Intelligence, reaction time (RT) and a new ‘odd-man-out’ RT paradigm

A sample of adult Ss of reasonably normal intelligence were given an ‘IQ’ test, a series of RT tests using 0, 1, 2, 3 bits of information in a Hick paradigm and an RT task requiring choice of 1 of 3 lights as an ‘odd-man-out’ on the basis of its relative position. Negative correlations were found between both RT and measures of variation in RT and ‘IQ’ for both of the two tasks. Recent results showing no correlation between Hick slope and ‘IQ’ and no increase in correlation between ‘IQ’ and RT with increasing number of bits, are confirmed. An explanation for findings of Ss whose RT data do not conform to Hick's law is tested and found inadequate. The ‘odd-man-out’ task is found to show an effect of ‘learning’ across the period of the task, the size of the learning effect was found also to correlate with ‘IQ’, but no evidence for learning was found with the choice RT task.     

Studying religion today : Controversiality and ‘objectivity’ in the sociology of religion

The salience of issues of ‘objectivity’ in the study of religion is presently increasing in the context of enhanced religious conflict, controversy and overt politicization. These issues arise and ramify on various levels: epistemological, ethical, existential and interpersonal. As students of religion are increasingly impelled to ‘become part of their data’, they need to consider whether a value-neutral ‘scientific’ study of religion can remain viable in a period of religious tumult? Feminism, Liberation Theology and concern over the perceived persecution of stigmatized religious minorities (‘cults’) represent three orientations which are currently shaping the sociology of religion in the United States.     

‘Fundamentalism’ Christian and Islamic

This article seeks to answer the question whether the term ‘fundamentalism’ is an appropriate label for certain Islamic movements by undertaking a detailed comparison with Protestant Christian fundamentalism, for which the term was originally coined. After an effort to identify and characterize the two phenomena, a number of similarities and differences are discussed. Among the differences is the fact that the most obvious defining characteristics in each case (Biblical inerrancy for Protestants and politicalsocial involvement for Muslims) are of little relevance to the other case. Among the similarities is a common opposition to ‘modernism’ and a tendency to stress what has been distinctive to the Protestant and Islamic traditions, respectively. The conclusion is that, while the two phenomena do have much in common, ‘fundamentalism’ is not an appropriate common label. The author prefers ‘Islamic radicalism’ for the Muslim case and tentatively suggests ‘radical neotraditionalism’ as a common label.     

Teachers’ implicit view of intelligence predict pupils’ self-perception as learners

Teachers regularly make judgements about their pupils’ intelligence while interacting with them in the classroom. The main aims of this paper are to analyse the structure of teachers’ judgements of their pupils’ intelligence, and to evaluate the influence that teachers have on pupils’ judgements of their own and their peers’ intelligence. Cross-cultural comparisons between English and Portuguese pupils are considered. In total 58 children 10- to 11-year-old and two teachers from London, UK and 47 children 5- to 6-year-old and two teachers from Lisbon, Portugal participated. The children completed aptitude tests and self-perception measures for general ability, reading and mathematical ability. The teachers ranked their pupils’ academic abilities from ‘best in the class’ to ‘weakest in the class’. Results show that teachers’ implicit conceptions of intelligence reflect a view of intelligence that is similar to what IQ tests measure. In addition the results support the notion that children’s verbal ability is more highly valued than mathematical ability. Moreover, the results also suggest that teachers have a considerable impact on their pupils’ self-perception as learners. Cultural differences are also discussed.     

Religion in the service of an elite: A sociologicallydefined imposture. the case of ancient Sparta

The following article is based upon the socio-theological framework elaborated in mybook, Heilsgeschidllicht verfasste Theologie and Männerbiinde, (Theology based on the History of Salvation versus ‘Märmerbünde‘). It attempts to correlate the recurring appearance of a gnostic worldview with the socio-psychological structures of ‘Männerbünde’ or ‘male-groups’. In doing so, it traces the gnostic method of interpreting the human condition from efforts to build an ideological superstructure in order to secure the interests of solely secular groupings; the so-called “Männerbünde’. By developing pseudo-theological constructions with their hint of true ‘theo’-logy, these secular groupings attempt to seduce people into following these newly-developed pseudotheological systems which in fact deliver them helplessly into the grip of the ‘Männerbünde’. It is through means such as these pseudo-theologies that the ‘Männerbünde’ endeavour to win almost unlimited power over the common people; hence the article's title, ‘Religion in the service of an elite’.The second element of the title, ‘A sociologically defined imposture’, refers to myunderstanding that the creation of the pseudo-theology by the ‘Minnerbünde’ does not follow the demands of theological truth but is instead ‘defined’ by the sociological rules which are to be observed if one wants to subject others to one's own private aims.Whereas the book exemplifies the proposed ideas on a larger scale by centring on historical situations taken principally from ancient and modern indo-european contexts, the present article focuses on one of the best known ‘Männerbünde’, namely, the Spartan commonwealth. Sparta's special structures, which are highly relevant in illustrating this thesis, were not considered in the book.Finally, the analysis of the Spartan material has been effected through an abstractgeneral approach, and through a socio-psychological exposition of the structures which underly and interpret the ‘Männerbünde’ text, which mainly consists of historical arguments. It is this general approach which I shall consider first.     

