The incarnated icon of Ṣaydnāyā: light and shade

The shrine of the Virgin Mary in the Syrian town of ?aydnāyā is an important Levantine Christian centre and one of the principal Christian pilgrimage sites in the Middle East, second only to the holy city of Jerusalem during the Middle Ages. This study's intent is to examine in detail, and to provide a key for interpreting, the major incongruity emerging through a comparison of the two main textual traditions regarding the shrine: the Christian-Arabic and the Latin-Western. The dissimilarity is constituted by the significant divergences concerning the representation of the miracle of the incarnation traditionally ascribed to the icon of the Virgin venerated in ?aydnāyā, which is essentially omitted in the Christian-Arabic sources. I argue that a key to the understanding of this reticence can be provided by an analysis of the heretical character ascribed to this particular miracle in Islamic theological thought and of the consequent threat it posed to the survival of the shrine itself. That being the primary focus of the investigation, the article also explores some aspects of the cultural and historical vicissitudes and crises of the cult of the shrine in the West from the fourteenth century onwards which, despite the great number of academic works dedicated to this subject, have remained unclear to this day. More specifically, I argue that apparently aporematic elements on the textual level can be interpreted logically by examining the central role played by the Knights Templar in the cult's material and cultural diffusion and by taking into account the connection of the shrine's decay with the order's downfall. The present analysis focuses almost exclusively on the medieval period as being the most significant for the formation and development of the cult of the shrine.     

Exploring Initiative as a Signal of Knowledge Co‐Construction During Collaborative Problem Solving

Peer interaction has been found to be conducive to learning in many settings. Knowledge co‐construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre‐testers, and total task initiative shifts correlate with learning for high pre‐testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer.     

Confidence Distribution for the Ability Parameter of the Rasch Model

Psychometrika - In this paper, we consider the Rasch model and suggest novel point estimators and confidence intervals for the ability parameter. They are based on a proposed confidence...     

Two‐year‐old children preferentially transmit simple actions but not pedagogically demonstrated actions

Children are sensitive to both social and non‐social aspects of the learning environment. Among social cues, pedagogical communication has been shown to not only play a role in children's learning, but also in their own active transmission of knowledge. Vredenburgh, Kushnir and Casasola, Developmental Science, 2015, 18, 645 showed that 2‐year‐olds are more likely to demonstrate an action to a naive adult after learning it in a pedagogical than in a non‐pedagogical context. This finding was interpreted as evidence that pedagogically transmitted information has a special status as culturally relevant. Here we test the limits of this claim by setting it in contrast with an explanation in which the relevance of information is the outcome of multiple interacting social (e.g., pedagogical demonstration) and non‐social properties (e.g., action complexity). To test these competing hypotheses, we varied both pedagogical cues and action complexity in an information transmission paradigm with 2‐year‐old children. In Experiment 1, children preferentially transmitted simple non‐pedagogically demonstrated actions over pedagogically demonstrated more complex actions. In Experiment 2, when both actions were matched for complexity, we found no evidence of preferential transmission of pedagogically demonstrated actions. We discuss possible reasons for the discrepancy between our results and previous literature showing an effect of pedagogical cues on cultural transmission, and conclude that our results are compatible with the view that pedagogical and other cues interact, but incompatible with the theory of a privileged role for pedagogical cues.     

The role of offender experience and crimes in shaping accounts

The paper summarises the main findings obtained in a wide study on the construction of deviant actions' narratives. In this paper, we focused on two topics: both topics are crucial to suggest new directions in investigative psychology. Narratives provide investigative psychologists with new sets of tools to define criminal profiles, such as narrative profiling. This paper deals with a qualitative investigation undertaken by collecting narrative interviews. These interviews were conducted with 34 prisoners held in two penal institutes in Rome and their goal was to reveal the typical form of constructing accounts taken in a non-investigative context. The specific aim of the project was to show whether differences exist in the narrative accounts provided by perpetrators of crime considering two factors: the type of crime committed and the experience in the deviance arena, which are hypothesised to shape narrations. Interviews were analysed with particular reference to the ‘Evaluation model’ by W. Labov. Participants were divided into three groups on the basis of the type of experience in the deviant field (professionals, intermediates and amateurs) and into four groups according to the crime committed (homicide, robbery and theft, and crimes linked to drugs and fencing). The results show the significant existence of clear differences in the reconstruction of the crime committed compared to the experience of the protagonist. Copyright © 2009 John Wiley & Sons, Ltd.     

The role of a lifetime history of oppositional defiant and conduct disorders in adults with ADHD: implications for clinical practice

IntroductionAttention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD) are frequently co-occurring disorders in children and adolescents. However, their clinical status among adults is still under discussion. This study analyzes how the current clinical presentation of adult ADHD might be influenced by a lifetime history of CD and ODD. METHODS: We compared three groups of patients: ADHD without history of CD/ODD (n = 178), ADHD + history of ODD (n = 184), and ADHD + history of CD (n = 96). RESULTS: A history of CD (and to a lower extent ODD) is associated with a more severe and externalizing profile.ConclusionPast CD and ODD entail a significant negative mental health impact on persistent ADHD, reinforcing the importance of actively assessing the developmental history of adult ADHD patients.     

La enseñanza práctica de la Psicología: una experiencia de condicionamiento instrumental

RESUMEN

n este informe se presenta una experiencia docente en la que un elevado número de estudiantes de primero de Psicología (140), trabajando en grupos de cinco personas y utilizando unos recursos limitados, consiguieron llevar a cabo un condicionamiento instrumental con ratas en la caja de Skinner, cumpliendo adecuadamente los objetivos metodológicos propuestos. Esta experiencia confirma la posibilidad de realizar prácticas en Psicología a pesar de los numerosos impedimentos que existen para ello, destacados por los autores.