Anthropomorphizing brands: The role of attributed brand traits in interactive CSR communication and consumer online endorsements

Consumers tend to relate to brands in similar ways as they relate to individuals and groups. However, relatively little is known about the attribution of human traits to brands in online contexts. The current research focused on the role of attributed brand traits in interactive corporate social responsibility (CSR) communication and positive electronic word‐of‐mouth intentions. Results of an online survey (N = 174) revealed that higher levels of perceived interactivity were associated with stronger attributions of morality, sociability, and competence traits to brands. Yet only attributed brand morality was associated with consumers' willingness to endorse the brand and its CSR message on social networking sites. These findings underline the importance of brands' openness to dialogue regarding the promotion of CSR activities. Furthermore, these findings suggest that consumers are most likely to feel that brands can represent their identity when brand morality is considered to be high.     

Teaching in contexts: Designing a competency‐based religious studies program

Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attention has been given to the identification of the disciplinary skills and content knowledge (or what we refer to as religious studies competencies) a student develops through extended study of religion. In this essay, we present an example of how to integrate a religious studies competency‐based model into program design and implementation. We argue that the transition to a competency‐based religious studies program has two potential benefits. First, competency program design provides an opportunity to redesign and update religious studies programs in a more responsible manner that aligns with our students, institution, discipline, and profession. Second, competency program design facilitates the conditions where we can better avoid duplicating the much criticized world religions paradigm.     

The piloting of a brief relational psychodynamic protocol (psychodynamic addiction model) for problem gambling and other compulsive addictions: A retrospective analysis

The paper describes a treatment pilot for gambling and compulsive addiction within an NHS problem gambling clinic. The pilot study used a brief relational psychodynamic treatment protocol specifically designed to meet the needs of a group of patients who had not responded to CBT and who had other addictions or co‐morbidities. Seventy‐two (n = 72) patients were offered 12 sessions of therapy by four psychodynamic counsellors. Results were assessed using scores from a pre‐ and post‐treatment patient health questionnaire, the generalised anxiety disorder—7 (GAD‐7) and the Problem Gambling Severity Index (PGSI). Weekly feedback and supervision from counsellors and patients were used to assess the treatment model. The results highlighted that the psychodynamic addiction model was associated with reduced depression (Mean = 14.9; SD: 6.7), anxiety (Mean = 11.5; SD: 5.9), and gambling severity (p < .001), suggesting that a relational psychodynamic treatment is needed for complex patients with compulsive addiction, where CBT had not been successful. These results also highlight the importance of the therapeutic relationship as a critical factor in the treatment of patients with compulsive addiction problems.     

Brain responses reveal that infants' face discrimination is guided by statistical learning from distributional information

Infants' perception of faces becomes attuned to the environment during the first year of life. However, the mechanisms that underpin perceptual narrowing for faces are only poorly understood. Considering the developmental similarities seen in perceptual narrowing for faces and speech and the role that statistical learning has been shown to play for speech, the current study examined whether and how learning from distributional information impacts face identity discrimination. We familiarized 6.5‐month‐old infants with exemplars of female faces taken from a morphed continuum going from one identity to another. Using event‐related brain potentials (ERPs), we show that only infants who were familiarized with a bimodal frequency distribution, but not infants familiarized with a unimodal frequency distribution, discriminated between identities. These results are the first to demonstrate the influence of probabilistic information on infants' face identity discrimination, suggesting that statistical learning contributes to perceptual attunement for both faces and language.     

Monolingual and bilingual children's social preferences for monolingual and bilingual speakers

Past research has shown that young monolingual children exhibit language‐based social biases: they prefer native language to foreign language speakers. The current research investigated how children's language preferences are influenced by their own bilingualism and by a speaker's bilingualism. Monolingual and bilingual 4‐ to 6‐year‐olds heard pairs of adults (a monolingual and a bilingual, or two monolinguals) and chose the person with whom they wanted to be friends. Whether they were from a largely monolingual or a largely bilingual community, monolingual children preferred monolingual to bilingual speakers, and native language to foreign language speakers. In contrast, bilingual children showed similar affiliation with monolingual and bilingual speakers, as well as for monolingual speakers using their dominant versus non‐dominant language. Exploratory analyses showed that individual bilinguals displayed idiosyncratic patterns of preference. These results reveal that language‐based preferences emerge from a complex interaction of factors, including preference for in‐group members, avoidance of out‐group members, and characteristics of the child as they relate to the status of the languages within the community. Moreover, these results have implications for bilingual children's social acceptance by their peers.