By Jennifer Lansford, Duke University.  Adolescence is a period that begins with puberty and ends with the transition to adulthood (approximately ages 10–20). Physical changes associated with puberty are triggered by hormones. Cognitive changes include improvements in complex and abstract thought, as well as development that happens at different rates in distinct parts of the brain and increases adolescents’ propensity for risky behavior because increases in sensation-seeking and reward motivation precede increases in cognitive control. Adolescents’ relationships with parents go through a period of redefinition in which adolescents become more autonomous, and aspects of parenting, such as distal monitoring and psychological control, become more salient. Peer relationships are important sources of support and companionship during adolescence yet can also promote problem behaviors. Same-sex peer groups evolve into mixed-sex peer groups, and adolescents’ romantic relationships tend to emerge from these groups. Identity formation occurs as adolescents explore and commit to different roles and ideological positions. 

By Eddie Harmon-Jones and Cindy Harmon-Jones, University of New South Wales. This module provides a brief overview of the neuroscience of emotion. It integrates findings from human and animal research to describe the brain networks and associated neurotransmitters involved in basic affective systems.

By Brad J. Bushman, The Ohio State University. This module discusses the causes and consequences of human aggression and violence. Both internal and external causes are considered. Effective and ineffective techniques for reducing aggression are also discussed. 

By Tara Queen and Jacqui Smith, University of Michigan.  Traditionally, research on aging described only the lives of people over age 65 and the very old. Contemporary theories and research recognizes that biogenetic and psychological processes of aging are complex and lifelong. Functioning in each period of life is influenced by what happened earlier and, in turn, affects subsequent change. We all age in specific social and historical contexts. Together, these multiple influences on aging make it difficult to define when middle-age or old age begins. This module describes central concepts and research about adult development and aging. We consider contemporary questions about cognitive aging and changes in personality, self-related beliefs, social relationships, and subjective well-being.

By Robert Biswas-Diener, Portland State University. The science of social psychology investigates the ways other people affect our thoughts, feelings, and behaviors. It is an exciting field of study because it is so familiar and relevant to our day-to-day lives. Social psychologists study a wide range of topics that can roughly be grouped into 5 categories: attraction, attitudes, peace & conflict, social influence, and social cognition.

By R. Chris Fraley, University of Illinois at Urbana-Champaign.The purpose of this module is to provide a brief review of attachment theory—a theory designed to explain the significance of the close, emotional bonds that children develop with their caregivers and the implications of those bonds for understanding personality development. The module discusses the origins of the theory, research on individual differences in attachment security in infancy and childhood, and the role of attachment in adult relationships.

By Frances Friedrich, University of Utah. We use the term “attention“ all the time, but what processes or abilities does that concept really refer to? This module will focus on how attention allows us to select certain parts of our environment and ignore other parts, and what happens to the ignored information. A key concept is the idea that we are limited in how much we can do at any one time. So we will also consider what happens when someone tries to do several things at once, such as driving while using electronic devices.

By Kevin A. Pelphrey, Yale University. People with autism spectrum disorder (ASD) suffer from a profound social disability. Social neuroscience is the study of the parts of the brain that support social interactions or the “social brain.” This module provides an overview of ASD and focuses on understanding how social brain dysfunction leads to ASD. Our increasing understanding of the social brain and its dysfunction in ASD will allow us to better identify the genes that cause ASD and will help us to create and pick out treatments to better match individuals. Because social brain systems emerge in infancy, social neuroscience can help us to figure out how to diagnose ASD even before the symptoms of ASD are clearly present. This is a hopeful time because social brain systems remain malleable well into adulthood and thus open to creative new interventions that are informed by state-of-the-art science.

By Gregory Murphy,New York University. People form mental concepts of categories of objects, which permit them to respond appropriately to new objects they encounter. Most concepts cannot be strictly defined but are organized around the “best” examples or prototypes, which have the properties most common in the category. Objects fall into many different categories, but there is usually a most salient one, called the basic-level category, which is at an intermediate level of specificity (e.g., chairs, rather than furniture or desk chairs). Concepts are closely related to our knowledge of the world, and people can more easily learn concepts that are consistent with their knowledge. Theories of concepts argue either that people learn a summary description of a whole category or else that they learn exemplars of the category. Recent research suggests that there are different ways to learn and represent concepts and that they are accomplished by different neural systems.

By Jerry M. Burger, Santa Clara University. We often change our attitudes and behaviors to match the attitudes and behaviors of the people around us. One reason for this conformity is a concern about what other people think of us. This process was demonstrated in a classic study in which college students deliberately gave wrong answers to a simple visual judgment task rather than go against the group. Another reason we conform to the norm is because other people often have information we do not, and relying on norms can be a reasonable strategy when we are uncertain about how we are supposed to act. Unfortunately, we frequently misperceive how the typical person acts, which can contribute to problems such as the excessive binge drinking often seen in college students. Obeying orders from an authority figure can sometimes lead to disturbing behavior. This danger was illustrated in a famous study in which participants were instructed to administer painful electric shocks to another person in what they believed to be a learning experiment...

