RELIGIOUS EXPERIENCE, ARCHETYPES, AND THE NEUROPHYSIOLOGY OF EMOTIONS

Abstract. Established religions integrate a society's everyday secular realities with humankind's numinous experience of the holy. Powerful emotions nourish the cultural expression of the archetypes propelling the "ritual dances" of art, sport, and technocracy. During sacred moments such as mother-infant or adult bonding, neuroendocrine triggers activate lifelong ties. The cultural canon of the left cortex contrasts with the intuitive right. Brainstem "switches" alternate the left's cool, extraverted, sympathetic drive for control with the right's "warm" attachment behavior and dreaming sleep. Psychic trauma damages flexibility with resultant alexithymic blindness to emotions and archetypes. Substance abuse and narcissistic overemphasis on control ensue.     

Induction,trance, and ritual in family mythologizing

The authors put forward a theory of family mythologizing as a process of induction, trance, and ritual. These phenomena, in the context of expressive language, comprise myths. Mythologizing is assumed to be part of normative development. All individuals and families employ myths as schemata for organizing highly complex yet cognitively inexplicable relationships. The authors propose a systemic explanation for the operations of mythologizing and present case illustrations.     

Seeing textons in context

Texton theory holds that visual texture segregation occurs through the preattentive detection of local differences in primitive visual units called “textons.” Three textons have been proposed for shape: lines, line terminators, and line intersections. The experiments reported here show that line closure also behaves like a texton under some conditions. In addition, the experiments show that texture segregation is not determined by texton differences per se, but by the extent to which the unique textons in a region are salient in the context of the textons common to regions. This suggests that preattentive vision is not as simple minded as texton theory claims it to be.     

The electronic chalkboard

The present paper describes “the electronic chalkboard” (TEC), a teaching innovation made possible by the recent development, under a FIPSE grant to CONDUIT, of specialized instructional software. The instructional power of TEC casts the computer in the role of catalyst in the student-teacher dyad and leads to the emergence of the more powerful student-computer-teacher triad. Relevant educational principles and CAI techniques that should ensure the intelligent use of TEC are discussed.     

Achieving sex education program outcomes: points of view from students and alumni

Several inherent limitations to secondary school sex education program evaluations are: limited generalizability, lack of longitudinal research, and no clear consensus of program outcomes. With a Bureau of Health Education, Center for Disease Control study as the criterion for program outcomes, a study was undertaken to examine the immediate and long-term impact of sex education upon program participants. Two of the 20 schools in the CDC study identified as having exemplary sex education programs provided access to their students and alumni. Inventories which measured perceived achievement of 33 sex education outcomes were piloted for reliability and validity. Each inventory examined participant changes in knowledge, understanding of self, values, interaction skills, self-esteem, and fear of sex-related activities. Students were surveyed in school; alumni were surveyed through the mail. Response rates ranged from 30 to 100 percent for students and alumni at both schools. Overall there was no statistically significant difference between the perceptions of students and alumni as to achievement of investigated outcomes. Alumni responses at one school did, however, indicate some potentially weak areas of their school's program with respect to values and interaction skills outcomes. It appears that program impact may decrease with time. Thus, isolating and addressing the factors involved may be necessary. This would assist program planners and instructors to strengthen curricula and program activities in order to enhance the overall impact of sex education. The present study supports the notion that positive gains are achieved as a result of each school's sex education program, and these gains remained over time.     

Factors influencing readability of rapidly presented text segments

Experiment 1 compared paragraph comprehension for texts shown either as normal pages on a computer terminal screen or as rapid serial visual presentations (RSVPs) of small text segments to a common location. Over several days of practice, reading comprehension was equivalent in the normal presentation mode and the RSVP format. When successive RSVP segments contained some information in common, to mimic the experience of successive parafoveal and foveal views of words in normal reading, comprehension was somewhat worse than when successive segments contained no overlapping information. Experiment 2 used a variety of segment size and segment duration combinations to investigate the optimal means of presenting text in the RSVP format. Across a variety of presentation rates and text difficulties, comprehension was maximal for segments averaging about 12 character spaces in length. In Experiment 3, texts were divided into short idea units or into random segments of equal average length. Comprehension was shown to be greater in the structured condition than in the random condition. An optimal means of presenting text in the RSVP format could be superior to normal presentation methods for reading and other text-processing tasks.     

A word’s meaning affects the decision in lexical decision

The influence of an isolated word’s meaning on lexical decision reaction time (RT) was demonstrated through four experiments. Subjects in two experiments made lexical decision judgments, those in a third experiment pronounced the words used in the lexical decision task, and those in a fourth experiment quickly pronounced their first associative response to the words. Differences in lexical access time for the words were measured with the pronunciation task, and differences in meaning were assessed with the association task. Multiple regression analyses of lexical decision RT were conducted using associative RT, pronunciation RT, and other target word properties (printed frequency, length, instance dominance, and number of dictionary meanings) as predictor variables. These analyses revealed a relationship between lexical decision RT and associative RT after the effects of other variables had been partialed out. In addition, word frequency continued to have a significant relationship to lexical decision RT beyond that shared with pronunciation RT and the other variables. The results of these experiments indicate that at least some of the effect of word meaning and word frequency in lexical decision is attributable to a decision stage following lexical access.