Death and Dying in the Contemporary United States: What are the Psychological Implications of Anticipated Death?

Over the last 200 years, where, when and how Americans die has changed dramatically. Throughout the 19th and early 20th centuries, most deaths occurred with little warning, typically due to short‐term infectious diseases. In the contemporary United States, death typically happens to older adults following a long‐term chronic illness. Most older adults die in institutions rather than at home, and many rely on life‐extending medical technologies. For most older Americans, it is more useful and accurate to conceptualize the end of life as an anticipated and protracted process (i.e., dying) rather than a discrete and sudden event (i.e., death). In this article, I summarize historical and epidemiologic patterns of death and dying, and describe the implications of these patterns for two psychological processes: preparations for one’s own end of life; and psychological adjustment to the death of a loved one.     

Religion and medicine: How are they related?

This paper provides a comprehensive and dynamic profile of religion-medicine interrelationships. This profile is drawn from the respective characteristics of religion and medicine, as well as from historic and contemporary literature regarding their interconnections. Six symbiotic functions are identified and discussed with respect to their bearing on clinical practice, medical education, and research.The authors thank Drs. Chester R. Burns, Thomas H. Murray, and Ronald A. Carson for their comments on drafts of this paper.     

Commentary: What are behavior systems and what use are they?

The contributions of this symposium on behavior systems are summarized and evaluated by considering two questions: (1) What is a behavior system? (2) What use to the learning theorist are behavior systems? Two examples of behavior systems from the classical ethological literature are compared with the behavior systems discussed in the symposium, and some similarities and differences in the type of analyses used are discussed. Analysis of the pre-organized species-typical behavior systems relevant to the unconditioned stimuli or reinforcers in learning experiments can contribute performance rules and better understanding of the conditions and contents of learning. The organization of behavior systems can also provide important clues to the neural circuitry underlying behavior, and a behavior systems approach can raise novel questions concerning learning and behavioral development. Possible future directions for the behavior systems approach are briefly discussed.     

Finding Spirits in Spirituality: What are We Measuring in Spirituality and Health Research?

Journal of Religion and Health - What are we asking when we ask about spirituality? When research subjects check survey boxes for “religiosity” and “spirituality” measures...     

Regularity effects in word naming: What are they?

In a word-naming experiment, word-body consistency was crossed with grapheme-to-phoneme regularity to test predictions of current models of word recognition. In the latency and error data, a clear effect of consistency was observed, with the influence of regularity somewhat weaker. In addition, simulation data from three contemporary models of word recognition were obtained for the stimuli used in the experiment in order to compare the models' latencies with those of humans. The simulations showed that the human latency data are most consistent with the parallel-distributed-processing model of Plaut, McClelland, Seidenberg, and Patterson (1996), less so with the dual-process model (Zorzi, Houghton, & Butterworth, 1998), and least so with the dual-route-cascaded model (Coltheart & Rastle, 1994).     

Coping and defence mechanisms: What are we assessing?

The present research study addresses the disparity between theoretical considerations and empirical evidence regarding the relationships between coping strategies and defence mechanisms. Self‐reported measures of coping and defences were administered to a Romanian adult sample (N = 542; 74.53% female, mean age = 31.28). Using structural equation modelling, models that assumed independence between coping and defences were compared with models that assumed the existence of relationships between the two concepts. Findings identified strong relationships between coping and defences, indicating large common variance between the two concepts. Furthermore, results suggested that coping and defences can be classified into two independent types of adaptation processes. Results of this research study suggested that coping and defences are facets of common adaptation processes.     

What is the answer? And come to that, what are the questions?

In recent years, the topic of car-following has become of increased importance in traffic engineering and safety research. Models of this phenomenon, which describe the interaction between (typically) adjacent vehicles in the same lane, now form the cornerstone for many important areas of research including (a) simulation modelling, where the car-following model (amongst others) controls the motion of the vehicles in the network, and (b) the functional definition of advanced vehicle control and safety systems (AVCSS), which are being introduced as a driver safety aid in an effort to mimic driver behaviour but remove human error. Despite the importance of this area however, no overview of the models availability and validity exists. It is the intent of this paper therefore to briefly assess the range of options available in the choice of car-following model, and assess just how far work has proceeded in our understanding of what, at times, would appear to be a simple process.     

