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According to early theories, implicit (automatic) social attitudes are difficult if not impossible to change. Although this view has recently been challenged by research relying on experimental, developmental, and cultural approaches, relevant work remains siloed across research communities. As such, the time is ripe to systematize and integrate disparate (and seemingly contradictory) findings and to identify gaps in existing knowledge. To this end, we introduce a 3D framework classifying research on implicit attitude change by levels of analysis (individual vs. collective), sources of change (experimental, ontogenetic, and cultural), and timescales (short term vs. long term). This 3D framework highlights where evidence for implicit attitude change is more versus less well established and pinpoints directions for future research, including at the intersection of fields.

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Rising rates of hunger and food insecurity have sparked a major re-evaluation of all aspects of food systems. Because of the multifaceted nature of food insecurity, however, determining what actions should be taken is challenging, especially since reevaluation efforts are led by experts from several disciplines and there is no consensus about which indicators should be used and how they should be measured. Confusion surrounding the meaning of the terms 'food security' and 'food insecurity' has contributed to this lack of consensus. As indicators inform action, such confusion has slowed those committed to alleviating hunger in identifying the most pressing targets. This review highlights (1) the importance of clearly defining food security and food insecurity and (2) how such definitions affect measures of food insecurity in the United States. While some might say that definitions are an issue of the past or a trivial matter of semantics, we believe that the world's present rates of hunger and malnutrition are attributable, at least in part, to the lack of consensus on these definitions and their accompanying measurements and indicators. Although the present review can be helpful to academics and policy makers, the primary purpose is to be a resource to those involved in the day-to-day production of food, such as ranchers and farmers by providing an overview of definitions, indicators, and measurements used when discussing food security.

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Learning is a central concept in many scientific disciplines. Communication about research on learning is, however, hampered by the fact that different researchers define learning in different ways. In this article, we introduce the extended functional definition of learning that can be used across scientific disciplines. We provide examples of how the definition can be applied to individual organisms, genes, machines, and groups. Using the extended functional definition (a) reveals a heuristic framework for research that can be applied across scientific disciplines, (b) allows researchers to engage in intersystem analyses that relate the behavior and learning of different systems, and (c) clarifies how learning differs from other phenomena such as (changes in) behavior, damaging systems, and programming systems.

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Mainstream cognitive neuroscience aims to build mechanistic explanations of behavior by mapping abilities described at the organismal level via the subpersonal level of computation onto specific brain networks. We provide an integrative review of these commitments and their mismatch with empirical research findings. Context-dependent neural tuning, neural reuse, degeneracy, plasticity, functional recovery, and the neural correlates of enculturated skills each show that there is a lack of stable mappings between organismal, computational, and neural levels of analysis. We furthermore highlight recent research suggesting that task context at the organismal level determines the dynamic parcellation of functional components at the neural level. Such instability prevents the establishment of specific computational descriptions of neural function, which remains a central goal of many brain mappers - including those who are sympathetic to the notion of many-to-many mappings between organismal and neural levels. This between-level instability presents a deep epistemological challenge and requires a reorientation of methodological and theoretical commitments within cognitive neuroscience. We demonstrate the need for change to brain mapping efforts in the face of instability if cognitive neuroscience is to maintain its central goal of constructing computational mechanistic explanations of behavior; we show that such explanations must be contextual at all levels.

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Social behavior varies across both individuals and species. Research to explain this variation falls under the purview of multiple disciplines, each with its own theoretical and empirical traditions. Integration of these disciplinary traditions is key to developing a holistic perspective. Here, we review research on the biology of social attachment, a phenomena in which individuals develop strong affective connections to one another. We provide a historical overview of research on social attachment from psychological, ethological and neurobiological perspectives. As a case study, we describe work on pair-bonding in prairie voles, a socially monogamous rodent. This specific topic takes advantage of many biological perspectives and techniques to explain social bonds. Lastly, we conclude with an overview of multi-dimensional conceptual frameworks that can be used to explain social phenomena, and we propose a new framework for research on individual variation in attachment behavior. These conceptual frameworks originate from philosophy, physics, ethology, cognitive science and neuroscience. The application and synthesis of such frameworks offers a rich opportunity to advance understanding of social behavior and its mechanisms.