Schizotypy and hemisphere function—I : Theoretical considerations and the measurement of schizotypy

This paper brings together, in the context of individual-differences theory, two developing themes in schizophrenia research. One concerns the manifestation, in normal people, of ‘psychotic’ characteristics and their measurement using scales which, unlike the Eysenck P scale, draw their items from the clinical symptomatology of psychosis. Recent work on the so-called ‘borderline states’ is considered especially relevant and a new two-scale questionnaire (STQ) is described which was modelled on the current distinction, in DSM-III, between ‘schizotypal personality disorder’ and ‘borderline personality disorder’. The second theme addressed concerns the possible biological basis of individual differences in ‘schizotypy’. It is argued, in the light of some emerging views about the nature of schizophrenia, that this may lie in the functional and structural properties of hemisphere organization. A suggested strategy for evaluating this theory is an examination of the performance of schizotypal normal Ss on tests of hemisphere function.     

The effects of body mass index and waist-to-hip ratio on ratings of female attractiveness, fecundity, and health

This paper examines the effects of body mass index (BMI) and waist-to-hip ratio (WHR) on people’s perceptions of female attractiveness and fecundity. One hundred and two participants (51 females) were asked to rate 18 line drawings, varying across three BMI and six WHR levels, on seven different attributes (‘healthy’, ‘fertile’, ‘youthful’, ‘intelligent’, ‘nurturing’, ‘flirty’, and ‘attractive’). Line drawings manipulated arm and leg thickness while keeping torso WHR consistent, thus unconfounding previously confounded variables. The data were analysed through a doubly multivariate analysis of variance. Effect sizes were larger for BMI than for WHR. Figures of average weight and a WHR of 0.7 were rated as most attractive and healthy. Overall, the results demonstrate that the effects of BMI and WHR on perceptions of attractiveness and fecundity are interdependent and should be studied concurrently rather than in isolation.     

An item and factor analysis of the FSS(III)

In view of the apparent need for an anxiety scale specifically for South African Indians, this study examines the characteristics of one such group on a stimulus-oriented measure of anxiety. The 73-item Fear Survey Schedule III (FSS) was administered to a representative sample of Natal Indians.Results suggest that this scale has good construct validity and internal consistency for the Ss. Item analyses indicate that stimuli associated with ‘tissue damage’ or ‘interpersonal’ situations are most anxiety-provoking and also correlate highest with test score remainders. A factor analysis reveals three dimensions of situational anxiety for South African Indians: ‘physical danger’, ‘interpersonal situations’ and ‘animals’. These findings support the contention that situational trait anxiety is a multi-dimensional phenomenon.     

Factor dimensions of the child Nowicki-Strickland internal-external scale

Previous factor analyses of the Nowicki Internal-External Scales have not yielded consistent results. The present study, factoring the Child Nowicki-Strickland Internal-External Scale (CNS-IE), and employing 871 male adolescents, discovered 4 clear factor dimensions that were labelled ‘Autonomy-Restriction’, ‘Reinforcement Endowed-Reinforcement Deprived‘, ‘Internal Determinism-External Determinism’ and ‘Social Competence-Social Impotence’. An alternative scoring procedure is suggested for item No. 38 and a 20-item short version of the CNS-IE Scale is also proposed.     

Lexical access in early stages of visual word processing: A single-trial correlational MEG study of heteronym recognition

We present an MEG study of heteronym recognition, aiming to distinguish between two theories of lexical access: the ‘early access’ theory, which entails that lexical access occurs at early (pre 200 ms) stages of processing, and the ‘late access’ theory, which interprets this early activity as orthographic word-form identification rather than genuine lexical access. A correlational analysis method was employed to examine effects of the heteronyms’ form and lexical properties on brain activity. We find support for the ‘late access’ view, in that lexical properties did not affect processing until after 300 ms, while earlier activation was primarily modulated by orthographic form.     

