Equity,Egoism, and Egocentrism: The Formation of Distributive Justice Judgments

Groups of subjects watched films under two conditions of density (high and low) and number (large and small groups). After one film a confederate applauded and the reactions of the audience were observed. As predicted by an analysis based on the intensification theory of crowding, high density greatly increased the contagion of the applause, Larger numbers also had a significant, though considerably smaller effect on contagion. The findings indicate that relatively simple environmental factors such as density and number may be major determinants of whether contagion occurs in groups.     

When death thoughts lead to death fears: Mortality salience increases death anxiety for individuals who lack meaning in life

Research derived from terror management theory demonstrates that subtle reminders of mortality increase strivings for meaning. It is argued that such strivings reflect efforts to prevent the anxiety that death reminders may otherwise cause. However, no research has directly tested the assertions that subtle mortality primes increase death anxiety and perceptions of meaning in life moderate this effect. The current study examined these predictions. Meaning in life was measured, death cognition primed, and death anxiety assessed. A mortality prime increased death anxiety, but only for individuals who lack perceptions of meaning in life. Theoretical and applied implications are discussed.     

Investigating Links from Teacher Knowledge,to Classroom Practice,to Student Learning in the Instructional System of the Middle-School Mathematics Classroom

Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the “Scaling Up SimCalc” research project in 2005–07, we examined relationships between teachers’ mathematics knowledge, teachers’ classroom decision making, and student achievement outcomes on topics of rate, proportionality, and linear function—three important and cognitively demanding prealgebra topics. We found that teachers’ mathematical knowledge was correlated with student achievement in only one study out of three. We also found a lack of correlations between teachers’ mathematical knowledge and critical aspects of instructional decision making. Curriculum and other learning resources (e.g., technology, student–student interactions) are clearly important factors for student learning in addition to, and in interaction with, teachers’ mathematical knowledge. Our results suggest that mathematics knowledge for teaching may have a nonlinear relationship with student learning, that those effects may be heavily mediated by other instructional factors, and that short-term content knowledge gains in teacher workshops may not persist in classroom instruction. We discuss a need in the field for richer models of how “mathematical knowledge for teaching” works in the context of complete instructional systems.     

Posttraumatic Stress,Depression, and Insomnia Among U.S. Air Force Pararescuemen

Few studies have examined rates of mental health problems among special duty military personnel, who often have frequent deployments and high exposure to operational stressors and trauma. The current study examined the severity and rates of positive screening for posttraumatic stress, depression, and insomnia among 194 U.S. Air Force pararescuemen (PJs) in the active duty (AD) and National Guard/Reserve (NG/R) components. Overall estimated rates were 11.6% for probable posttraumatic stress disorder (PTSD), 1.6% for probable depression, and 16.1% for clinical insomnia. PJs in the NG/R reported significantly more severe posttraumatic stress symptoms (F(1, 162) = 10.031, p = .002, partial η² = .058) and were approximately twice as likely to screen positive for probable PTSD (8.5% vs. 19.1%; χ²[1] = 3.679, p = .055). No differences in the rate or severity of depression or insomnia symptoms were found. Rates of positive screens are comparable to or lower than previously published rates among military personnel.     

Ritual without myth: The use of legal materials for the study of religions

This essay explores the role that Buddhist narrative literature plays in fostering the cultivation of ethically valorised emotions. The essay focuses on astonishment, as it figures in ārya ?ūra's Jātakamālā, a collection of Sanskrit narratives. The essay examines how and why ārya ?ura valorises astonishment and what this valorisation reveals about the significance of emotions in Buddhist ethical life. The key distinction implicit in ārya ?ura's work between natural and cultivated emotions is worked out.     

Methodological concerns in the psychology of religion: Continuities,losses and transforming perspectives

This article seeks solutions to what has recently been called the ‘crisis' in the psychology of religion by returning to the programs of its founding fathers. It explores some of the methodological debates that followed the translation of William James' The Varieties of Religious Experience into German. More was at stake than the commonly drawn distinction between empirical and hermeneutical approaches to religion, or between quantitative and qualitative methods. What was at stake was the need for another kind of psychology in general. This article pays special attention to Wilhelm Wundt's fundamental criticism of James and of others in the psychology of religion. Despite the problems inherent in both James' and Wundt's aborted general psychology programs, each nonetheless contains approaches that may yet serve as an impetus to contemporary research on religion. Contemporary developments in cultural psychology in particular complement current research in the psychology of religion.     

Sick? Or slow? On the origins of intelligence as a psychological object

This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet–Simon test (precursor to the Stanford–Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857–1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840–1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l'étude psychologique de l'enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal”. The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test's influence on Lewis Terman (1877–1956) and Lightner Witmer (1867–1956), to shape virtually all subsequent thinking about intelligence testing and its role in society.