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A dynamical systems perspective on multi-agent learning, based on the link between evolutionary game theory and reinforcement learning, provides an improved, qualitative understanding of the emerging collective learning dynamics. However, confusion exists with respect to how this dynamical systems account of multi-agent learning should be interpreted. In this article, I propose to embed the dynamical systems description of multi-agent learning into different abstraction levels of cognitive analysis. The purpose of this work is to make the connections between these levels explicit in order to gain improved insight into multi-agent learning. I demonstrate the usefulness of this framework with the general and widespread class of temporal-difference reinforcement learning. I find that its deterministic dynamical systems description follows a minimum free-energy principle and unifies a boundedly rational account of game theory with decision-making under uncertainty. I then propose an on-line sample-batch temporal-difference algorithm which is characterized by the combination of applying a memory-batch and separated state-action value estimation. I find that this algorithm serves as a micro-foundation of the deterministic learning equations by showing that its learning trajectories approach the ones of the deterministic learning equations under large batch sizes. Ultimately, this framework of embedding a dynamical systems description into different abstraction levels gives guidance on how to unleash the full potential of the dynamical systems approach to multi-agent learning.

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A debate surrounding modularity-the notion that the mind may be exclusively composed of distinct systems or modules-has held philosophers and psychologists captive for nearly 40 years. Concern about this thesis-which has come to be known as the massive modularity debate-serves as the primary grounds for skepticism of evolutionary psychology's claims about the mind. In this article we argue that the entirety of this debate, and the very notion of massive modularity itself, is ill-posed and confused. In particular, it is based on a confusion about the level of analysis (or reduction) at which one is approaching the mind. Here we provide a framework for clarifying at what level of analysis one is approaching the mind and explain how a systemic failure to distinguish between different levels of analysis has led to profound misunderstandings of not only evolutionary psychology but also of the entire cognitivist enterprise of approaching the mind at the level of the mechanism. We furthermore suggest that confusions between different levels of analysis are endemic throughout the psychological sciences-extending well beyond issues of modularity and evolutionary psychology. Therefore, researchers in all areas should take preventive measures to avoid this confusion in the future.

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AIM: Symptoms of bipolar disorder (BD) include changes in mood, activity, energy, sleep, and appetite. Since many of these processes are regulated by circadian function, circadian rhythm disturbance has been examined as a biological feature underlying BD. The International Society for Bipolar Disorders Chronobiology Task Force (CTF) was commissioned to review evidence for neurobiological and behavioral mechanisms pertinent to BD. METHOD: Drawing upon expertise in animal models, biomarkers, physiology, and behavior, CTF analyzed the relevant cross-disciplinary literature to precisely frame the discussion around circadian rhythm disruption in BD, highlight key findings, and for the first time integrate findings across levels of analysis to develop an internally consistent, coherent theoretical framework. RESULTS: Evidence from multiple sources implicates the circadian system in mood regulation, with corresponding associations with BD diagnoses and mood-related traits reported across genetic, cellular, physiological, and behavioral domains. However, circadian disruption does not appear to be specific to BD and is present across a variety of high-risk, prodromal, and syndromic psychiatric disorders. Substantial variability and ambiguity among the definitions, concepts and assumptions underlying the research have limited replication and the emergence of consensus findings. CONCLUSIONS: Future research in circadian rhythms and its role in BD is warranted. Well-powered studies that carefully define associations between BD-related and chronobiologically-related constructs, and integrate across levels of analysis will be most illuminating.

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In 1963, Niko Tinbergen published his foundational manuscript identifying the four questions we ask in animal behavior-how does the behavior emerge across the lifespan (development); how does it work (mechanism); how and why did it evolve (evolution); and why is it adaptive (function). Tinbergen clarified that these 'levels of analysis' are complementary, not competing, thereby avoiding many fruitless scientific debates. However, the relationships among the four levels was never established. Here, we propose 'leveling' Tinbergen's questions to a single temporal timescale divided into causes (encompassing mechanism, development, and evolution) and consequences (encompassing function). Scientific advances now seamlessly link evolution, development, and mechanism into a continuum of 'causes'. The cause-consequence distinction separates the processes that precede (and lead to) a behavior, from the processes that come after (and result from) a behavior. Even for past behaviors, the functional outcomes are (historical) consequences of the causes that preceded them.

