Suzanne Wood

Gaslighting is a form of psychological manipulation that, over time, causes a victim to doubt their sense of reality, often leading to a loss of agency and emotional and mental instability. Currently, mechanistic explanations for gaslighting are rooted in unfalsifiable psychodynamic theory. We propose a theoretical framework that draws upon prediction error minimization, symbolic interactionism, attachment theory, self-verification theory, and shared reality theory to illustrate the cognitive mechanisms that allow gaslighting to occur. We hypothesize that gaslighting depends on normative social-cognitive mechanisms operating in atypical social situations. Our model assumes that (close) relationships fulfill important epistemic needs—close others shape and verify our self-views and our experience of the world. This privileged position of close others is what gives gaslighters the epistemic leverage required for gaslighting to be effective. We then apply our theoretical framework to the cycle of gaslighting and conclude by distinguishing gaslighting from other related phenomena. Public Gaslighting is a type of emotional abuse where someone manipulates another person into doubting their own sense of reality. Psychology lacks clear scientific explanations for how this abuse makes people feel like they’re losing touch with what’s real. In this report, we look at research from brain science and social psychology to explain what might be going on inside the minds of people who experience gaslighting. Our explanation focuses on how people learn from their experiences, and we also include ideas about how relationships and social situations can shape behavior. The goal is to offer a scientific explanation of gaslighting.

Psychedelic drugs, particularly taking small amounts of psychedelics in a cyclical pattern over days (so-called microdosing), have garnered growing scientific and public interest, but representative data on different dosage levels is scarce. To better understand this trend, we surveyed a nationwide sample of 11,299 adults in Germany. The survey assessed lifetime and past six-month psychedelic use by dosage as well as socio-demographic variables (sex, age, education, employment status, household equivalence income, partner arrangements, and place of residence). Results show that 5.0% of respondents self-reported lifetime psychedelic use, while 0.7% reported past six-month use. Medium to high dosing was more prevalent than microdosing. Moreover, high probabilities of using multiple forms of psychedelics were uncovered. We also observed variation in use across socio-demographic groups. For example, psychedelics use was less likely in females than males, and older than younger respondents. Past six-month microdosing was less likely in rural areas, and past six-month medium to high dosing was less prevalent in individuals with higher income or who live with a partner. This study shows limited support for widespread use in Germany and highlights diverse usage patterns across socio-demographics. These findings can inform policies, especially considering the overlap in usage of various substances.

Gaslighting is a form of psychological manipulation that, over time, causes a victim to doubt their sense of reality, often leading to a loss of agency and emotional and mental instability. Currently mechanistic explanations for gaslighting are rooted in unfalsifiable psychodynamic theory. We propose a theoretical framework that draws upon prediction error minimization, symbolic interactionism, attachment theory, self-verification theory, and shared reality theory to illustrate the cognitive mechanisms that allow gaslighting to occur. We hypothesize that gaslighting depends on normative social-cognitive mechanisms operating in atypical social situations. Our model assumes that (close) relationships fulfill important epistemic needs—close others shape and verify our self-views and our experience of the world. This privileged position of close others is what gives gaslighters the epistemic leverage required for gaslighting to be effective. We then apply our theoretical framework to the cycle of gaslighting and conclude by distinguishing gaslighting from other related phenomena.

Gaslighting is an understudied form of abuse wherein a sane and rational survivor is convinced of their own epistemic incompetence on false pretenses by a perpetrator. The current study aimed to characterize the features of gaslighting as well as test and verify common claims about gaslighting. We recruited participants (N = 65) who self‐identified as having experienced gaslighting in romantic relationships to fill out a qualitative survey wherein they described instances of gaslighting, features of their relationships, and the consequences of gaslighting on their mental health. The age of participants in this study ranged from 18 to 69 (M = 29), most participants identified as female (48), and heterosexual (43). Gaslighting occurs within relationships that are typified by a combination of affectionate and abusive behaviors extended over the course of a relationship. Gaslighting victimization was associated with a diminished sense of self, mistrust of others, and on occasion, post‐traumatic growth. Those who recovered from gaslighting often emphasized the importance of separation from the perpetrator, prioritization of healthier relationships, and engaging in meaningful and re‐embodying activities. This study provides a basis for further research into gaslighting and recovery from gaslighting, which will contribute to the prevention and treatment for this type of abuse.

Gaslighting is an understudied form of abuse wherein a sane and rational survivor is convinced of their own epistemic incompetence on false pretenses by a perpetrator. The current study aimed to characterize the features of gaslighting as well as test and verify common claims about gaslighting. We recruited participants (N = 65) who self-identified as having experienced gaslighting in romantic relationships to fill out a qualitative survey wherein they described instances of gaslighting, features of their relationships, and the consequences of gaslighting on their mental health. The age of participants in this study ranged from 18-69 (M = 29), most participants identified as female (48), and heterosexual (43). Gaslighting occurs within relationships that are typified by a combination of affectionate and abusive behaviors extended over the course of a relationship. Gaslighting victimization was associated with a diminished sense of self, mistrust of others, and on occasion, post-traumatic growth. Those who recovered from gaslighting often emphasized the importance of separation from the perpetrator, prioritization of healthier relationships, and engaging in meaningful and re-embodying activities. This study provides a basis for further research into gaslighting and recovery from gaslighting, which will contribute to prevention of and treatment for this type of abuse.

Undergraduate Research Assistant Leadership for Rigorous, High Quality Research

Background: Use of prescription stimulants for cognitive enhancement in healthy individuals has been of growing interest to the academic community. University students can be prone to use these pharmacological cognitive enhancers (PCEs) for their perceived academic benefits. Objectives: We aimed to understand university students’ beliefs about the factors influencing PCE use, the cognitive and health effects of the drugs, and how these conceptions are interrelated. Methods: Data were collected through focus groups with 45 students at the University of Toronto in 2015/2016. We used thematic analysis to extract key themes and cooccurrence coefficients to evaluate the overlap between these themes. Results: We found that participants perceived users as either struggling students or high-achieving ones. Alleged benefits of PCEs included enhanced focus, attention, memorization, and grades, but did not include increased intelligence or long-term cognitive enhancement. Participants disagreed on whether ADHD diagnosis would affect how PCEs worked and how “needing the drug” was determined. Mentions of nonspecific side effects were common, as was the possibility of misuse (e.g., addiction, abuse). Though not an initial aim of the study, we uncovered patterns pertaining to whom participants used as sources of information about different themes. We propose that social learning theory provides a useful framework to explain how the experiences of peers may shape the conceptions of our participants. Conclusions/Importance: Our findings highlight that conceptions surrounding PCEs are multileveled, and informed by a variety of sources, including peers. This should be considered in the development of interventions geared toward university students.