DRAPER IN SPAIN: THE CONFLICTING CIRCULATION OF THE CONFLICT THESIS

This article delves into the reception of John W. Draper's History of the Conflict between Religion and Science in Spain. With two translations into Spanish appearing almost simultaneously in 1876, the conflict became a weapon in a long political dispute. The tensions between conservatives and liberals, between monarchists and republicans had the university and pedagogical reforms as one of the main battlefields. One of the chief reformist movements was informed by “Krausism,” an ideology that had academic freedom as one if its central tenets. The similarities between the educational agenda of Draper and that of Krausists explain why the former's book resonated among members of the latter group. The article argues that in order to understand the reception of Draper in Spain, one should pay attention to the disputes about national identity and educational reforms, so as to place the so‐called conflict thesis in the context of opposing Spanish patriotisms.     

Self-defeating personality disorder reconsidered

The objective of this study was to assess the distinctiveness, incremental validity, and gender bias of self-defeating personality disorder (SDPD) symptoms. A total of 441 nonclinical subjects completed personality disorder questionnaires. Structural equation modeling and regression analyses indicated that SDPD symptoms were distinctive, predicted impairment/distress beyond other personality disorder symptoms, and showed no gender bias. SDPD warrants reconsideration as a valid nosological category.     

Cholinergic dependence of taste memory formation: evidence of two distinct processes

Learning the aversive or positive consequences associated with novel taste solutions has a strong significance for an animal's survival. A lack of recognition of a taste's consequences could prevent ingestion of potential edibles or encounter death. We used conditioned taste aversion (CTA) and attenuation of neophobia (AN) to study aversive and safe taste memory formation. To determine if muscarinic receptors in the insular cortex participate differentially in both tasks, we infused the muscarinic antagonists scopolamine at distinct times before or after the presentation of a strong concentration of saccharin, followed by either an i.p. injection of a malaise-inducing agent or no injection. Our results showed that blockade of muscarinic receptors before taste presentation disrupts both learning tasks. However, the same treatment after the taste prevents AN but not CTA. These results clearly demonstrate that cortical cholinergic activity participates in the acquisition of both safe and aversive memory formation, and that cortical muscarinic receptors seem to be necessary for safe but not for aversive taste memory consolidation. These results suggest that the taste memory trace is processed in the insular cortex simultaneously by at least two independent mechanisms, and that their interaction would determine the degree of aversion or preference learned to a novel taste.     

Lack of association of apolipoprotein E polymorphism in obsessive-compulsive disorder

Obsessive-compulsive disorder (OCD) could be considered a neurodevelopmental disorder, from several lines of evidence. One of the most widely studied genes in these disorders is the apolipoprotein E gene, particularly allele 4. We analyzed for association among patients with OCD versus normal controls and cognitively impaired patients. There were no significant differences between OCD probands compared with population controls. However, the cognitively impaired group showed a higher frequency of allele apolipoprotein E gene compared with normal controls and patients with OCD.     

Psychological inertia in adolescence: Sexist attitudes and cognitive and social strategies that hinder gender equality

Current Psychology - This work analyses sexist attitudes, cognitive strategies and social attitudes in young people between 12 and 16 years of age, attending secondary education. The...     

How do children deal with socio-moral conflicts? Self-conscious emotions and conflict resolution in the narratives of institutionalized and noninstitutionalized children

Introduction

Self-conscious emotions play an important role in children's psychosocial functioning.

Personality Traits and Plagiarism: an Empirical Study with Portuguese Undergraduate Students

Academic dishonesty is a major problem and is thus a highly relevant area of inquiry. Considerable research has shown that key traits from the Big Five model of personality are associated with various forms of anti-social behaviour. To date, however, relatively little research interest has been devoted to study the relationship between personality traits and plagiarism. This study attempts to fill this gap by examining the relationship between the Big Five personality traits and the inclination to commit plagiarism by undergraduate students. The main conclusion is that the inclination to plagiarize is negatively associated with Conscientiousness and Agreeableness traits. Neuroticism was not found to be related to the inclination to plagiarize. Implications of the findings are discussed.     

What kind of networking strategy advice should career counsellors offer university graduates searching for a job?

This study investigated the relationship between social networking and job placement of university graduates. It explored whether getting a job through social contacts is the consequence of an intentional investment in social capital or is related to the biographical and psychological characteristics of the job-seeker; to what extent job-search strategies are related to the chance of being offered a job; and, finally, the relationships between social networking, social support and psychological well-being. Results showed two different approaches to the process of job entry-use of formal or informal contacts in job-finding-which led to different patterns of job-seeking strategies and employment outcomes after graduation. Significant differences were found between use of formal and informal sources of help relating to graduates' job-search intention and confidence in using social networks to find a job. No significant relationship was found between use of different sources of help and psychological well-being. Implications for university guidance services are discussed.