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This research note addresses the current and potential future role of psychologists in the study of international migration. We review ways in which psychologists have contributed to the study of migration, as well as ways in which psychological scholarship could be integrated with work from other social science fields. Broadly, we discuss four major contributions that psychology brings to the study of international migration-studying migrants' internal psychological experiences, incorporating a developmental perspective, conducting experimental studies, and integrating across levels of analysis. Given the position of psychology as a 'hub science' connecting more traditional social sciences with health and medical sciences, we argue for a more prominent role for psychologists within the study of international migration. Such a role is intended to complement the roles of other social scientists and to create a more interdisciplinary way forward for the field of migration studies. The research note concludes with an agenda for further scholarship on migration.

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Notions of mechanism, emergence, reduction and explanation are all tied to levels of analysis. I cover the relationship between lower and higher levels, suggest a level of mechanism approach for neuroscience in which the components of a mechanism can themselves be further decomposed and argue that scientists' goals are best realized by focusing on pragmatic concerns rather than on metaphysical claims about what is 'real'. Inexplicably, neuroscientists are enchanted by both reduction and emergence. A fascination with reduction is misplaced given that theory is neither sufficiently developed nor formal to allow it, whereas metaphysical claims of emergence bring physicalism into question. Moreover, neuroscience's existence as a discipline is owed to higher-level concepts that prove useful in practice. Claims of biological plausibility are shown to be incoherent from a level of mechanism view and more generally are vacuous. Instead, the relevant findings to address should be specified so that model selection procedures can adjudicate between competing accounts. Model selection can help reduce theoretical confusions and direct empirical investigations. Although measures themselves, such as behaviour, blood-oxygen-level-dependent (BOLD) and single-unit recordings, are not levels of analysis, like levels, no measure is fundamental and understanding how measures relate can hasten scientific progress. This article is part of the theme issue 'Key relationships between non-invasive functional neuroimaging and the underlying neuronal activity'.

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Sounds are processed by the ear and central auditory pathway. These processing steps are biologically complex, and many aspects of the transformation from sound waveforms to cortical response remain unclear. To understand this transformation, we combined models of the auditory periphery with various encoding models to predict auditory cortical responses to natural sounds. The cochlear models ranged from detailed biophysical simulations of the cochlea and auditory nerve to simple spectrogram-like approximations of the information processing in these structures. For three different stimulus sets, we tested the capacity of these models to predict the time course of single-unit neural responses recorded in ferret primary auditory cortex. We found that simple models based on a log-spaced spectrogram with approximately logarithmic compression perform similarly to the best-performing biophysically detailed models of the auditory periphery, and more consistently well over diverse natural and synthetic sounds. Furthermore, we demonstrated that including approximations of the three categories of auditory nerve fiber in these simple models can substantially improve prediction, particularly when combined with a network encoding model. Our findings imply that the properties of the auditory periphery and central pathway may together result in a simpler than expected functional transformation from ear to cortex. Thus, much of the detailed biological complexity seen in the auditory periphery does not appear to be important for understanding the cortical representation of sound.

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Individuals who face significant adversity are typically able to resume normal functioning despite this hardship. Resilience is a dynamic process at any level of functioning that encompasses the capacity by which these individuals adapt positively following adversity. Resilience science aims to elucidate the mechanisms of successful adaption following adverse situations, allowing researchers to better understand why some individuals adapt better than others. In the present chapter we synthesize literature on biologic systems and their resilient functioning, including neurobiologic, hormonal, and genetic aspects of resilience. Utilizing a developmental psychopathology approach, we emphasize the importance of taking an integrative, multiple systems perspective when examining resilient functioning by incorporating biologic and psychosocial systems and the necessity for collaboration among researchers from a variety of disciplines. Finally, we discuss the application of resilience science and how these results can be integrated into intervention efforts aimed to promote resilient functioning in individuals.