Henry Cavendish and Asperger’s syndrome: A new understanding of the scientist

Although it has recently been suggested that Henry Cavendish (1731–1810) suffered from Asperger’s syndrome (James, 2005; Sacks, 2001), there has yet to be a systematic exploration of this claim. For various reasons, Cavendish is considered here through the diagnostic framework described by Gillberg (1989), with further support from the DSM-IV (APA, 1994). The potential for such a retro-diagnosis is evident, given Cavendish’s biographers’ lament of Cavendish as the ‘incomplete man’: the oddly misanthropic man characterised by negations. Such an impression is evident in the memoirs of Cavendish’s contemporaries but finds its best expression in Wilson’s (1851) biography. With a new and cautious interpretation from an Asperger’s syndrome perspective, this fragmented picture dissipates and Cavendish emerges as a man of remarkable intellect whose syndrome stunted his social development and expression, yet so crucially enabled his research into a paradoxically catholic taste of scientific study. Topics relevant to a ‘retro-diagnosis’ are first addressed, before Cavendish is compared to Gillberg’s and the DSM-IV criteria.     

Lifestyle traits as predictors of driving behaviour in urban areas of Greece

The aim of this study was to examine possible links between different lifestyle patterns and aberrant driver’s behaviour. Personal interviews were conducted in a representative sample of 324 adults (18–65), all residents of Crete. Aberrant driver’s behaviour was assessed by the ‘driver behaviour questionnaire’ (DBQ). Also to measure different dimensions of lifestyle, first, a 26-items questionnaire was used, and second, three questions measuring ‘driving without destination’, related in previous findings with road accident risk. Four lifestyle patterns: ‘religion/tradition’, ‘driving aimlessly’, ‘sports’ and ‘culture’ are significant predictors of ordinary violations. ‘Driving without destination’ has a significant effect all three DBQ factors (b positive). ‘Religion/tradition’ was related only to ordinary violations (b negative) and ‘sports’ has a positive impact on ordinary violations and a negative impact on ‘errors’. Two lifestyle factors are related to more dangerous driving: ‘Driving without destination’ and/or pursuing a more ‘athletic way of living’. Road safety campaigns must teach the first group to use other hobbies and activities to vent their feelings and the second, not to overestimate their abilities, while driving.     

Vigilance, personality and strength of the nervous system

Numerous attempts have been made to explain the overall level of performance and the change in performance over time in vigilance tasks in terms of the proposed inverted U relationship between performance and ‘arousal’. The present experiment investigated the effects on vigilance performance of the following variables: introversion, neuroticism, time of day, accessory sensory stimulation, ‘signal frequency’ and time on task. Some measures of subjective state and body temperature were also included. The behavioural measures of overall performance revealed interactions involving neuroticism and time of day, and between neuroticism and frequency. This may reflect the operation of response bias factors, though these may be influenced by ‘arousal’. There were also main effects for several of the factors which may have practical significance. There was a significant effect of time on task on all the behavioural measures but no clearcut effects of personality on the vigilance ‘decrement’. It is argued that the latter may not provide the most satisfactory test of the inverted U model and its relationship to personality. However, interactions between noise and time on task for some of the measures may have practical importance. Measures of subjective state showed a fall in the reported level of ‘arousal’ accompanied by a rise in reported ‘stress’ and ‘anxiety’ with time on task. Body temperature was higher after the task than before.     

How brain arousal systems determine different temperament types and the major dimensions of personality

Theory and research is described which led to the hypothesis that the choleric (E+N+) and melancholic (E−N+) temperaments are determined by differences in thalamocortical inhibition of brain-stem processes. An opportunity to test this hypothesis was provided by the recent discovery of 4, 7, and 10 Hz response waves confounded in EEG averaged evoked potentials [Robinson, D. L. (1999b). The technical, neurological, and psychological significance of ‘alpha’ ‘theta’ and ‘delta’ waves confounded in EEG evoked potentials: 1. A study of peak latencies. Electroencephalography and Clinical Neurophysiology, 110, 1427–1434; (2000). The technical neurological, and psychological significance of ‘alpha’, ‘delta’, and ‘theta’ waves confounded in EEG evoked potentials: A study of peak amplitudes. Personality and Individual Differences, 28, 673–693]. These responses are attributed to the brain-stem, limbic, and thalamocortical arousal systems, respectively, and in the cited reports principal components analysis of data obtained from 93 participants confirmed the existence of predicted excitatory and inhibitory relationships. ANOVA was used in the present study to test the further prediction that there should be strong inhibition of the 4 Hz system by the 10 Hz system in melancholics (E−N+) and weak inhibition of the 4 Hz system in cholerics (E+N+), with median inhibition predicted for the other temperament types. There was a large and statistically significant difference between the mean scores on the PCA inhibition factor obtained for the temperament groups, with temperament defined in terms of high and low EPQ extraversion (E) and neuroticism (N) scores. The significance of these results is discussed with reference to fundamental questions raised by Pavlov's pioneering research but left unanswered for the best part of a century. Implications for the future conduct of personality research are also considered.     

