Role of the unquantified electroencephalography in psychiatric research

This paper outlines potential research applications of the unquantified (paper or digital) electroencephalography (EEG) in psychiatry. Three main areas are highlighted: first, the need for thorough familiarity with the unquantified EEG is emphasized, including the ability to confidently recognize all normal and abnormal activities that could influence further analysis of the record as well as artifacts that can contaminate the tracings; second, the fact that definitive studies relating EEG abnormalities to psychiatric symptomatology and clinical response are lacking; and third, the potential for EEG to be utilized as a tool to decrease the risk of invasive research studies is discussed.     

Natural Theology in Paul? Reading Romans 1.19–20

This reading of Romans 1.19–20 suggests that, viewed within the argumentative progression of the letter from 1.18–3.20, these verses are properly understood as a subversion of the premises of natural revelation, rather than an endorsement of them. The traditional account of Paul's argument, in which 1.19–20 announces a theology of natural knowledge of God, is contradicted both by Paul's wider theological commitments and by his attitude to the privileges of Judaism. An alternative construal of the argument considers it as an ad hominem strategy, in which the opening verses serve to recapitulate at the beginning of the argument the presuppositions that Paul seeks ultimately to overthrow.     

Division by multiplication

In two experiments, item-specific transfer was examined in simple multiplication and division with prime and probe problems separated by four to six trials. As was predicted by Rickard and Bourne's (1996) identical-elements model, response time (RT) savings were larger with identical (e.g., prime 63 divided by 7, probe 63 divided by 7) than with inverted (63 divided by 9 and 63 divided by 7) division problems, whereas identical (7 x 9 and 7 x 9) and inverted (9 x 7 and 7 x 9) multiplication problems produced equivalent transfer. Nonetheless, there was statistically significant transfer between inverted division problems. Furthermore, RT savings in the multiplication-to-division transfer conditions (e.g., prime 7 x 9, probe 63 divided by 7) indicated that multiplication mediated large-number division problems. These latter effects are not predicted by the identical-elements model but may be reconciled with the model by distinguishing associative transfer (facilitation owing to strengthening of a common problem node in memory) from mediated transfer (facilitation owing to mediation by a strengthened, related problem). Skilled adults can exploit the conceptual correspondences between multiplication and division facts in a highly efficient way to facilitate performance.     

The Dimensionality of Memory Strength Between Levels of Both Serial Position and Word Frequency Category

In recognition tasks where Signal Detection Theory (SDT) is applied, a suitable decision variable is required. This variable is typically assumed to be a global assessment of memory strength. A further assumption is that factors such as old-new, serial position (SP), and word frequency (WF) simply act to change the value of strength across levels within the factor. In terms of SDT, the decision variable is assumed to be uni-dimensional. Four experiments are reported that provide a direct empirical assessment of this assumption for SP and WF. Judgements of items (JOI), recency (JOR), and primacy (JOP) were measured for SP; and subjective frequency (JOF) was measured for WF. Multiple dimensions imply non-additive effects across factor levels and different retrieval processes or the influence of an extra process. A single dimension is consistent with an additive effect of factor levels and current theorizing. The data are in fairly good agreement with the uni-dimensional assumption across all four factors with the exception of JOR and JOP. These showed less uni-dimensionality for comparisons between beginning vs. end list items. The implications of this are discussed.     

CONCEPT MAPPING AS A FEMINIST RESEARCH METHOD

A method used in program evaluation and public health research called concept mapping is examined in this article for its usefulness in feminist research. This method embodies several defining characteristics of feminist social science. Concept mapping is a single method that integrates qualitative and quantitative approaches, provides an opportunity for participants to work together as a group to develop an understanding of a concept, and places the participants in control of interpretation. Over the course of a six-step process, a group of people are assembled to discuss an issue or concept, moving toward a group understanding of that concept, which is then represented in a visual picture, or map. Concept mapping was used in the current study to examine how community resources for sexual-assault victims could be improved. A national random sample of 168 rape-victim advocates provided ideas as to how the legal, medical, and mental health systems could better serve victims. A subgroup of advocates then constructed and interpreted a concept map. The map suggested that rape victims still face many problems in seeking community help. Twelve clusters of broad-based and specific system changes were identified (e.g., fighting victim blaming, community education, sensitizing medical staff, legal reform). Implications for research on sexual assault and feminist research methodology are discussed.     

FEMINIST RESEARCH METHODS A Content Analysis of Psychology and Social Science Textbooks

This research examined the extent to which research methods textbooks in psychology and general social science discuss feminist challenges and approaches to social science (N = 40 textbooks). Two dimensions were examined. First, within the nonsexist dimensions, textbooks were analyzed to determine if they used nonsexist language and if they discussed ways to avoid sexist bias in research. The second dimension was profeminist. Within this dimension four subdomains receiving considerable attention from feminist researchers were explored: (a) epistemology (or ways of knowing); (b) objectivity and subjectivity; (c) the relationship between the researcher and the researched; and (d) qualitative versus quantitative methodologies. Results demonstrated that although the majority of the textbooks did not use sexist language, they did not move much beyond this standard. There was little discussion of feminist challenges to these research issues. When the textbook authors did mention these topics, their analyses were most often inconsistent with feminist approaches.