Review Essay: Towards Cultural Psychology of Religion by J. E. Belzen

Jacob Belzen spends the first two-thirds of his 2010 book doing two things: (1) developing a cogent critique of the presuppositions that underlie mainstream psychology, especially as regards the study of religion, and (2) promoting greater use of what he calls a “cultural psychology.” The last third presents a number of religious case studies, all from the Netherlands, that demonstrate the value of cultural psychology. Although Belzen emphasizes “embodiment” in these studies, his results suggest that religion is often a “performance” for particular audiences. Finally, the applicability of Belzen’s approach to religions outside the Western tradition is discussed.     

Narrative closure

In this article, “Narrative Closure,” a theory of the nature of narrative closure is developed. Narrative closure is identified as the phenomenological feeling of finality that is generated when all the questions saliently posed by the narrative are answered. The article also includes a discussion of the intelligibility of attributing questions to narratives as well as a discussion of the mechanisms that achieve this. The article concludes by addressing certain recent criticisms of the view of narrative expounded by this article.     

Choosing between two objects reduces 3-year-olds' errors on a reverse-contingency test of executive function

In the present experiment, we used a reversed-contingency paradigm (the windows task: [Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The windows task as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331-349]) to explore the effect of alterations in the task array on 3-year-old children's strategic reasoning. Children were offered a choice between either a desirable object and an undesirable object, or between a desirable object and an empty location. There was significantly better performance on the two-object version of the task. This difference was evident even on subsequent trials when the second object was removed and the empty location reintroduced. This suggests that presenting children with a choice between two objects helps them to formulate a strategy, rather than to execute a previously determined response.     

Temporal relationships between plasma cortisol, corticosteroid-binding globulin (CBG), and the free cortisol index (FCI) in pigs in response to adrenal stimulation or suppression

The objective of this study was to document changes in plasma concentrations of total cortisol, porcine corticosteroid-binding globulin (pCBG), and the free cortisol index (FCI) in pigs over a 6-h period in response to adrenal stimulation or suppression. Twenty-four 8-week old pigs allotted in equal numbers were administered ACTH, dexamethasone or saline, and blood samples were collected every 15 min via an indwelling jugular catheter for 1 h prior to and 5 h following treatment. Total plasma cortisol increased in ACTH-treated pigs and decreased in dexamethasone-treated pigs within 0.25 and 0.5 h, respectively. In contrast, pCBG concentration was altered in an inverse fashion subsequent to the changes exhibited in total cortisol. FCI reflected the changes observed in total cortisol. These results further document the negative relationship that exists between circulating concentrations of plasma cortisol and pCBG, and illustrate that this association exists under conditions of acute stress in the pig.     

Self-projection and the brain

When thinking about the future or the upcoming actions of another person, we mentally project ourselves into that alternative situation. Accumulating data suggest that envisioning the future (prospection), remembering the past, conceiving the viewpoint of others (theory of mind) and possibly some forms of navigation reflect the workings of the same core brain network. These abilities emerge at a similar age and share a common functional anatomy that includes frontal and medial temporal systems that are traditionally associated with planning, episodic memory and default (passive) cognitive states. We speculate that these abilities, most often studied as distinct, rely on a common set of processes by which past experiences are used adaptively to imagine perspectives and events beyond those that emerge from the immediate environment.     

Kindergarten children's emotion competence as a predictor of their academic competence in first grade

This study examined the relation between emotion competence and academic competence and three potential mediators of this relation. In kindergarten, 193 children from elementary schools serving urban, minority, and low income students participated in an emotion competence assessment, and 142 of these children completed a follow-up assessment in first grade. The relation between teacher ratings of emotion regulation and academic competence was primarily indirect through the effect of emotion regulation on teacher ratings of attention. Peer acceptance and teacher closeness did not mediate the relations between emotion competence and academic competence. Results highlight the potential benefits of early emotion-centered prevention programs and the need to identify children with attention problems as early as possible to prevent academic difficulties.