Explanations of interindividual – intergroup discontinuity: A review of the evidence

The authors review and evaluate various explanations for the tendency of intergroup relations to be more competitive, or less cooperative, than interindividual relations (the discontinuity effect). They distinguish between two general perspectives, each comprising a set of explanations for the discontinuity effect. The fear and greed perspective assumes that intergroup relations are characterised by greater fear and greed than are interindividual relations. The group decision-making perspective assumes a crucial role for group discussion in facilitating rational comprehension of mixed-motive situations. In general, explanations from the fear and greed perspective were found to be more consistent with the empirical record than explanations from the group decision-making perspective. The authors propose that a complete understanding of the discontinuity effect is yet to be achieved.     

The Basic Courses for the Study of Religions at the University of Southern Denmark

This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.     

Challenges and Opportunities of Lifelog Technologies: A Literature Review and Critical Analysis

In a lifelog, data from various sources are combined to form a record from which one can retrieve information about oneself and the environment in which one is situated. It could be considered similar to an automated biography. Lifelog technology is still at an early stage of development. However, the history of lifelogs so far shows a clear academic, corporate and governmental interest. Therefore, a thorough inquiry into the ethical aspects of lifelogs could prove beneficial to the responsible development of this field. This article maps the main ethically relevant challenges and opportunities associated with the further development of lifelog technologies as discussed in the scholarly literature. By identifying challenges and opportunities in the current debate, we were able to identify other challenges and opportunities left unmentioned. Some of these challenges are partly explained by a blind spot in the current debate. Whilst the current debate focuses mainly on lifelogs held by individuals, lifelogs held by governmental institutions and corporations pose idiosyncratic ethical concerns as well. We have provided a brief taxonomy of lifelog technology to show the variety in uses for lifelogs. In addition, we provided a general approach to alleviate the ethical challenges identified in the critical analysis.     

Behandlung von Epilepsie bei Menschen mit Intelligenzminderung

People with intellectual disability frequently suffer from epilepsy. Management of epilepsy in this population is particularly challenging because of the different ways of communicating, cognitive impairment, changes in behavior which can be disruptive, the severity of the epilepsy syndrome, the seizure types, and the seizure frequency. Treatment of epilepsy is complicated due to the interaction of the intellectual disability and the behavior as well as behavioral changes caused by the antiepileptic drugs or the change of seizure types or frequency. This article provides the reader with a guidance for managing epilepsy in this particular population and raises important open questions.     

The influence of spatial pattern on visual short-term memory for contrast

Several psychophysical studies of visual short-term memory (VSTM) have shown high-fidelity storage capacity for many properties of visual stimuli. On judgments of the spatial frequency of gratings, for example, discrimination performance does not decrease significantly, even for memory intervals of up to 30 s. For other properties, such as stimulus orientation and contrast, however, such “perfect storage” behavior is not found, although the reasons for this difference remain unresolved. Here, we report two experiments in which we investigated the nature of the representation of stimulus contrast in VSTM using spatially complex, two-dimensional random-noise stimuli. We addressed whether information about contrast per se is retained during the memory interval by using a test stimulus with the same spatial structure but either the same or the opposite local contrast polarity, with respect to the comparison (i.e., remembered) stimulus. We found that discrimination thresholds got steadily worse with increasing duration of the memory interval. Furthermore, performance was better when the test and comparison stimuli had the same local contrast polarity than when they were contrast-reversed. Finally, when a noise mask was introduced during the memory interval, its disruptive effect was maximal when the spatial configuration of its constituent elements was uncorrelated with those of the comparison and test stimuli. These results suggest that VSTM for contrast is closely tied to the spatial configuration of stimuli and is not transformed into a more abstract representation.     

On Some Properties of Humanly Known and Humanly Knowable Mathematics

We argue that the set of humanly known mathematical truths (at any given moment in human history) is finite and so recursive. But if so, then given various fundamental results in mathematical logic and the theory of computation (such as Craig’s in J Symb Log 18(1): 30–32(1953) theorem), the set of humanly known mathematical truths is axiomatizable. Furthermore, given Godel’s (Monash Math Phys 38: 173–198, 1931) First Incompleteness Theorem, then (at any given moment in human history) humanly known mathematics must be either inconsistent or incomplete. Moreover, since humanly known mathematics is axiomatizable, it can be the output of a Turing machine. We then argue that any given mathematical claim that we could possibly know could be the output of a Turing machine, at least in principle. So the Lucas-Penrose (Lucas in Philosophy 36:112–127, 1961; Penrose, in The Emperor’s new mind. Oxford University Press, Oxford (1994)) argument cannot be sound.     

Environmental Correlates of Adolescent’ Materialism: Interpersonal Role Models,Media Exposure,and Family Socio-economic Status

Journal of Child and Family Studies - The present study examined how adolescents’ materialism relates to interpersonal materialism role models (i.e., mothers’, fathers’,...     

Responses to the AAR‐Teagle White Paper: “The Religious Studies Major in a Post‐9/11 World”

In October 2008 The American Academy of Religion published the findings of an eighteen month study (conducted with funding from the Teagle Foundation) on “The Religious Studies Major in a Post–9/11World: New Challenges, New Opportunities.” Re‐published here, this AAR‐Teagle White Paper provides the opportunity for four respondents to raise issues and questions about the teaching of religion in their own institutional contexts. First, Jane Webster describes how the White Paper's “five characteristics of the religion major” find expression in her biblical literature course. Then James Buckley suggests some of the general level teaching issues provoked by the study and analyzes how well the White Paper aligns with how the teaching of religion is conceived in his Catholic university context. Tim Jensen draws comparisons between the White Paper and the higher education structures and goals from his university context in Denmark, raising questions about what motivates students to major in religious studies, the “utility” of a religious studies major, and whether students' religious and spiritual concerns ought to enter the classroom. And finally Stacey Floyd‐Thomas finds surprising similarities between the state of the religion major and the various crises facing contemporary North American theological education.