Stages of the Marital and Family Life Cycle: Marital Miracles

The stages of the marital and family life cycle describe the social, emotional, and developmental tasks required to create and maintain coupleness throughout the life of a marriage. This paper will explore the specifically Christian dimensions of these stage tasks. It will view these transitions as marital miracles on the journey of faith which invite couples to experience more of God's presence and healing in their relationship.     

Moral Responsibility and the Metaphysics of Free Will: Reply to van Inwagen

In The Philosophical Quarterly , 47 (1997), pp. 373–81, van Inwagen argues in a critical notice of my book The Metaphysics of Free Will that the impression that Frankfurt-type examples show that moral responsibility need not require alternative possibilities results from insufficient analytical precision. He suggests various precise principles which imply that moral responsibility requires alternative possibilities. In reply, I seek to defend the conclusion I have drawn from Frankfurt-type examples: moral responsibility need not require alternative possibilities. I contend that van Inwagen's principles — the principle of possible prevention and the no-matter-what principle — are invalid, and I suggest that their plausibility comes from thinking about a proper subset of the relevant cases.     

Psychophysiological and behavioral differences as a function of age and Parkinson’s disease

Differences related to age and to specific neurological (Parkinsonian) damage were studied by contrasting, respectively, old (mean age 64 years) and young (27 years) subjects (N=15), and old-normal (N=15) and old-Parkinsonian (N=15) subjects. Both behavioral as well as psychophysiological dependent variables were employed. The behavioral measure was performance on a discrimination learning task, while the psychophysiological measures were based on habituation to a repeated tone stimulus and on a Pavlovian differential conditioning preparation. The behavioral task showed predominantly age-related differences, with the young learning faster. Another age-related difference was interpreted as showing a more insight-like learning process in the young. Response-bias (beta) values did not differ between groups. Age-related differences also emerged more clearly than specific-neurological-damage differences in the psychophysiological data. The older subjects manifested markedly less autonomic conditioning, which was probably due to a lowering of reactivity, as well as the emergence of habituation to the (loud-noise) unconditional stimulus. A correlational analysis of discrimination conditioning also yielded age-related differences. Most notably, reactivity played a greater role in conditioning in the old than in the young subjects. The results illustrated how psychophysiological measures can provide information that complements those provided by behavioral measures.     

Interrelationships among students' study activities,self-concept of academic ability,and achievement as a function of characteristics of high-school biology courses

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.     

Flanker compatibility effects in patients with Parkinson's disease: impact of target onset delay and trial-by-trial stimulus variation

Parkinson’s disease (PD) patients and healthy controls were administered a flanker task that consisted of the presentation of colored targets and distractors. Participants were required to attend to the center target and identify its color. The stimulus displays were either congruent (i.e., the target and flankers were the same color) or incongruent. The time between the onset of the flanker and the target color (the target onset delay) was either short or long. Results indicated that PD patients and controls did not differ in the magnitude of the flanker effect within individual trials in that both groups demonstrated a typical flanker effect at the short target onset delay and neither group demonstrated a flanker effect at the longer delay. However, when performance was examined on a trial-by-trial basis, PD patients demonstrated a slowing of reaction time relative to controls when having to make the same response across consecutive trials at longer inter-trial intervals when the flankers were incongruent across consecutive trials and the display on the second of two trials was incongruent. These results indicate that PD patients are impaired in inhibiting the distractors over an extended delay and that this deficit may impact motor responding in these patients, suggesting that the basal ganglia contribute to the interface of attention and action.     

The masked onset priming effect in picture naming

Reading aloud is faster when targets (e.g., PAIR) are preceded by visually masked primes sharing just the onset (e.g., pole) compared to all different primes (e.g., take). This effect is known as the masked onset priming effect (MOPE). One crucial feature of this effect is its presumed non-lexical basis. This aspect of the MOPE is tested in the current study. Dutch participants named pictures having bisyllabic names, which were preceded by visually masked primes. Picture naming was facilitated by first-segment but not last-segment primes, and by first-syllable as well as last-syllable primes. Whole-word primes with first or last segment overlap slowed down picture naming latencies significantly. The first-segment priming effect (i.e., MOPE) cannot be accounted for by non-lexical response competition since pictures cannot be named via the non-lexical route. Instead, the effects obtained in this study can be accommodated by a speech-planning account of the MOPE.     

Maternal responsiveness to young children at three ages: longitudinal analysis of a multidimensional, modular, and specific parenting construct

Responsiveness defines the prompt, contingent, and appropriate reactions parents display to their children in the context of everyday exchanges. Maternal responsiveness occupies a theoretically central position in developmental science and possesses meaningful predictive validity over diverse domains of children's development, yet basic psychometric features of maternal responsiveness are still poorly understood. In this prospective longitudinal study, the authors examined structure, individual variation, and continuity of multiple dimensions of responsiveness in 40 mothers to their infants' activities at 10, 14, and 21 months during natural home-based play interactions. Both age-general and age-specific patterns emerged in maternal responding. The study's developmental results support the multidimensionality, modularity, and specificity of this central parenting construct.     

Dimensions in data: testing psychological models using state-trace analysis

Cognitive science is replete with fertile and forceful debates about the need for one or more underlying mental processes or systems to explain empirical observations. Such debates can be found in many areas, including learning, memory, categorization, reasoning and decision-making. Multiple-process models are often advanced on the basis of dissociations in data. We argue and illustrate that using dissociation logic to draw conclusions about the dimensionality of data is flawed. We propose that a more widespread adoption of 'state-trace analysis'--an approach that overcomes these flaws--could lead to a re-evaluation of the need for multiple-process models and to a re-appraisal of how these models should be formulated and tested.     

Evidence for spontaneous retrieval of suspended but not finished prospective memories

McDaniel and Einstein (2007) argued that prospective memories can be retrieved through spontaneous retrieval processes stimulated by the presence of a target cue. To test this claim, we investigated whether presenting a prospective memory cue during a task that did not require an intention to be performed spontaneously triggered remembering of that intention. In two experiments, participants performed an image-rating task in which a prospective memory task (to press the “Q” key when a target word appeared) was embedded. Then, participants were told that their intention was finished or suspended. Finally, participants performed a lexical decision task in which each target (and a matched control) word appeared. RTs were slower to target words than to control words when the intention was suspended but not when it was finished. These results suggest that target cues associated with suspended intentions can spontaneously trigger remembering but that finished intentions are quickly deactivated.