Fostering social and emotional intelligence: What are the best current strategies in parenting?

This review focuses on parenting practices that are beneficial or antagonistic to the development of emotional and social intelligence in children. We start by reviewing the somewhat nebulous concepts of emotional and social intelligence. This is followed by an examination of the association between well‐known parenting styles such as authoritative, authoritarian, permissive, and directive parenting and various indicators of child emotional and social intelligence. The strategic emotion‐coaching parenting style is also examined for its connections to comparable child outcomes. Parenting practices such as inductive discipline and parental availability also appear to cultivate emotional and social intelligence in children. Finally, overparenting is discussed as a parenting practice that apparently corrupts the development of these traits in emerging adults. We conclude that best practices, where emotional intelligence and social intelligence are the benchmarks, blend parental care and concern with a degree of parental demands on children that are appropriate for their developmental stage.     

What are groups?

In this paper I argue for a view of groups, things like teams, committees, clubs and courts. I begin by examining features all groups seem to share. I formulate a list of six features of groups that serve as criteria any adequate theory of groups must capture. Next, I examine four of the most prominent views of groups currently on offer—that groups are non-singular pluralities, fusions, aggregates and sets. I argue that each fails to capture one or more of the criteria. Last, I develop a view of groups as realizations of structures. The view has two components. First, groups are entities with structure. Second, since groups are concreta, they exist only when a group structure is realized. A structure is realized when each of its functionally defined nodes or places are occupied. I show how such a view captures the six criteria for groups, which no other view of groups adequately does, while offering a substantive answer to the question, “What are groups?”     

What are numbers?

This paper argues that (cardinal) numbers are originally given to us in the context ‘Fs exist n-wise’, and accordingly, numbers are certain manners or modes of existence, by addressing two objections both of which are due to Frege. First, the so-called Caesar objection will be answered by explaining exactly what kind of manner or mode numbers are. And then what we shall call the Functionality of Cardinality objection will be answered by establishing the fact that for any numbers m and n, if there are exactly m Fs and also there are exactly n Fs, then m = n.     

Incidental and intentional visual memory: What memories are and are not affected by encoding tasks?

Prior research into the impact of encoding tasks on visual memory (Castelhano & Henderson, 2005) indicated that incidental and intentional encoding tasks led to similar memory performance. The current study investigated whether different encoding tasks impacted visual memories equally for all types of objects in a conjunction search (e.g., targets, colour distractors, object category distractors, or distractors unrelated to the target). In sequences of pictures, participants searched for prespecified targets (e.g., green apple; Experiment 1), memorized all objects (Experiment 2), searched for specified targets while memorizing all objects (Experiment 3), searched for postidentified targets (Experiment 4), or memorized all objects with one object prespecified (Experiment 5). Encoding task significantly improved visual memory for targets and led to worse memory for unrelated distractors, but did not influence visual memory of distractors that were related to the target's colour or object category. The differential influence of encoding task indicates that the relative importance of the object both positively and negatively influences the memory retained.     

When are supercomputers worth the bother?

The availability of the UNIX operating system on large supercomputers has greatly simplified the importation of research software from workstations and minicomputers. Supercomputers generally offer much greater memory and storage than do smaller machines, which may make their use mandatory for some large applications. Realization of the full performance offered by vectorizing supercomputers such as the Cray C90 sometimes requires modification of existing code. The use of high-level interpreters for the development of applications is recommended, to minimize the amount of compiled code that must be optimized.     

What are numbers?

A number is the number of a class which is an objective, nonactual, mathematical object. The concept of class is analyzed and it is concluded that a number is the number of a pure founded class. A tempting strategy of explaining numbers away is rejected. Some well‐known definitions of numbers are analyzed and it is concluded that this analysis purports the thesis that the unique notion of number does not exist. Numbers are conventional. Nevertheless, an argument is offered purporting the thesis that von Neumann's ordinal numbers are the ordinal numbers. Accordingly, the corresponding von Neumann's cardinal numbers are the numbers.