Uncertainty and religious reactivity: Uncertainty compensation,repair, and inoculation

Recent research conducted in Western, democratic societies indicates that temporary uncertainty inductions lead to intolerance of religious dissent, increased conviction in religious attitudes, and even increased support for holy war. Past and current conflicts based on religious ideology underscore the danger such responses to uncertainty can pose. This paper responds to the need to learn how to control responses to uncertainty. After having confirmed through pilot testing that uncertainty increases self‐report religious faith, two subsequent studies investigate different techniques to control compensatory responses to uncertainty. Study 1 demonstrates that uncertainty‐induced increases in religiosity can be eliminated by a post‐uncertainty directed positive recall writing task. Study 2 presents evidence for an uncertainty “inoculation,” whereby a pre‐uncertainty self‐affirmation exercise can protect against uncertainty compensation effects. These findings, in combination with a consideration of previous research, offer insight into how undesirable uncertainty compensation effects might be reduced and even prevented. Copyright © 2009 John Wiley & Sons, Ltd.     

Psychological Characteristics and Their Development in Olympic Champions

This study was designed to examine psychological characteristics and their development in Olympic champions. Ten U.S. Olympic champions (winners of 32 Olympic medals) were interviewed, as were one of their coaches ( n = 10), and a parent, guardian, or significant other ( n = 10). A battery of psychological inventories was also administered to the athletes. It was found that the athletes were characterized by: (a) the ability to cope with and control anxiety; (b) confidence; (c) mental toughness/resiliency; (d) sport intelligence; (e) the ability to focus and block out distractions; (f) competitiveness; (g) a hard-work ethic; (h) the ability to set and achieve goals; (i) coachability; (j) high levels of dispositional hope; (k) optimism; and (l) adaptive perfectionism. Results also revealed that a number of individuals and institutions influenced the athletes' psychological development including the community, family, the individual himself or herself, non-sport personnel, sport environment personnel, and the sport process. Coach and family influences were particularly important. Ways in which these sources influenced the athletes were both direct, like teaching or emphasizing certain psychological lessons, and indirect, involving modeling or unintentionally creating certain psychological environments. Psychological characteristic findings verified current sport psychological research on psychological characteristics associated with peak performance (Williams & Krane, 2001). They also suggest that adaptive perfectionism, dispositional hope, and high levels of optimism are new variables to consider. Results are also discussed relative to Bloom's (1985), Côtè's (1999) and Csikzentmihalyi, Rathunde, Whalen, and Wong's (1993) talent development research. Practical implications focus on implementing parenting and coaching practices related to the development of psychological characteristics associated with athletic success.     

The insidious (and ironic) effects of positive stereotypes

The present research demonstrates that positive stereotypes – though often treated as harmless, flattering and innocuous – may represent an especially insidious means of promoting antiquated beliefs about social groups. Specifically, across four studies (and one replication), the authors demonstrate that exposure to positive stereotypes towards African Americans (i.e., they are superior athletes) are at once both especially unlikely to arouse skepticism and emotional vigilance while also especially likely to produce antiquated and harmful beliefs towards members of the target group (compared to both baseline conditions and exposure to negative stereotypes), including beliefs in the biological (or “natural”) underpinnings of group differences and, ironically, the application of negative stereotypes.     

Gender Bias on the Thematic Apperception Test

Thirty male and 30 female college students generated stories to a set of nine Thematic Apperception Test (TAT) cards with either male or female stimulus characters. The Fine scoring system was factor analyzed to produce seven factor clusters plus three outcome variables. Multiple analysis of variance (MANOVA) revealed a main effect for type of card. The female TAT cards elicited significantly more responses on the General Concerns scale than did the male TAT cards. A main effect for subject gender showed the females gave more responses than males on the Interpersonal Relations scale. No differences were found on the outcome variables.     

