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Background: Drinking identity (the extent to which one links the self with drinking alcohol) is a unique risk factor for college students' hazardous drinking that is not directly targeted by existing interventions. We conducted a study that aimed to decrease drinking identity among college students with hazardous drinking. We adapted a writing task about the future self and tested whether three writing sessions could decrease drinking identity and change drinking. We also investigated whether two additional factors (writing perspective and inclusion of participants' social networks) would enhance task impact. The present study evaluated whether posited proximal cognitive and motivational outcomes (drinking identity, self‐efficacy, readiness to change, and drinking intentions) changed immediately after each writing session. Method: The study is a randomized clinical trial in which hypotheses and analyses were pre‐registered. Participants were 328 college students who met hazardous drinking criteria. The study had a 2 (narrative writing topic: low‐risk drinker vs. reduced smartphone use) × 2 (writing perspective: first‐person vs. non‐first‐person) × 2 (social network instruction: instructed to include vs. not) factorial design. Proximal outcomes were drinking identity, self‐efficacy, readiness to change, and drinking intentions. The clinical outcome was alcohol consumption. Participants completed three laboratory sessions at weekly intervals that included the writing task and pre‐ and post‐task assessments. Results: Results were largely null, except that readiness to reduce drinking was higher in the low‐risk drinker condition and increased over the lab sessions. Time effects indicated that reductions in drinking identity, drinking intentions, and alcohol consumption, and increases in self‐efficacy were observed but did not change above and beyond control conditions. Conclusions: Findings indicate the need to strengthen the writing task and select a more appropriate control task to target proposed proximal outcomes. Future studies might try personalizing the task, evaluating its efficacy with individuals motivated to change their drinking, and using a control task that does not involve imagining a future self. [ABSTRACT FROM AUTHOR]

A critical skill of childhood is learning social norms. We examine whether the generic pronouns "you" and "we," which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre‐registered experiment conducted online between 2020 and 2021, children 4‐ to 9‐year‐old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. "I") as normatively correct and selected the speaker who used generic pronouns as the rule‐follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. [ABSTRACT FROM AUTHOR]

One of the most fundamental, yet often overlooked, components of language is the personal pronoun system. Pronouns reveal and empower different perspectives, providing insight into and even altering how a person is conceptualizing the self. Here, we illustrate how the pronouns "I," "you," and "we" can enable shifts in perspective that bring a person further from, or closer to, others. We additionally highlight the implications of these pronoun shifts on the addressee(s). We review a growing body of research that focuses on how these words can function as both windows--providing insight into the thoughts and emotions of a speaker, and levers--that can subtly alter the speaker's and addressee(s)' thoughts, emotions, and even behaviors, across a range of domains. We conclude by discussing possibilities for future research. [ABSTRACT FROM AUTHOR]

Self‐distancing has been shown to improve children's self‐regulation in a variety of tasks. However, it is unknown whether this strategy is more effective for some children than others. This study investigated self‐distancing in relation to individual differences in executive function (EF) and effortful control (EC). Typically developing 4‐ (n = 72) and 6‐year‐olds (n = 67) were randomly assigned to think about the self from one of four perspectives: self‐immersed, control, third‐person, or competent media character. Children participated in a frustrating task for up to 10 min and overt expressions of frustration were coded. Conceptually replicating prior research with adults, younger children, and children with lower EF and lower EC (independent of age) benefitted the most from self‐distancing. This suggests self‐distancing is especially effective during a frustrating task for children with less developed self‐control, adding to a growing body of research showing self‐distancing is especially effective for vulnerable individuals. Statement of contributionWhat is already known on this subject?Using third‐person speech and pretending to be a media character improve children's self‐regulation.Age and theory of mind skills are related to the effectiveness of self‐distancing.What does this study add?Self‐distancing can help children regulate their emotions during an emotionally charged task.Individual differences in executive function and effortful control are related to the efficacy of self‐distancing. [ABSTRACT FROM AUTHOR]