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Valid understanding of the relationship between cultures and persons requires an adequate conceptualization of the many contexts within which individuals work and live. These contexts include the more distal features of the individual's birth ecology and ethno-national group history. These features converge more proximally upon individual experience as "process" variables, through the institutional-normative constraints and affordances encountered through socialization into a diverse set of cultural groupings. This enculturation is then revealed in the individual's response profile of values, beliefs, choices, and behaviors at any given time. Cross-cultural psychologists have typically compared these encultured responses cross-nationally by averaging the scores of equivalent groups of persons across national groups, terming these average differences "cultural differences." This procedure has generated considerable resistance, primarily due to careless over-generalization of results to all members of a given cultural group. Critics of nation-based characterizations have challenged their methodological and conceptual inadequacies, but we now know better how to address the measurement-related aspects of culture-level "psychological" variables, such as individualism-collectivism. In challenging the accuracy of these measures, critics have also neglected to acknowledge the continuing predictive and discriminant validity of these dimensions of national culture. We here review the utility of more recent measurements. We then show how nation-level comparisons can be used by psychologists to improve our understanding of individual, rather than group, outcomes. Nations are heterogeneous amalgams of ethnicities, social classes, organizations, school systems, and families. Individuals' socialization into these groups affects their functioning at any given point in life. These enculturations are further dependent on their gender, age, and education. Assessment of culture's relation with individual functioning requires adequate measurement of both personality and normative aspects of situations in which behavior is enacted. Once this integration of cultural influences is achieved, the logic and methodology for integrating national culture into psychological models of individual behavior can be applied within any nation where research focuses on how within-nation cultural variation affects individual functioning. Culture, conceptualized as normative group constraints, becomes more widely amenable to study, and the hard lessons learned from cross-national research can be used to guide the practice of more locally sensitive research.

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Children who experience maltreatment are at well-documented risk for the development of problematic substance use and disorder in adolescence and beyond. This review applies a developmental psychopathology framework to discuss the complex multilevel probabilistic pathways from child maltreatment to substance use and substance use disorder (SUD). We begin with an overview of the myriad vulnerabilities associated with child maltreatment, including the development of substance use and SUD. Prominent pathways that may potentiate liability for SUD are discussed. Specifically, we highlight the robust empirical support for the prominent externalizing pathway of risk, and also discuss the state of the research regarding the internalizing pathway. Consistent with the developmental psychopathology perspective, we then review biological processes such as neuroendrocrine mechanisms, allostatic load, and neurobiological pathways that may underlie child maltreatment risk, as well as discuss broader contextual issues. Elucidating the processes underlying the development of substance use and disorder among children exposed to this form of early adversity is paramount for not only informing developmental theories, but also designing effective prevention and intervention programs. Thus, implications for preventive interventions are provided. Finally, critical next steps for research within the area of child maltreatment and the developmental psychopathology of substance use and SUD are proffered.

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Controversy abounds regarding the symptom dimensions of attention problems, impulsivity, and hyperactivity, developmentally extreme and impairing levels of which compose the diagnostic category of attention deficit hyperactivity disorder (ADHD). I highlight causal factors, underlying mechanisms, developmental trajectories, and female manifestations of ADHD, integrating the psychobiological underpinnings of this syndrome with contextual factors related to its clinical presentation, impairments, and soaring increases in diagnosed prevalence. Indeed, despite strong heritability, ADHD is expressed via transactional patterns of influence linked to family-, school-, peer-, neighborhood-, and policy-related factors. Moreover, intervention strategies must take into account both pharmacologic and behavioral modalities if the goal is to enhance competencies, rather than symptom reduction per se. A comprehensive understanding of ADHD mandates multiple levels of analysis-spanning genes, neurotransmission, brain pathways, individual skill levels, family socialization, peer relationships, and educational and cultural forces-which must be integrated and synthesized to surpass reductionist accounts, reduce stigma, and maximize the impact of prevention- and intervention-related efforts.

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Contemporary psychology is experiencing tremendous growth in neuroscience, and there is every indication that it will continue to gain in popularity notwithstanding the scarcity of academic positions for newly minted Ph.Ds. Despite the general perception that brain correlates "explain" or "cause" the mind and behavior, these correlates have not yet proven useful in understanding psychological processes, although they offer the possibility of early identification of some disorders. Other recent developments in psychology include increased emphasis on applications and more global representation among researchers and participants. In thinking about the way we want psychology to evolve, psychologists need to pay more than lip service to the idea that complex questions in psychology require multiple levels of analysis with contributions from biological (brain, hormones, and genetics), individual differences and social and cultural perspectives. Early career psychologists who can attain a breadth of knowledge will be well-positioned for a team approach to psychological inquiry. Finally, I offer the belief that an emphasis on enhancing critical thinking skills at all levels of education offers the best hope for the future.

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