Restorative biological processes and health

Research on psychological influences on physiology primarily focuses on biological responses during stressful challenges, and how those responses can become dysregulated with prolonged or repeated exposure to stressful circumstances. At the same time, humans spend considerable time recovering from those challenges, and a host of biological processes involved in restoration and repair take place during normal, non-stressed activities. We review restorative biological processes and evidence for links between psychosocial factors and several restorative processes including sleep, wound healing, antioxidant production, DNA repair, and telomerase function. Across these biological processes, a growing body of evidence suggests that experiencing negative emotional states, including acute and chronic stress, depressive symptoms, and individual differences in negative affectivity and hostility, can influence these restorative processes. This review calls attention to restorative processes as fruitful mechanisms and outcomes for future biobehavioral research.     

AGM 25 Years

The 1985 paper by Carlos Alchourrón (1931–1996), Peter Gärdenfors, and David Makinson (AGM), “On the Logic of Theory Change: Partial Meet Contraction and Revision Functions” was the starting-point of a large and rapidly growing literature that employs formal models in the investigation of changes in belief states and databases. In this review, the first twenty-five years of this development are summarized. The topics covered include equivalent characterizations of AGM operations, extended representations of the belief states, change operators not included in the original framework, iterated change, applications of the model, its connections with other formal frameworks, computatibility of AGM operations, and criticism of the model.     

Rumination and the Displacement of Aggression in United Kingdom Gang‐Affiliated Youth

The concept of gang aggression oftentimes elicits images of brutal intergang violence. In reality, gang‐related aggression can vary widely, can have various motivations and causal factors, and includes interpersonal as well as intergroup aggression. This study examined the tendency of UK youth to engage in displaced aggression (aggression aimed at undeserving targets) and examined the relationship among gang affiliation, ruminative thought, and aggression levels. Students in three London schools were asked to complete a questionnaire that assessed levels of gang affiliation, rumination about aversive events, and a tendency to engage in displaced aggression. Our analyses found a three‐way interaction between gang affiliation, rumination, and gender, such that males who were high in affiliation and rumination had the greatest tendency to displace aggression toward innocent others. Additionally, it was shown that rumination could account for a significant part of the correlation between gang affiliation and displaced aggression. Furthermore, regression analyses showed that even after controlling for trait aggression, anger, hostility, and irritability, rumination remained a significant predictor of displaced aggression. The implications for understanding gang‐related aggression and for conducting future research in this area were discussed. Aggr. Behav. 38:89‐97, 2012. © 2011 Wiley Periodicals, Inc.     

Common patterns of prediction of literacy development in different alphabetic orthographies

Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.     

Relationship between schizotypal and borderline traits in college students

The main objective of the present investigation was to analyze the relationship between self-reported schizotypal and borderline personality traits in a sample of 759 college students (M = 19.63 years; SD = 2.03). For this purpose, the Schizotypal Personality Questionnaire-Brief (SPQ-B; Raine and Benishay, 1995) and Borderline Personality Questionnaire (BPQ; Poreh et al., 2006) were administered. The results showed that schizotypal and borderline features are partially related at subclinical level. The exploratory factor analysis conducted on the subscales revealed a three-factor solution comprised of the following factors: Identity/Interpersonal, Lack of Control and Schizotypal. The canonical correlation analysis showed that schizotypal features and borderline personality traits shared 34.8% of the variance. The data highlight the overlap between schizotypal and borderline personality traits in nonclinical young adults. Future studies should continue to examine the relationship and the degree of overlap between these traits in community samples.     

Life and Death of Music as Education: A Philosophical Overview

Abstract

This essay contemplates the role of music as education (as opposed to music education) in the Western World since Ancient Greek philosophical inquiry and throughout early Christianity, the Middle Ages, and Modernism. It regards music as a potential tool for instruction and knowledge exchange. In particular, this essay examines post-Enlightenment philosophical trends that reshaped Western understandings of music. Finally, this paper explores music education within the Seventh-day Adventist educational system as influenced by both nineteenth-century thought as well as informed by the reformative attempts that followed in the twentieth century.