Who's my little monkey? Effects of infant‐directed speech on visual retention in infant rhesus macaques

Both human and nonhuman primate adults use infant‐directed facial and vocal expressions across many contexts when interacting with infants (e.g., feeding, playing). This infant‐oriented style of communication, known as infant‐directed speech (IDS), seems to benefit human infants in numerous ways, including facilitating language acquisition. Given the variety of contexts in which adults use IDS, we hypothesized that IDS supports learning beyond the linguistic domain and that these benefits may extend to nonhuman primates. We exposed 2.5‐month‐old rhesus macaque infants (N = 15) to IDS, adult‐directed speech (ADS), and a non‐social control (CTR) during a video presentation of unrelated stimuli. After a 5‐ or 60‐minute delay, infants were shown the familiar video side‐by‐side with a novel video. Infants exhibited a novelty preference after the 5‐minute delay, but not after the 60‐minute delay, in the ADS and CTR conditions, and a novelty preference in the IDS condition only after the 60‐minute delay. These results are the first to suggest that exposure to IDS affects infants’ long‐term memory, even in non‐linguistic animals.     

Church and choices: a qualitative exploration of lived sexual values in young adult women

This qualitative research article discusses three crucial encounters in the sexuality education experiences of young adult women who were raised Catholic by drawing from the analyzed interview data of 15 such women. Using the framework of lived theologies, the author argues that understanding the impact of these encounters helps theological scholars better understand the way that young adults from religious backgrounds make decisions about relationships and sexuality. The young adult women interviewed for this research highlight a defensive posture in sexual decision-making that reflects poor preparation for the realities of relationships and a lack of opportunities to clarify and specify their own sexual values prior to these occasions.     

Lost in the great divide: Motivation in religious studies classrooms

One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn.     

College Cheating Thirty Years Later: The Role of Academic Entitlement

This research reports on a thirty-year follow-up study of academic dishonesty, often referred to as college cheating. The present study examines the role of academic entitlement as a predictor of college cheating. A sense of entitlement is regarded as a primary characteristic of today’s millennial students, those born between 1980 and 2000. However, previous research has never investigated the role of academic entitlement on college cheating. Instead, previous research has mostly favored neutralization as a theoretical explanation for academic dishonesty. The results indicate that, even though reports of college cheating have decreased over time, academic entitlement is a significant predictor of cheating in college.     

Does Traumatic Brain Injury Attenuate the Exposure Therapy Process?

Research indicates that exposure therapy is efficacious for combat-related posttraumatic stress disorder (PTSD) comorbid with traumatic brain injury (TBI) as is shown by reduced PTSD treatment outcome scores. What is unknown, however, is whether the process of fear extinction is attenuated in veterans with TBI history. Increased PTSD symptomatology and possible cognitive deficits associated with TBI sequelae may indicate additional or longer exposure sessions to achieve habituation and extinction comparable to individuals without TBI history. As such, a more extensive course of treatment may be necessary to achieve comparable PTSD treatment outcome scores for individuals with TBI history. Using a sample of veterans with combat-related PTSD, some of whom were comorbid for TBI, this study compared process variables considered relevant to successful treatment outcome in exposure therapy. Individuals with and without TBI demonstrated similar rates of fear activation, length and number of exposure sessions, within-session habituation, between-session habituation, and extinction rate; results remained consistent when controlling for differential PTSD symptomatology. Furthermore, results indicated that self-perception of executive dysfunction did not impact the exposure process. Results suggest that individuals with PTSD and TBI history engage successfully and no differently in the exposure therapy process as compared to individuals with PTSD alone. Findings further support exposure therapy as a first-line treatment for combat-related PTSD regardless of TBI history.     

Mental Disorders,Personality Traits,and Grievance-Fueled Targeted Violence: The Evidence Base and Implications for Research and Practice

This article aims to move away from intuitive appeals that link mental disorder with violence such as terrorism, mass murder, and other targeted violence. The article synthesizes the existing evidence base regarding the relationship between mental disorders and personality traits and (a) attitudinal affinities with violent causes, and (b) a number of violent behaviors (including mass murder and terrorism). The evidence base is mixed and the research focus changed across time: from simple and unempirical assertions of causation to an almost complete rejection of their presence to a finer grained and disaggregated understanding. Empirical research examining mental disorder in crime and violence highlights that the commission of such events is a complex synthesis of psychopathology, personal circumstance, and environment. The article concludes with several suggestions regarding future research and practice.     

Transdisciplinary Conversations in Child and Youth Care

Beginning from the proposition that doing transdisciplinary child and youth care (CYC) entails an ethic of risk and vulnerability, four graduate students from differing social, spiritual, bodied, and academic locations trace how our research and professional projects encounter, challenge, support, and disrupt one another. Thinking through two concepts critical to the field of CYC in Canada (politics and care), we aim to (a) make visible the possibilities, tensions, and incommensurabilities that emerge when we collectively risk generous, rigorous dialogue between distinct research projects, practice orientations, and lived ontological and epistemological loyalties; and (b) imagine the practices required to enact, and the creative collaborations that might emerge through, transdisciplinary conversations in child and youth care.     

Salience Versus Proportional Reasoning: Rethinking the Mechanism Behind Graphical Display Effects

Two experiments examined predictions from two separate explanations for previously observed display effects for communicating low‐probability risks: foreground:background salience and proportional reasoning. According to foreground:background salience, people's risk perceptions are based on the relative salience of the foreground (number of people harmed) versus the background (number of people at risk), such that calling attention to the background makes the risk seem smaller. Conversely, the proportional reasoning explanation states that what matters is whether the respondent attends to the proportion, which conveys how small the risk is. In Experiment 1, we made the background more salient via color and bolding; in contrast to the foreground:background salience prediction, this manipulation did not influence participants' risk aversion. In Experiment 2, we separately manipulated whether the foreground and the background were displayed graphically or numerically. In keeping with the proportional reasoning hypothesis, there was an interaction whereby participants given formats that displayed the foreground and background in the same modality (graphs or numbers, thereby making the proportion easier to form) saw the probability as smaller and were less risk averse than participants given the information in different modalities. There was also a main effect of displaying the background graphically, providing some support for foreground:background salience. In total, this work suggests that the proportional reasoning account provides a good explanation of many display effects related to communicating low‐probability risks, although there is some role for foreground:background salience as well. Copyright © 2018 John Wiley & Sons, Ltd.