The New Science of Wise Psychological Interventions

被引:405
作者
Walton, Gregory M. [1 ]
机构
[1] Stanford Univ, Stanford, CA 94305 USA
关键词
intervention; health; education; close relationships; prejudice; RANDOMIZED CONTROLLED-TRIAL; VALUES-AFFIRMATION; SELF-AFFIRMATION; STEREOTYPE THREAT; IMPLICIT THEORIES; ACHIEVEMENT GAP; PERFORMANCE; INTELLIGENCE; IDENTITY; PREDICTABILITY;
D O I
10.1177/0963721413512856
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Citizens complete a survey the day before a major election; a change in the survey items' grammatical structure increases turnout by 11 percentage points. People answer a single question; their romantic relationships improve over several weeks. At-risk students complete a 1-hour reading-and-writing exercise; their grades rise and their health improves for the next 3 years. Each statement may sound outlandishmore science fiction than science. Yet each represents the results of a recent study in psychological science (respectively, Bryan, Walton, Rogers, & Dweck, 2011; Marigold, Holmes, & Ross, 2007, 2010; Walton & Cohen, 2011). These studies have shown, more than one might have thought, that specific psychological processes contribute to major social problems. These processes act as levers in complex systems that give rise to social problems. Precise interventions that alter themwhat I call wise interventionscan produce significant benefits and do so over time. What are wise interventions? How do they work? And how can they help solve social problems?
引用
收藏
页码:73 / 82
页数:10
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