A Review of Carolyn Chen’s <Emphasis Type="Italic">Getting Saved in America: Taiwanese Immigration and Religious Experience</Emphasis>

Becoming religious among immigrants to the U.S. is undoubtedly a complex transformation. It takes place with both external sociocultural conditions and internal spiritual and psychological volitions. While marveling at Carolyn Chen’s fine scholarship on Taiwanese immigrants’ conversion experience, this review offers a critical reading of Chen’s equation: becoming American = becoming religious or vice versa with the reviewer’s own experience as both an Asian immigrant and a cultural anthropologist. It also discusses Chen’s assessment of the gendered identity of both Asian-American men and women, be it religious, cultural, or political.     

Higher-order factors of the Big Five predict exploration and threat in life stories

Research has not previously examined whether higher-order traits of the Big Five are related to characteristics of life story narratives. The current study explored possible links between the broad dispositions of Stability (comprising the shared aspects of Agreeableness, Conscientiousness, and Emotional Stability) and Plasticity (comprising the shared aspects of Extraversion and Openness) with narrative accounts of threat and exploration in the life-stories of 128 adults. Stability was inversely related to construals of threat in narratives, and Plasticity was positively related to exploration in narratives after controlling for the suppressor effects of demographic variables. These findings add to the research linking higher-order factors of the Big-Five to important domains as well as research linking dispositional traits to narrative identity.     

Mental contrasting facilitates academic performance in school children

Two brief intervention studies tested whether teaching students to mentally contrast a desired future with its present reality resulted in better academic performance than teaching students to only think about the desired future. German elementary school children (N = 49; Study 1) and US middle school children (N = 63; Study 2) from low-income neighborhoods who were taught mental contrasting achieved comparatively higher scores in learning foreign language vocabulary words after 2 weeks or 4 days, respectively. Results have implications for research on the self-regulation of commitment to solve assigned tasks in classroom settings, and for increasing academic performance in school children in low-income areas.     

Objects and Levels: Reflections on the Relation Between Time-Consciousness and Self-Consciousness

The text surveys the development of the debate between Zahavi and Brough/Sokolowski regarding Husserl’s account of inner time-consciousness. The main arguments on both sides are reconsidered, and a compromise is proposed.     

Aversion to Happiness Across Cultures: A Review of Where and Why People are Averse to Happiness

A common view in contemporary Western culture is that personal happiness is one of the most important values in life. For example, in American culture it is believed that failing to appear happy is cause for concern. These cultural notions are also echoed in contemporary Western psychology (including positive psychology and much of the research on subjective well-being). However, some important (often culturally-based) facts about happiness have tended to be overlooked in the psychological research on the topic. One of these cultural phenomena is that, for some individuals, happiness is not a supreme value. In fact, some individuals across cultures are averse to various kinds of happiness for several different reasons. This article presents the first review of the concept of aversion to happiness. Implications of the outcomes are discussed, as are directions for further research.     

Neural correlates of sensory‐enabling presentation: An fMRI study of image zooming and rotation video effects on online apparel shopping

For experience products, such as apparel, sensory‐enabling presentations that provide a sense of tactile experience have been suggested as an effective strategy to reduce perceived risk and increase the likelihood of a pleasurable shopping experience. Using functional Magnetic Resonance Imaging (fMRI), we investigated whether sensory‐enabling presentations, specifically, image zooming and rotation videos, would evoke different cognitive and affective brain functions during product evaluation and purchase decision processes. The results suggested that whereas image zooming may evoke more visual perception in the product evaluation process, the rotation view evokes more mental imagery, pleasure, and reward anticipation during the purchase decision process. Copyright © 2014 John Wiley & Sons, Ltd.     

Relational Egalitarianism and Emergent Social Inequalities

Res Publica - This paper identifies a challenge for liberal relational egalitarians—namely, how to respond to the prospect of emergent inequalities of power, status, and influence arising...     

Fostering learning from instructional video in a second language

This study investigated the most effective way to present an instructional video that contains words in the students' second language. Korean‐speaking university students received a 16‐min video lesson on Antarctica that included English narration (video + narration group), English text subtitles (video + text group), or English narration with simultaneous text subtitles (video + narration + text group). On a comprehension test, the video + text group scored higher than each of the other two groups, in contrast to the modality effect; and the video + narration + text group outscored the video + narration group, in contrast to the redundancy effect. Each of the lessons that included text was rated as less difficult than the lesson with narration only. The narration + text group reported lower effort than each of the other groups. Results highlight boundary conditions for two principles of multimedia instructional design that apply for college students who are learning in a second language. Theoretical implications are discussed.     

A Randomized Controlled Trial of the Impact of a Family-Based Adolescent Depression Intervention on both Youth and Parent Mental Health Outcomes

This paper presents findings from a multi-centre, double-blind, randomized controlled trial that tested the hypothesis that parent and youth mental health improvements would be superior in a family-based intervention for adolescent depression (BEST MOOD) compared to a treatment-as-usual supportive parenting program (PAST). Eligible participants were families with a young person aged between 12 and 18 years who met diagnostic criteria for a depressive disorder (major, minor or dysthymic). Participating families (N = 64; 73.4% of youth were female) were recruited in Victoria, Australia and allocated to treatment condition using a block randomization procedure (parallel design) with two levels of blinding. This paper reports on the trial’s secondary outcomes on youth and parent mental health. General linear mixed models were used to examine the longitudinal effect of treatment group on outcome. Data were analyzed according to intention-to-treat; 31 families were analyzed in BEST MOOD, and 33 families in PAST. Parents in the BEST MOOD group experienced significantly greater reductions in stress and depressive symptoms than parents in the PAST group at 3-month follow-up. A greater reduction in parental anxiety was observed in the BEST MOOD group (d = 0.35) compared with PAST (d = 0.02), although the between-group difference was not significant. Both groups of youth showed similar levels of improvement in depressive symptoms at post-treatment (d = 0.83 and 0.80 respectively), which were largely sustained at a 3-month follow-up. The family-based BEST MOOD intervention appeared superior to treatment-as-usual (PAST) in demonstrating greater reductions in parental stress and depression. Both interventions produced large reductions in youth depressive symptoms.     

Punishment and the potential for negative reinforcement with histamine injection

The present study examined punishment of responding with histamine injection, and its potential to generate avoidance of punishment. Sprague–Dawley rats were trained under concurrent schedules in which responses on one lever (the punishment lever) produced food under a variable‐interval schedule, and under some conditions intermittent injections of histamine, which suppressed behavior. Responses on a second (avoidance) lever prevented histamine injections scheduled on the punishment lever. After stabilization of punished responding, a variable‐interval 15‐s schedule of cancellation of histamine (avoidance) was added for responding on the second/avoidance lever, without subsequent acquisition of responding on that lever. Progressive decreases in the length of the punishment variable‐interval schedule increased suppression on the punishment lever without increases in response rates on the avoidance lever. Exchanging contingencies on the levers ensured that response rates on the avoidance lever were sufficiently high to decrease the histamine injection frequency; nonetheless response rates on the avoidance lever decreased over subsequent sessions. Under no condition was responding maintained on the avoidance lever despite continued punishing effectiveness of histamine throughout. The present results suggest that avoidance conditioning is not a necessary condition for effective punishment, and confirm the importance of empirical rather than presumed categorization of behavioral effects of stimulus events.