from nationally representative surveys for the United States and Europe. The midlife low occurs in the mid-40s and its drop is equivalent to roughly three quarters of the unprecedented drop observed in well-being during the COVID-19 pandemic.

De Neys (this issue) argues that the debate between single- and dual-process theorists of thought has become both empirically intractable and scientifically inconsequential. I argue that this is true only under the traditional framing of the debate—when single- and dual-process theories are understood as claims about whether thought processes share the same defining properties (e.g., making mathematical judgments) or have two different defining properties (e.g., making mathematical judgments autonomously versus via access to a central working memory capacity), respectively. But if single- and dual-process theories are understood in cognitive modeling terms as claims about whether thought processes function to implement one or two broad types of algorithms, respectively, then the debate becomes scientifically consequential and, presumably, empirically tractable. So, I argue, the correct response to the current state of the debate is not to abandon it, as De Neys suggests, but to reframe it as a debate about cognitive models.

What explains the acquisition of exceptional human performance? Does a focus on intensive specialized practice facilitate excellence, or is a multidisciplinary practice background better? We investigated this question in sports. Our meta-analysis involved 51 international study reports with 477 effect sizes from 6,096 athletes, including 772 of the world’s top performers. Predictor variables included starting age, age of reaching defined performance milestones, and amounts of coach-led practice and youth-led play (e.g., pickup games) in the athlete’s respective main sport and in other sports. Analyses revealed that (a) adult world-class athletes engaged in more childhood/adolescent multisport practice, started their main sport later, accumulated less main-sport practice, and initially progressed more slowly than did national-class athletes; (b) higher performing youth athletes started playing their main sport earlier, engaged in more main-sport practice but less other-sports practice, and had faster initial progress than did lower performing youth athletes; and (c) youth-led play in any sport had negligible effects on both youth and adult performance. We illustrate parallels from science: Nobel laureates had multidisciplinary study/working experience and slower early progress than did national-level award winners. The findings suggest that variable, multidisciplinary practice experiences are associated with gradual initial discipline-specific progress but greater sustainability of long-term development of excellence.