Alien demonology: The Christian roots of the malevolent extraterrestrial in UFO religions and abduction spiritualities

Initially, the sacralisation of the extraterrestrial led to an understanding of the alien as a fundamentally benevolent, messianic figure—a ‘technological angel’. This was largely because of the Cold War environment in which much UFO religion arose. Those attracted to the myth looked beyond a politically and militarily unstable planet to extraterrestrial saviours. Furthermore, because UFO religions have their roots in the Theosophical tradition, the religious understanding of the extraterrestrial tended to be fundamentally indebted to the concept of the wise and benevolent ascended master. The aim of this article is to examine the technological angel's foil. The central thesis is that, in their construction of the malevolent alien, UFO religionists and abductees turn not to Theosophy and Eastern religious traditions but to the myths and symbols of Christian demonology. Moreover, in exploring the origins and nature of the demonologies of contemporary UFO religions and abduction spiritualities, the article also draws attention to the importance of popular culture in the West, which, itself influenced by the Christian tradition, contributes to the formation of both popular demonology and also UFO mythology, which are in turn synthesised in UFO demonologies.     

Alien demonology: the Christian roots of the malevolent extraterrestrial in UFO religions and abduction spiritualities

Initially, the sacralisation of the extraterrestrial led to an understanding of the alien as a fundamentally benevolent, messianic figure—a ‘technological angel’. This was largely because of the Cold War environment in which much UFO religion arose. Those attracted to the myth looked beyond a politically and militarily unstable planet to extraterrestrial saviours. Furthermore, because UFO religions have their roots in the Theosophical tradition, the religious understanding of the extraterrestrial tended to be fundamentally indebted to the concept of the wise and benevolent ascended master. The aim of this article is to examine the technological angel's foil. The central thesis is that, in their construction of the malevolent alien, UFO religionists and abductees turn not to Theosophy and Eastern religious traditions but to the myths and symbols of Christian demonology. Moreover, in exploring the origins and nature of the demonologies of contemporary UFO religions and abduction spiritualities, the article also draws attention to the importance of popular culture in the West, which, itself influenced by the Christian tradition, contributes to the formation of both popular demonology and also UFO mythology, which are in turn synthesised in UFO demonologies.     

Effects of receptive language training on receptive and expressive language development

The effects of a six-month training program in receptive language on receptive and expressive language development were investigated. Developmentally retarded preschoolers were pretested and posttested on one standardized test of receptive language and two tests of expressive language. Both the training and control groups participated in a preschool program. In addition, the training group received a two-sequence training program: (1) reinforcement for matching responses to modeling cues and accompanying verbal requests, and (2) reinforcement for appropriate responses to verbal requests alone. The training group demonstrated a significant increase in appropriate responses to verbal request over base-rate performance after the training and also demonstrated a significantly improved posttest performance on one test of expressive language as compared to the control group.The authors wish to thank Mrs. Helen Huggins and the staff of the Aid to Retarded Children's Preschool Training Center, San Francisco, California, for their assistance in this study. A modified version of this paper was presented at the Gatlinburg Conference on Mental Retardation, March, 1974, Gatlinburg, Tennessee.     

Autism and receptive dysphasia: Evaluation of comparative studies

Ten different studies comparing children with autism and receptive dysphasia are reviewed. Most of the studies aimed to characterize autism as a language disorder. The representativity of the samples are discussed according to heterogeneity of the autistic and dysphatic populations, and sex and social class distributions. Group differences and similarities are listed and discussed according to sample selection and matching procedures, age and sex distribution, social class membership, and the defining criteria of the two illnesses. It is concluded that the studies do not fullfill their aim, and that the project of comparing dysphatic and autistic children seems unfruitful. Group differences which seem unconnected with methodological difficulties, selection procedure, or group defining criteria, were found in parental background, use of gestures, articulation, and reading.     

The effects of receptive language training on articulation

The present study attempted to assess one condition of language exposure that might be operative in a normal environment, and experimentally determine its relevance to the acquisition of productive speech. The results demonstrated that the development of receptive language skills can be functionally related to productive speech. Specifically, the data indicated that exposure to words that have stimulus control over a subject's nonverbal pointing behavior can facilitate later articulation of those same words. Thus, this study draws attention to the fact that at least some classes of operants, in this case verbal, can be affected not only by their consequences, but by not obviously related antecedent events as well.     

Visual receptive fields and clustering

A pattern recognition technique—clustering—has been used to analyze and evaluate meaningful characteristics of visual receptive fields in the frog tectum. The fields were mapped either by an automatic scanning technique or by a response-feedback method called ALOPEX. The data were then analyzed by the clustering technique, which separates the receptive field into isoresponse regions. The latter can be checked on line by stimulating the eye with each cluster and with combinations of clusters. In this way, existing nonlinearities can be checked objectively.     

