Many behavioral science-based interventions, such as nudges and so-called psychologically wise interventions, seek to improve people’s lives by using words to shift them toward helpful perspectives and behaviors. Large language models (LLMs) such as OpenAI’s GPT models or Google’s Gemini have the potential to revolutionize these interventions by making them more personalized, scalable, and cost-effective. This article describes how three groups of people—designers of interventions, intermediaries who interact with the intended beneficiaries, and the intended beneficiaries themselves—might use LLMs and identifies potential benefits and risks of those uses for the intended beneficiaries of interventions. We hypothesize that the potential benefits and risks are lowest when designers interact with LLMs, higher when intermediaries interact, and highest when the intended beneficiaries interact directly. We provide suggestions for mitigating the risks so that policymakers can safely deliver on the promise of LLMs.

Scholars warn that partisan divisions in the mass public threaten the health of American democracy. We conducted a megastudy ( n = 32,059 participants) testing 25 treatments designed by academics and practitioners to reduce Americans’ partisan animosity and antidemocratic attitudes. We find that many treatments reduced partisan animosity, most strongly by highlighting relatable sympathetic individuals with different political beliefs or by emphasizing common identities shared by rival partisans. We also identify several treatments that reduced support for undemocratic practices—most strongly by correcting misperceptions of rival partisans’ views or highlighting the threat of democratic collapse—which shows that antidemocratic attitudes are not intractable. Taken together, the study’s findings identify promising general strategies for reducing partisan division and improving democratic attitudes, shedding theoretical light on challenges facing American democracy.

Large language models (LLMs), such as OpenAI’s GPT-4, Google’s Bard or Meta’s LLaMa, have created unprecedented opportunities for analysing and generating language data on a massive scale. Because language data have a central role in all areas of psychology, this new technology has the potential to transform the field. In this Perspective, we review the foundations of LLMs. We then explain how the way that LLMs are constructed enables them to effectively generate human-like linguistic output without the ability to think or feel like a human. We argue that although LLMs have the potential to advance psychological measurement, experimentation and practice, they are not yet ready for many of the most transformative psychological applications — but further research and development may enable such use. Next, we examine four major concerns about the application of LLMs to psychology, and how each might be overcome. Finally, we conclude with recommendations for investments that could help to address these concerns: field-initiated ‘keystone’ datasets; increased standardization of performance benchmarks; and shared computing and analysis infrastructure to ensure that the future of LLM-powered research is equitable. Large language models (LLMs), which can generate and score text in human-like ways, have the potential to advance psychological measurement, experimentation and practice. In this Perspective, Demszky and colleagues describe how LLMs work, concerns about using them for psychological purposes, and how these concerns might be addressed.

Teachers' growth mindset supportive language (GMSL)--rhetoric emphasizing that one's skills can be improved over time--has been shown to significantly reduce disparities in academic achievement and enhance students' learning outcomes. Although teachers espouse growth mindset principles, most find it difficult to adopt GMSL in their practice due the lack of effective coaching in this area. We explore whether large language models (LLMs) can provide automated, personalized coaching to support teachers' use of GMSL. We establish an effective coaching tool to reframe unsupportive utterances to GMSL by developing (i) a parallel dataset containing GMSL-trained teacher reframings of unsupportive statements with an accompanying annotation guide, (ii) a GMSL prompt framework to revise teachers' unsupportive language, and (iii) an evaluation framework grounded in psychological theory for evaluating GMSL with the help of students and teachers. We conduct a large-scale evaluation involving 174 teachers and 1,006 students, finding that both teachers and students perceive GMSL-trained teacher and model reframings as more effective in fostering a growth mindset and promoting challenge-seeking behavior, among other benefits. We also find that model-generated reframings outperform those from the GMSL-trained teachers. These results show promise for harnessing LLMs to provide automated GMSL feedback for teachers and, more broadly, LLMs' potentiality for supporting students' learning in the classroom. Our findings also demonstrate the benefit of large-scale human evaluations when applying LLMs in educational domains.