Neural bases of moderation of cortisol stress responses by psychosocial resources

Psychosocial resources have been tied to lower psychological and biological responses to stress. The present research replicated this relationship and extended it by examining how differences in dispositional reactivity of certain neural structures may underlie this relationship. Two hypotheses were examined: (a) psychosocial resources are tied to decreased sensitivity to threat and/or (b) psychosocial resources are associated with enhanced prefrontal inhibition of threat responses during threat regulation. Results indicated that participants with greater psychosocial resources exhibited significantly less cortisol reactivity following a stress task, as predicted. Analyses using functional magnetic resonance imaging revealed that psychosocial resources were associated with greater right ventrolateral prefrontal cortex and less amygdala activity during a threat regulation task but were not associated with less amygdala activity during a threat sensitivity task. Mediational analyses suggest that the relation of psychosocial resources to low cortisol reactivity was mediated by lower amygdala activity during threat regulation. Results suggest that psychosocial resources are associated with lower cortisol responses to stress by means of enhanced inhibition of threat responses during threat regulation, rather than by decreased sensitivity to threat.     

EMERGENCE FROM PHYSICS TO THEOLOGY: TOWARD A PANORAMIC VIEW

Abstract. At its best, the emergence debate provides a helpful model of what religion‐science scholarship can and should involve. (At its worst it represents the faddishness and bandwagon effects to which our field is also prone.) Those involved in the debate must pay close attention to concrete theories and results in the natural sciences. They rely on the careful conceptual distinctions that philosophers of science draw concerning complexity, novelty, and organization. The resulting views about human mentality and consciousness are tested against these results and checked for their adequacy to the phenomena of human experience. Emergentist theories of nature and personhood have entailments for one's theory of religion and for theological reflection; conversely, theological accounts may constrain one's interpretation of emergent phenomena. In my response to the four symposiasts I draw out these deeper dimensions of the emergence debate.     

Origins of spatial, temporal and numerical cognition: Insights from comparative psychology

Contemporary comparative cognition has a large repertoire of animal models and methods, with concurrent theoretical advances that are providing initial answers to crucial questions about human cognition. What cognitive traits are uniquely human? What are the species-typical inherited predispositions of the human mind? What is the human mind capable of without certain types of specific experiences with the surrounding environment? Here, we review recent findings from the domains of space, time and number cognition. These findings are produced using different comparative methodologies relying on different animal species, namely birds and non-human great apes. The study of these species not only reveals the range of cognitive abilities across vertebrates, but also increases our understanding of human cognition in crucial ways.     

Episodic future thinking in 3- to 5-year-old children: The ability to think of what will be needed from a different point of view

Assessing children’s episodic future thinking by having them select items for future use may be assessing their functional reasoning about the future rather than their future episodic thinking. In an attempt to circumvent this problem, we capitalised on the fact that episodic cognition necessarily has a spatial format (Clayton and Russell, 2009, Hassabis and Maguire, 2007). Accordingly, we asked children of 3, 4, and 5 to chose items they would need to play a game (blow football) from the opposite side of the table on which they had never before played. The crucial item was the box that was needed by children to reach the table from the other side. Over four experiments, we demonstrated that, while children of 3 perform poorly on future questions and children of 5 generally perform quite well, children of 4 years find a question about what they themselves will need to play in the future harder to answer than a similar question posed about another child. We suggest that this result is due to the ‘growth error’ of over-applying newly-developed Level 2 perspective-taking skills (Flavell et al., 1981), which encourages the selection of non-functional items. The data are discussed in terms of perspective-taking abilities in children and of the neural correlates of episodic cognition, navigation, and theory of mind.     

Inference to the Best Explanation

The common role of research programs in science and religion is now widely accepted. The next step in the methodology debate is to specify more concretely the shared standards for adequate explanations. The article presents a detailed account of the method of inference to the best explanation and gives examples of how the method can structure the philosophical and theological interaction with science. The resulting approach dispenses with deductive and inductive proofs of religious propositions and limits itself to initially plausible hypotheses that are to be assessed according to their explanatory power. Only when a domain of data and a particular explanatory task have been specified can any serious claim be made that religious theories are equal or superior to their naturalistic alternatives.