The Meaning of Childbearing Among IVF Service Users Assessed via Laddering Technique

The psychosocial issues related to infertility have been widely researched. However, the meaning a couple gives to childbearing remains a relatively unexplored area. This study explores the meaning making of Hong Kong Chinese couples who had received in-vitro fertilization (IVF). Eleven IVF-successful and seven IVF-unsuccessful informants were assessed using two complementary constructivist methods: laddering technique and constructivist-grounded theory analysis of in-depth interviews. Findings revealed four aspects of symbolic meaning of childbearing focused on the informant's sense of self, cultural values, existential purpose, and relations with others. The results also depicted infertility as a form of disenfranchised grief, following ambiguous loss, underscoring the need for counselors to explore the meaning of childbearing among IVF service users and the impact on their self-narratives as a function of treatment outcome.     

Integrating cross-cultural psychology research methods into ethnic minority psychology

Multicultural psychology has 2 related but often disconnected streams, namely cross-cultural psychology and racial and ethnic minority psychology (Hall & Maramba, 2001). We propose that advances in both fields will be facilitated if there is greater cross-fertilization, especially in methodological approaches given that proponents in both fields are interested in studying and understanding the role and impact of culture on human behavior. To facilitate this cross-fertilization, we present 3 methodological approaches that would be of value in racial and ethnic minority psychology. First, we present an overview of the importance of and the approaches to evaluating and establishing measurement equivalence. Second, we discuss recent advances in the understanding of conceptual equivalence in light of indigenous approaches, cultural manipulation, and multilevel analysis. Third, we present a combined etic-emic approach to cross-cultural personality research as illustrated by the Cross-Cultural Personality Assessment Inventory developed by Fanny Cheung and her colleagues.     

‘Goals’ are not an integral component of imitation

Several theories suggest that actions are coded for imitation in terms of mentalistic goals, or inferences about the actor’s intentions, and that these goals solve the correspondence problem by allowing sensory input to be translated into matching motor output. We tested this intention reading hypothesis against general process accounts of imitation using the pen-and-cups task. The task has three components: participants place a pen in one of two cups, using their right or left hand, and one of two grips. Previous research has revealed a colour minimum error pattern; when one of the components is differentially coloured (e.g., one cup is red and the other blue), accuracy is greatest on the coloured dimension. We found the colour minimum error pattern, not only in the standard version of the task, where participants imitate the actions of a human model, but also in three novel variants of the task, in which participants responded on the basis of spatial or arbitrary stimulus–response mappings to ‘geometric’, non-biological stimuli. These stimuli do not afford the attribution of intentions, and therefore our results support generalist theories of imitation by showing that the colour minimum error pattern is due, not to intention reading, but to the operation of task-general processes of perception, attention and motor control.     

Historical Knowledge as Perspectival and Rational: Remarks on the Annales School's Idea of History

There is an obvious parallel between foundationalism, which ignores history in working out the conditions of knowledge, and radical relativism, which contends that by virtue of its own historical character there is no way to choose among different interpretations, all of which are "equally good." Might it not be, rather, that the recent historicist attack on the very idea of rationality is as damaging as foundationalist objections against the plurality of conceptual schemes or frameworks? Can philosophy maintain the traditional distinction between the form and content of knowledge, between rationality and historicity _ between doxa and episteme ?     

Predictors to Happiness in Primary Students: Positive Relationships or Academic Achievement

This study aimed to examine the role of positive relationships and academic achievement in predicting student well-being, i.e. subjective happiness. This study employed a longitudinal design with two waves of data collection on a sample of 786 primary school students in Hong Kong. Students completed questionnaires on parent-child relationship, teacher-student relationship, peer relationship, academic achievement, and happiness at the beginning and end of the school year. Path analysis was used for data analysis. The results indicated that Time 1 parent-child relationship and peer relationship were associated with Time 2 academic achievement, after controlling for Time 1 academic achievement. However, only Time 1 parent-child relationship was predictive of Time 2 happiness. Time 2 academic achievement was a mediator between Time 1 parent-child relationship and peer relationship and Time 2 happiness. Furthermore, girls reported higher levels of academic achievement when they perceived better peer relationship than did boys, and girls were happier when they had higher levels of academic achievement than were boys. The results suggested the need to put in place strategies to enhance parent-child relationship, peer relationship, and a harmonious classroom.

     

Changes in the Participants in a Community-Based Positive Youth Development Program in Hong Kong: Objective Outcome Evaluation Using a One-Group Pretest-Posttest Design

Applied Research in Quality of Life - Project “P.A.T.H.S.” has been shown to be effective in promoting positive development outcomes among Chinese adolescents in the school context....     

Conversation with 2016 American Academy of Religion Excellence in Teaching Award Winner Joanne Maguire Robinson

This conversation between the editors of Teaching Theology and Religion and Joanne Maguire Robinson continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, and Mary Elizabeth Mullino Moore. The exchange takes as its point of departure the teaching statement that Professor Robinson produced in support of her candidacy for the American Academy of Religion's Excellence in Teaching Award. Issues addressed include the impact of institutional context on one's teaching, teaching the humanities in universities that are ever more focused on job training, making the transition from a graduate program focused on research to teaching undergraduates who are unlikely to take even a second course in the study of religion, and ways in which women are challenged to navigate multiple responsibilities while striving to make their way in a male‐dominated academy.     

Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish

Do skilled readers of opaque and transparent orthographies make differential use of lexical and sublexical processes when converting words from print to sound? Two experiments are reported, which address that question, using effects of letter length on naming latencies as an index of the involvement of sublexical letter–sound conversion. Adult native speakers of English (Experiment 1) and Spanish (Experiment 2) read aloud four- and seven-letter high-frequency words, low-frequency words, and nonwords in their native language. The stimuli were interleaved and presented 10 times in a first testing session and 10 more times in a second session 28 days later. Effects of lexicality were observed in both languages, indicating the deployment of lexical representations in word naming. Naming latencies to both words and nonwords reduced across repetitions on Day 1, with those savings being retained to Day 28. Length effects were, however, greater for Spanish than English word naming. Reaction times to long and short nonwords converged with repeated presentations in both languages, but less in Spanish than in English. The results support the hypothesis that reading in opaque orthographies favours the rapid creation and use of lexical representations, while reading in transparent orthographies makes more use of a combination of lexical and sublexical processing.     

Reformation Unfinished: Economy,Inclusivity, Authority

In 2017, churches around the world are organizing different activities to commemorate the 500th anniversary of Martin Luther's 95 Theses. The Reformation was a momentous event in the church and the history of Europe. This article examines three important legacies of the Reformation to look ahead to the future: the church and economic life; the priesthood of all believers; and the authority of the Bible. In many ways, the issues that Luther has raised – such as authority, church structure, priesthood and ministry, biblical interpretation, and the church's relation to economics and social issues – remain to this day and demand the church's critical attention.