The Beck Anxiety Inventory–Trait (BAIT): A Measure of Dispositional Anxiety Not Contaminated by Dispositional Depression

If aesthetic aspects of art are objective and reside in the art. as Arnheim (1954) argues. then perceiving them may be akin to any other kind of reality testing. Further, if neurosis impairs reality testing, it would also impair aesthetic judgment, especially if aesthetic cues are vital and relevant to the human experience as Arnheim maintains. This hypothesis was investigated by administration of personality tests to measure neuroticism, especially Cattell's Sixteen Personality Factor Questionnaire (16PF), and art judgment tasks, especially Child's slide comparisons, to 105 University of Michigan undergraduates, The hypothesis was supported by a high negative correlation between the 16PF's neuroticism scale and art judgment, r = -.48; t (103) = -5.61 ,p < .0001. The results are discussed in terms of growth versus adjustment models of mental health, and the possible inhibiting role of verbalization over visualization in aesthetic perception.     

The Application of Family Systems Theory to Organizational Consultation: A Content Analysis

A content analysis was performed on 43 articles published between 1970 and 1998 discerned as relating family systems theory (FST) frameworks and constructs to organizational consultation. Frameworks and constructs were coded and then investigated in relation to four independent variables: type of organization, decade of article publication, gender, and educational training of author. Results indicate that the use of FST frameworks and constructs vary depending upon the characteristics of the organization, time period, and consultant. Results highlight specific FST frameworks and constructs most common in organizational consultation.     

A Prime Time for Marital/Relational Intervention: A Review of the Transition to Parenthood Literature with Treatment Recommendations

The transition to parenthood is a near universal experience for individuals and families, yet there is a severe lack of applied research and clinical treatment guidelines. Justification for a greater clinical emphasis on this transition is made through a review of the common changes experienced by new parents. Intervention guidelines are offered in the areas of client/participant recruitment, assessment, and clinical areas of focus. Specific topics that should be addressed in treatment include the parents' family-of-origin influences and individual personality characteristics, changes experienced in the couple relationship, and important contextual issues.     

Establishing partial limits on children's behavior: Use of strategic,structural, and cognitive-behavioral approaches

Abstract

Playful wrestling, splashing, fidgeting, chair-tilting, and a number of other behaviors by children often result in injuries, tantrums, or conflicts in families. Unlike most behaviors of children which can be specified by parents as acceptable or unacceptable, each of these behaviors is only partially acceptable and the limits of acceptable behavior are impossible to specify in verbal terms; these limits can only be determined by the child after the limits have been exceeded. Exact limits can be established in these instances with an intervention which integrates strategic, structural, and cognitive-behavioral approaches. Two case examples are presented and the ingredients which appear essential to the intervention are discussed.     

Written Language Is as Natural as Spoken language: A Biolinguistic Perspective

A commonly held belief is that language is an aspect of the biological system since the capacity to acquire language is innate and evolved along Darwinian lines. Written language, on the other hand, is thought to be an artifact and a surrogate of speech; it is, therefore, neither natural nor biological. This disparaging view of written language, even though propounded by some renowned linguists and biologists, has not gained universal acceptance. Dissenters such as linguists from the Prague circle who claim that written language is an independent system that deserves a status equivalent to that of spoken language have developed their argument along linguistic parameters. The present article also endeavors to show that written language is as natural as spoken language but does so from a biolinguistic perspective. Biolinguistics defines language as a product of biological adaptation in the Darwinian sense (Givon, 2002 Givon, T. 2002. Bio-linguistics, Philadelphia: John Benjamins.  [Google Scholar]) and considers language to be innate and species specific (Jenkins, 2000 Jenkins, L. 2000. Biolinguistics, Cambridge: Cambridge University Press. [Crossref] , [Google Scholar]). The present article presents evidence to show that, similar to spoken language, written language has adaptive value, evolved over time, and is relatively independent of spoken language. The Egyptian hieroglyphic writing, which has a history of about 4,000 years, is used for examining the proposition that written language evolved along Darwinian lines as much as spoken language did. It is concluded that written language is yet another manifestation of the natural endowment of the human mind and may not be treated as a proxy for speech. The educational implication is that, in literacy instruction, written language should be given as much importance in today's schools as elements of spoken language, such as phoneme awareness and phonological awareness.