Visual snake aversion in Octodon degus and C57BL/6 mice

Animal Cognition - Phobia against spiders or snakes is common in humans, and similar phobia-like behaviors have been observed in non-human animals. Visual images of snakes elicit phobia in humans,...     

Exhaustion and the Pathologization of Modernity

This essay analyses six case studies of theories of exhaustion-related conditions from the early eighteenth century to the present day. It explores the ways in which George Cheyne, George Beard, Richard von Krafft-Ebing, Sigmund Freud, Alain Ehrenberg and Jonathan Crary use medical ideas about exhaustion as a starting point for more wide-ranging cultural critiques related to specific social and technological transformations. In these accounts, physical and psychological symptoms are associated with particular external developments, which are thus not just construed as pathology-generators but also pathologized. The essay challenges some of the persistently repeated claims about exhaustion and its unhappy relationship with modernity.     

The being a patient effect: negative expectations based on group labeling and corresponding treatment affect patient performance

Patient studies provide insights into mechanisms underlying diseases and thus represent a cornerstone of clinical research. In this study, we report evidence that differences between patients and controls might partly be based on expectations generated by the patients’ knowledge of being invited and treated as a patient: the Being a Patient effect (BP effect). This finding extends previous neuropsychological reports on diagnosis threat. Participants with mild allergies were addressed either as patients or control subjects in a clinical study. We measured the impact of this group labeling and corresponding instructions on pain perception and cognitive performance. Our results provide evidence that the BP effect can indeed affect physiological and cognitive measures in clinical settings. Importantly, these effects can lead to systematic overestimation of genuine disease effects and should be taken into account when disease effects are investigated. Finally, we propose strategies to avoid or minimize this critical confound.     

Comparing the effects of generating questions,testing, and restudying on students' long-term recall in university learning

We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long-term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge.     

Abusive Supervision from an Integrated Self‐Control Perspective

We investigate the relationship between supervisors’ irritation and follower perceptions of abusive supervision. Based on the integrated self‐control framework, we propose a positive relationship between supervisor irritation and abusive supervision. Moreover, we propose this relationship to be buffered by supervisors’ self‐control capacities and by external monitoring of the supervisor by upper management. We tested our hypotheses in a two‐source survey study with 96 supervisor‐follower dyads. Our results show a positive relationship between supervisor irritation and abusive supervision and an interaction between supervisor irritation and supervisor self‐control. The interaction pattern revealed a positive relationship between supervisor irritation and abusive supervision if supervisor self‐control is low. We also found an interaction between supervisor irritation and external monitoring in predicting active but not passive forms of abusive supervision. Our findings underline the role of self‐control processes in explaining abusive supervision.     

Two Accounts of Qur'anic Revelation

This essay examines the notions of revelation and prophecy as offered by Fazlur Rahman and Nasr Hamid Abu Zayd. Their ideas regarding prophecy and revelation contribute to the clarification of some foundational issues in Islamic theology. For both Rahman and Abu Zayd, theology begins with the idea that divine revelation is intended for human beings. So, even though this revelation is divine in origin, it is also mostly intelligible. This rethinking of the idea of revelation is welcomed by some Muslim thinkers, but has not met with so positive a reception in more traditional Islamic circles. I argue that what makes these human-centric accounts of revelation controversial is the idea of Muhammad's “contribution” to the revelation process and the article investigates this idea as it is formulated in the work of these two scholars.     

Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand?

In a series of four experiments, we examined the impact of disfluency in multimedia learning by testing contrasting predictions derived from disfluency theory and cognitive load theory against each other. Would a less legible text be beneficial to learning when accompanied by pictures, and what would be the role of less legible pictures? Students (N = 308) learned with text and pictures that were either easy‐to‐read (i.e., fluent) or harder‐to‐read (i.e., disfluent) about how a toilet flush works (Experiments 1–3) and about how lightning develops (Experiment 4). In line with disfluency theory, a disfluent text led to better performance in the transfer test and to more invested mental effort in Experiment 1. However, these beneficial effects could not be replicated in Experiments 2, 3, and 4, leaving open questions regarding the stability and generalizability of the disfluency effect, and thus raising concerns regarding its impact for educational practice. Copyright © 2014 John Wiley & Sons, Ltd.