Rabbis and Health: A Half-Century Review of the Mental and Physical Health Care Literature:1950–1999

Electronic searches were conducted on PubMed and the American Psychological Association's database (PsycINFO) for articles that discussed the role of rabbis in relation to some aspect of healthcare. The two searches were conducted in each electronic database using the search-terms: (1) (rabbi OR rabbinical OR synagogue) OR (2) (Judaism OR Jewish) AND (clergy OR chaplain). Articles were classified by the year of their publication, professional discipline, type of journal (either religious or secular), and type of article: either research, or narrative and expositional. Rabbis were discussed most often in psychology, psychiatry, and behavior-related fields, and close to two-thirds of the articles dealt with mental health concerns. A statistically significant increase in articles across decades was found in the secular journals, r=.98, p≤.01, with over 70% of the articles about rabbis in the secular journals being published between 1980 and 1999. Many of the articles addressed collaboration between rabbis, psychiatrists, and other and mental health professionals and discussed previously identified themes related to professional collaboration and referral.     

Inferring the popularity of an opinion from its familiarity: a repetitive voice can sound like a chorus

Despite the importance of doing so, people do not always correctly estimate the distribution of opinions within their group. One important mechanism underlying such misjudgments is people's tendency to infer that a familiar opinion is a prevalent one, even when its familiarity derives solely from the repeated expression of 1 group member. Six experiments demonstrate this effect and show that it holds even when perceivers are consciously aware that the opinions come from 1 speaker. The results also indicate that the effect is due to opinion accessibility rather than a conscious inference about the meaning of opinion repetition in a group. Implications for social consensus estimation and social influence are discussed.     

Dual effects of implicit bystanders: Inhibiting vs. facilitating helping behavior

Encouraging consumers to engage in helpful behavior is a perennial task of marketers in non-profit and for-profit organizations. Recent research suggests that merely imagining the presence of others can lead to less helping behavior on a subsequent unrelated task (Garcia, S.M., Weaver, K.D., Moskowitz, G.B., and Darley, J.M. (2002). Crowded minds: The implicit bystander effect. Journal of Personality and Social Psychology, 83, 843–853.). The present analysis uncovers the boundary conditions of this effect. Across four studies, we establish that the degree to which a group situation fosters public scrutiny is an important moderator. When group primes are paired with public scrutiny, their inhibitive effect on helping behavior diminishes, and helping behavior on a subsequent task tends to increase. The present research thus adds complexity to previous findings by suggesting that implicit bystanders can both decrease and increase helping behavior.     

Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository text

The effect of text difficulty on metamemory for narrative and expository text was investigated. In Experiment 1, we found an interaction between type of text and type of question (thematic or detailed). For readers of narrative texts, correlations between predicted and actual performance were highest for detailed questions, but this pattern was reversed for readers of expository texts. Next, text difficulty was explored as a possible factor affecting metamemory accuracy. In Experiments 2 and 3, metamemory accuracy was a nonmonotonic function of text difficulty. Subjects made remarkably accurate predictions of future performance (meanG > .6) for both narrative and expository texts that were of intermediate difficulty (approximately a 12th-grade reading level). We propose anoptimum effort hypothesis, predicting greatest metamemory accuracy when the texts are of intermediate difficulty.     

Effect of rhythmic grouping on stream segregation

Three experiments investigated the role of temporal grouping on auditory stream segregation. For sounds that formed frequency streams (e.g., 400 Hz, 500 Hz, 1600 Hz, and 2000 Hz), the effect of rhythm was minimal. Temporal grouping did not affect judgments of stream segregation and did not affect difficulty of sequence identification. In contrast, for sounds that tended to form one coherent sequence (e.g., 750 Hz, 1500 Hz, 3000 Hz, and 6000 Hz), temporal grouping affected judgments of stream segregation as well as difficulty of identification. The temporal grouping could space the three lower or three higher pitch tones equally in time and this induced isochronous stream segregation. Subjects could not interleave the resulting streams, and identification became far more difficult. The role of rhythmic grouping is therefore contextual, depending on the relationships between the elements as well as the order of the elements.     

Classifying ℵ0-categorical theories

Among the complete ₀-categorical theories with finite non-logical vocabularies, we distinguish three classes. The classification is obtained by looking at the number of bound variables needed to isolated complete types. In classI theories, all types are isolated by quantifier free formulas; in classII theories, there is a leastm, greater than zero, s.t. all types are isolated by formulas in no more thanm bound variables: and in classIII theories, for eachm there is a type which cannot be isolated inm or fewer bound variables. ClassII theories are further subclassified according to whether or not they can be extended to classI theories by the addition of finitely many new predicates. Alternative characterizations are given in terms of quantifier elimination and homogeneous models. It is shown that for each primep, the theory of infinite Abelian groups all of whose elements are of orderp is classI when formulated in functional constants, and classIII when formulated in relational constants.