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Background During the fall of 2014, the threat of an Ebola outbreak gripped the United States (Poll, 8-12 October 2014; see Harvard School of Public Health & SSRS, 2014), creating a unique opportunity to advance basic knowledge concerning how emotion regulation works in consequential contexts and translate existing research in this area to inform public health and policy. Method We addressed these issues by examining whether third-person self-talk, a simple technique that promotes emotion regulation, could nudge people into reasoning about Ebola more rationally. In all, 1,257 people from across the United States were asked to write about their feelings about Ebola using their name or I (i.e. third-person self-talk vs. first-person self-talk) as concerns about Ebola swelled (24 October 2014-26 October 2014). Results Third-person self-talk led participants who scored high on Ebola worry at baseline to generate more fact-based reasons not to worry about Ebola, which predicted reductions in their Ebola worry and risk perception. These findings held when controlling for several theoretically relevant covariates, highlighting their robustness. Conclusion These results demonstrate how a simple linguistic technique can enhance rational thinking and quell worry about a pressing public health threat. [ABSTRACT FROM AUTHOR]

This study investigated the benefits of self-distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four- and 6-year-old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six-year-olds persevered longer than 4-year-olds. Nonetheless, across both ages, children who impersonated an exemplar other-in this case a character, such as Batman-spent the most time working, followed by children who took a third-person perspective on the self, or finally, a first-person perspective. Alternative explanations, implications, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Social network sites are ubiquitous and now constitute a common tool people use to interact with one another in daily life. Here we review the consequences of interacting with social network sites for subjective well-being--that is, how people feel moment-to-moment and how satisfied they are with their lives. We begin by clarifying the constructs that we focus on in this review: social network sites and subjective well-being. Next, we review the literature that explains how these constructs are related. This research reveals: (a) negative relationships between passively using social network sites and subjective well-being, and (b) positive relationships between actively using social network sites and subjective well-being, with the former relationship being more robust than the latter. Specifically, passively using social network sites provokes social comparisons and envy, which have negative downstream consequences for subjective well-being. In contrast, when active usage of social network sites predicts subjective well-being, it seems to do so by creating social capital and stimulating feelings of social connectedness. We conclude by discussing the policy implications of this work. [ABSTRACT FROM AUTHOR]

Experiments performed primarily with adults show that self-distancing facilitates adaptive self-reflection. However, no research has investigated whether adolescents spontaneously engage in this process or whether doing so is linked to adaptive outcomes. In this study, 226 African American adolescents, aged 11-20, reflected on an anger-related interpersonal experience. As expected, spontaneous self-distancing during reflection predicted lower levels of emotional reactivity by leading adolescents to reconstrue (rather than recount) their experience and blame their partner less. Moreover, the inverse relation between self-distancing and emotional reactivity strengthened with age. These findings highlight the role that self-distancing plays in fostering adaptive self-reflection in adolescence, and begin to elucidate the role that development plays in enhancing the benefits of engaging in this process. [ABSTRACT FROM AUTHOR]

How can people adaptively analyze and “work through” negative feelings without ruminating? This paper will briefly review findings from an integrative program of research, which suggests that a critical factor determining whether people's attempts to adaptively reason about negative experiences succeed or fail is the type of self-perspective they adopt. That is, whether people analyze their feelings from a self-immersed or self-distanced perspective. The implications of shifting self-perspectives for subjective experience, autonomic nervous system reactivity, and neural activity are discussed. [ABSTRACT FROM AUTHOR]

Research suggests that placebos administered without deception (i.e. non‐deceptive placebos) may provide an effective and low‐effort intervention to manage stress and improve mental health. However, whether non‐deceptive placebos administered remotely online can manage distress for people at risk for developing high levels of affective symptoms remains unclear. Volunteers experiencing prolonged stress from the COVID‐19 pandemic were recruited into a randomized controlled trial to examine the efficacy of a non‐deceptive placebo intervention administered remotely online on affective outcomes. COVID‐related stress, overall stress, anxiety, and depression were assessed at baseline, midpoint, and endpoint. Compared with the control group, participants in the non‐deceptive placebo group reported significant reductions from baseline in all primary affective outcomes after 2 weeks. Additionally, participants in the non‐deceptive placebo group found the intervention feasible, acceptable, and appropriate for the context. Non‐deceptive placebos, even when administered remotely online, offer an alternative and effective way to help people manage prolonged stress. Future large‐scale studies are needed to determine if non‐deceptive placebos can be effective across different prolonged stress situations and for clinical populations. [ABSTRACT FROM AUTHOR]