Montserratian mothers’ and English teachers’ perceptions of teaching and learning

After the explosion of a previously dormant volcano in Montserrat (an island in the Caribbean, in the Leeward Islands of the West Indies, overseas territory of the UK) in 1996, about 3000 people emigrated to England. As the children settled into English schools, the pattern of underachievement observed with previous West Indian immigrants started to repeat itself. However, a new fact emerged: Montserratian parents were unhappy with the standards of mathematics and science in English schools, which they considered low. This paper reports a case study of how two Montserratian mothers and their four children perceived English schools. The parents, a Montserratian and an English teacher were interviewed about their views of teaching and learning. The parents were also videotaped while helping their children with homework; the English teacher watched one of these tapes and commented on the session.The interviews and videos were analysed by themes. The interpretation of the themes identified in the interviews was later checked against the events in the homework sessions. Different implicit conceptions of school emerged from the analysis: Montserratian schools appear to fit an ‘interdependent’ style of socialisation whereas English schools fit a more ‘independent’ style. These implicit conceptions of schooling resulted in misunderstandings between teachers and parents, who did not perceive each other as truly helping the children. Differences were also observed in implicit teaching and learning aims. These differences seem to explain the Montserratian parents’ perceptions of a low standard of work being asked of their children in English schools.It is suggested that teachers of immigrant children would find it useful to understand pupils’ and parents’ implicit conceptions of schools when they receive immigrants in their community. Their communication with parents might work better if it fits with the parental expectations and parents have time to learn the ways of schooling in the host country.     

The spatial proximity hypothesis of the hand advantage in spatial precuing tasks : A short note concerning discrepant criterion effects

Within the context of the spatial precuing paradigm a consistent finding is that with the hands placed adjacently precuing of two fingers on the same hand results in faster discrete finger responses than precuing of two fingers on different hands. This phenomenon is known as the ‘hand advantage’. Both Miller (1982) and Reeve and Proctor (1984) considered, and rejected, the ‘spatial proximity’ hypothesis as a possible perceptual explanation of the hand advantage. However, data reported by Miller (1982) and Reeve and Proctor (1984) to discount the spatial proximity hypothesis showed a puzzling inconsistency which weakened the strength of the rejection. In this article I address this inconsistency theoretically and experimentally. I conclude that its origin lies in differential operationalizations of the concept ‘preparation effect’. This conclusion justifies rejection of the spatial proximity hypothesis.     

A critical examination of Michael Polanyi's conception of skills

In this paper I will consider some of the main issues in Michael Polanyi's discussion of ‘Skills’ from Chapter 4 of his book Personal Knowledge published in 1958.The concept of ‘skill’ features prominently in psychological theories of human performance in activities such as games, gymnastics, swimming and dance; such theories are often applied to other spheres of human activity in which issues about skill acquisition arise. It is not surprising to discover that skill theory is considered to be essential to the study of human movement and physical education. Physical education teachers in schools have consistently maintained that ‘skill acquisition’ is a major objective for the P.E. curriculum — see Kane 1974. Yet concepts such as ‘skill’, ‘ability’ and ‘know-how’ are constituent features of practical knowledge therefore the notion of ‘skill acquisition’ on its own will not do as a curriculum objective since all instances of skill and practical knowledge are specific to their contexts, namely, to different practical activities. If particular activities are valued in schools in the pursuit of children's learning and education it seems necessary to clarify the epistemological features of such activities in order to understand what it means to teach them and what it means for children to learn and know-how to perform them successfully. It is in these respects that the concept of ‘skill’ in different human activities should attract the interest of physical education students. In order to draw attention to major features of Polanyi's thesis on the nature of ‘skill’ I shall consider the relevance of his ideas about skill and knowledge in relation to human action theory. I suggest that misconceptions may arise in teaching and learning theories relating to ‘playing soccer’ if the basic underlying ideas about ‘skill’ in human activities are inconsistent with ideas about human action or, say, practical reasoning. It is this issue that is not, in my view, attended to by Polanyi in his discussion of ‘skill’. Thus, if my criticisms of Polanyi's ideas are shown to be valid it will be necessary, by implication that is, to exercise caution before any attempt is made to use his thesis as a basis from which to formulate ideas about teaching skills and skill acquisition. The extensive use I make of quotations from Polanyi's writings is necessary because it is towards Polanyi's use of language in his explanation of ‘skills’ that much of my criticism is directed. It is hoped that what follows may provide students of human movement and physical education with an insight into Polanyi's view of ‘skills’ in particular and to issues related to skill theory and human action in general.