Temporal reproduction: further evidence for two processes

Some authors have suggested separate mechanisms for the processing of temporal intervals above versus below 2-3s. Given that the evidence is mixed, the present experiment was carried out as a critical test of the separate-mechanism hypothesis. Subjects reproduced five standard durations of 1-5s presented in the auditory and visual modalities. The Corsi-block test was used to assess effects of working-memory span on different interval lengths. Greater working-memory span was associated with longer reproductions of intervals of 3-5s. A factor analysis run on mean reproduced intervals revealed one modality-unspecific factor for durations of 1-2s and two modality-specific factors for longer intervals. These results are interpreted as further indications that two different processes underlie temporal reproductions of shorter and longer intervals.     

'The Doers of the Law Will Be Justified': The Exegetical Origins of Martin Bucer's Triplex Iustificatio

This essay seeks to sketch the profile of Martin Bucer's viewson the doctrine of justification as developed in his 1536 commentaryon Romans, focusing in particular on his idiosyncratic languageof ‘threefold justification’ in his comments onRom. 2:13. This text is taken as a vantage point from whichto survey the history of interpretation of the Pauline conceptof justification within the Augustinian tradition, giving extendedconsideration to exegesis by Augustine and Thomas Aquinas. Bucer'sinitial discussion of the Pauline usage of o in the praefatato his commentary is examined next, and it is concluded thathis understanding of justification falls more or less withinthe trajectory charted by previous medieval interpreters. Turningthen to Bucer's comments on Rom. 2:13, it is argued that thenotion of ‘threefold justification’ arises as anattempt to integrate the early evangelical appropriation ofthe Scotist language of ‘divine acceptation’ withina traditional Augustinian account of justification as both eventand process. The resulting formula collapses predestinationinto justification, making the latter the unifying concept inBucer's soteriology. It is hoped that this essay will contributeto deepening our understanding of an oft-neglected reformerwhile at the same time broadening our understanding of earlyevangelical teaching on a central doctrinal locus.     

Supervision, transference and countertransference

The author discusses supervision, transference and countertransference as seen in the context of the clinical case of a patient who had been first seen as a training analysis case and who later, in a fortuitous way, was treated by the supervisor of the training analysis. The supervisor, who in the first instance did not recognize the patient, discusses the reasons for this unusual experience in terms of the presence and absence of transference during the analysis of this patient as a training case and the problems inherent in the task of supervising. The patient's feelings towards the first and the second analyst and the vicissitudes of transference and countertransference during the supervision of the training analysis and its influence on the presentation of the analytical sessions by the student are also detailed and discussed. The question of recorded supervision presentations and their possible influence on the dynamics of supervision is raised.     

The Effects of a Verbal and a Figural Creativity Training on Different Facets of Creative Potential

This study investigated the effects of different types of creativity interventions on different facets of creative potential, also including more school-related creativity demands. In a sample of 77 fourth-graders in the age between 9 and 12 years, we administered a verbal and a figural creativity training, realized in two school lessons over two consecutive days each. As outcome measures, creative potential in both the verbal and the figural domain by means of two well-established divergent thinking tasks was assessed. As additional measures of creative potential, a story completion task and a picture painting task were administered to examine training effects on more school-related types of creative behavior. The verbal training was found to increase both verbal and figural divergent thinking ability, but not creative potential in the story completion and the picture painting task. The figural training yielded significant training effects only regarding the picture painting task. Findings suggest a specific training effect of the figural creativity training, and moreover indicate that the verbal creativity training, rather than stimulating “verbal” creative abilities per se, was more strongly concerned with domain-general creativity processes including ideational fluency, flexibility, and originality that are characteristics of divergent thinking tasks across different domains.     

Toward a Reasons-First View of Normative Background Conditions

Philosophia - Background conditions are thought to explain how objects can have value in virtue of certain features and how reasons can consist in certain facts. The following paper provides an...     

A General Framework for Probabilistic Measures of Coherence

Studia Logica - Coherence is a property of propositions hanging together or dovetailing with each other. About two decades ago, formal epistemologists started to engage in the project of...     

Yale-Brown Obsessive Compulsive Scale: Psychometric Properties of the Self-Report Version in a Student Sample

The aim of the present study was to investigate the psychometric properties of an Icelandic translation of the self-report version of the Yale-Brown Obsessive Compulsive Scale (Y-BOCS-SR). The Y-BOCS-SR was administered to a sample of 427 Icelandic university students along with another measure of OCD symptoms (OCI-R) and measures of general anxiety and worry (GAD-Q-IV and PSWQ). The internal consistency of the Y-BOCS-SR total severity score and its obsession and compulsion subscales was very good. Confirmatory factor analysis supported the original two- factor structure of the severity dimensions but a three-factor model with obsession, compulsion and resistance/control factors fitted the data equally well. Five factors described best the latent structure of the symptom dimensions. Support was found for the convergent and divergent validity of the Y-BOCS-SR. The results indicate that the Y-BOCS-SR is a reliable and valid instrument for assessing the severity of obsessions and compulsions in a student population.