Facilitation of receptive and productive foreign vocabulary learning using the keyword method: The role of image quality

Ellis and Beaton (1993a) reported that the keyword method of learning enhanced memory of foreign vocabulary items when receptive learning was measured. However, for productive learning, rote repetition was superior to the keyword method. The first two experiments reported here show that, in comparison with rote repetition, both receptive and productive learning can be enhanced by the keyword method, provided that the quality of the keyword images is adequate. In a third experiment using a subset of words from Ellis and Beaton (1993a), the finding they reported, that for productive learning rote repetition was superior to the keyword method, was reversed. The quality of keyword images will vary from study to study and any generalisation regarding the efficacy of the keyword method must take this into account.     

Aging and the cross: Explorations in Deep Incarnation

Aging is theologically explored in both creation and the cross through the concept of Deep Incarnation. As a partial extension of Martin Luther's thought, Deep Incarnation affirms God to be intimately involved in the natural processes of all biological creation, including aging, bringing solace, companionship, and hope to the elderly. God conceived as being both in the creation and beyond it (panentheism) allows for divine grace to relate to all creatures from the cellular level on up, including through evolutionary development. Employing the concept of compound theodicy, evolutionary theodicy is also briefly explored.     

The effects of receptive and expressive instructional sequences on varied conditional discriminations

Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental disabilities (Petursdottir & Carr, 2011). The present study employed an alternating treatments design to compare the effects of three instructional sequences to teach feature, function, and class to three children diagnosed with ASD: (a) receptive–expressive, (b) expressive–receptive, and (c) mixed. The results suggested that expressive–receptive was the most efficient training sequence for all three participants. Additionally, greater emergent responding was observed with the expressive–receptive training sequence.     

The use of picture prompts and prompt delay to teach receptive labeling

The current study extended research on picture prompts by using them with a progressive prompt delay to teach receptive labeling of pictures to 2 teenagers with autism. The procedure differed from prior research because the auditory stimulus was not presented or was presented only once during the picture‐prompt condition. The results indicated that the combination of picture prompts and prompt delay was effective, although 1 participant required a procedural modification.     

积极想象的理解与应用

本文探讨了积极想象的含义、运用条件、操作步骤、本质特征、应用拓展, 并对积极想象、催眠、自由联想三种无意识心理治疗技术进行对比。积极想象技术已经发展出多种形式, 与艺术疗法、身体因素相结合, 应用范围也从个体形式发展到团体形式, 还应用于理解和处理医患之间移情、反移情关系等问题。理解和应用积极想象时, 应从方法论意义上运用, 把握其本质特征, 并同时加强荣格分析心理学与中国思想文化之间的理论联结。     

A functional analysis of receptive language and productive speech: acquisition of the plural morpheme

Operant conditioning procedures were applied to two retardates to establish receptive auditory plurals: correct pointing to single or paired objects was reinforced after hearing singular or plural labels. This training proceeded until an errorless (generative) criterion of correct performance was achieved. Unreinforced probes measuring expressive use of singulars and plurals were interspersed in this receptive training. Neither subject generalized from this receptive training to expressive plurals, in that each used singulars when labeling pairs. Then, both subjects were directly trained in conventional expressive plurals to an errorless (generative) criterion. The previous design was then repeated, but the receptive repertoire was reversed: pointing at pairs in response to singular labels was reinforced, and vice-versa. Unreinforced probes of expressive plural usage again showed its independence of the current receptive repertoire in that conventional (unreversed) plural usage was displayed. Thus, the independence of the expressive repertoire (even when unreinforced) from the reinforced patterns of the receptive repertoire was demonstrated.     

Gustatory cross adaptation: Sourness and bitterness

In five experiments, Sa were presented with a variety of sour and bitter compounds after the tongue was rinsed with distilled H₂0, QHCl, urea, or citric acid. All the acids tested were significantly less sour following adaptation to citric acid than after adaptation to distilled H₂O. The taste of these acids was not affected by rinsing the tongue with QHCl or urea. QHCl adaptation markedly reduced the bitterness of some compounds, while having little effect on others, including urea and citric acid. Both urea and citric acid had smaller but reliable effects on the bitterness of QHCI. These apparently incompatible results do not seem to be the result of a simple verbal confusion between sourness and bitterness. Some compounds were not affected by any of the adapting conditions. The coding mechanisms for the sourness of acids appears to be relatively simple, while that for bitterness is more complex.