By Ken Paller and Satoru Suzuki, Northwestern University. Consciousness is the ultimate mystery. What is it and why do we have it? These questions are difficult to answer, even though consciousness is so fundamental to our existence. Perhaps the natural world could exist largely as it is without human consciousness; but taking away consciousness would essentially take away our humanity. Psychological science has addressed questions about consciousness in part by distinguishing neurocognitive functions allied with conscious experience from those that transpire without conscious experience. The continuing investigation of these sorts of distinctions is yielding an empirical basis for new hypotheses about the precursors of conscious experience. Richer conceptualizations are thus being built, combining first-person and third-person perspectives to provide new clues to the mystery of consciousness.

By Jake P. Moskowitz and Paul K. Piff, University of California, Irvine. Humans are social animals. This means we work together in groups to achieve goals that benefit everyone. From building skyscrapers to delivering packages to remote island nations, modern life requires that people cooperate with one another. However, people are also motivated by self-interest, which often stands as an obstacle to effective cooperation. This module explores the concept of cooperation and the processes that both help and hinder it.

By Dean Keith Simonton, University of California, Davis.  An idea or solution is considered creative if it is original, useful, and surprising. However, depending on who actually judges these three criteria, we must distinguish personal “little-c creativity” from consensual “Big-C Creativity.” In any case, psychologists who investigate creativity most often adopt one of three perspectives. First, they can ask how creators think, and thus focus on the cognitive processes behind creativity. Second, they can ask who is creative, and hence investigate the personal characteristics of highly creative people. Third, they can ask about the social context, and, thereby, examine the environments that influence creativity. Although psychologists have made major advances in the study of creativity, many exciting and important questions remain to be answered.

By Robert Biswas-Diener and Neil Thin, Portland State University, University of Edinburgh. Although the most visible elements of culture are dress, cuisine and architecture, culture is a highly psychological phenomenon. Culture is a pattern of meaning for understanding how the world works. This knowledge is shared among a group of people and passed from one generation to the next. This module defines culture, addresses methodological issues, and introduces the idea that culture is a process. Understanding cultural processes can help people get along better with others and be more socially responsible.

By Jeanne Tsai, Stanford University.How do people’s cultural ideas and practices shape their emotions (and other types of feelings)? In this module, we will discuss findings from studies comparing North American (United States, Canada) and East Asian (Chinese, Japanese, Korean) contexts. These studies reveal both cultural similarities and differences in various aspects of emotional life. Throughout, we will highlight the scientific and practical importance of these findings and conclude with recommendations for future research.

By Dalena van Heugten - van der Kloet, Maastricht University. In psychopathology, dissociation happens when thoughts, feelings, and experiences of our consciousness and memory do not collaborate well with each other. This module provides an overview of dissociative disorders, including the definitions of dissociation, its origins and competing theories, and their relation to traumatic experiences and sleep problems.

By Sudeep Bhatia and George Loewenstein, Carnegie Mellon University. Our thoughts and behaviors are strongly influenced by affective experiences known as drive states. These drive states motivate us to fulfill goals that are beneficial to our survival and reproduction. This module provides an overview of key drive states, including information about their neurobiology and their psychological effects.

By Jeffrey Jensen Arnett,Clark University.Emerging adulthood has been proposed as a new life stage between adolescence and young adulthood, lasting roughly from ages 18 to 25. Five features make emerging adulthood distinctive: identity explorations, instability, self-focus, feeling in-between adolescence and adulthood, and a sense of broad possibilities for the future. Emerging adulthood is found mainly in industrialized countries, where most young people obtain tertiary education and median ages of entering marriage and parenthood are around 30. There are variations in emerging adulthood within industrialized countries. It lasts longest in Europe, and in Asian industrialized countries, the self-focused freedom of emerging adulthood is balanced by obligations to parents and by conservative views of sexuality. In non-industrialized countries, although today emerging adulthood exists only among the middle-class elite, it can be expected to grow in the 21st century as these countries become more affluent.

By Brett Ford and Iris B. Mauss, University of Toronto, University of California, Berkeley. Emotions don’t just feel good or bad, they also contribute crucially to people’s well-being and health. In general, experiencing positive emotions is good for us, whereas experiencing negative emotions is bad for us. However, recent research on emotions and well-being suggests this simple conclusion is incomplete and sometimes even wrong. Taking a closer look at this research, the present module provides a more complex relationship between emotion and well-being. At least three aspects of the emotional experience appear to affect how a given emotion is linked with well-being: the intensity of the emotion experienced, the fluctuation of the emotion experienced, and the context in which the emotion is experienced. While it is generally good to experience more positive emotion and less negative emotion, this is not always the guide to the good life.

By Marc Brackett, Sarah Delaney, and Peter Salovey, Yale University. In this module, we review the construct of emotional intelligence by examining its underlying theoretical model, measurement tools, validity, and applications in real-world settings. We use empirical research from the past few decades to support and discuss competing definitions of emotional intelligence and possible future directions for the field.