Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the United States,China and Iran

We asked whether high levels of religiosity are inconsistent with a high valuation of science. We explored this possibility in three countries that diverge markedly in the relation between the state and religion. Parents in the United States (n = 126), China (n = 234) and Iran (n = 77) completed a survey about their personal and parental stance towards science. The relation between religiosity and the valuation of science varied sharply by country. In the U.S. sample, greater religiosity was associated with a lower valuation of science. A similar but weaker negative relation was found in the Chinese sample. Parents in the Iranian sample, by contrast, valued science highly, despite high levels of religiosity. Given the small size of our United States and Iranian samples, and the non-probabilistic nature of our samples in general, we caution readers not to generalise our findings beyond the current samples. Despite this caveat, these findings qualify the assumption that religiosity is inconsistent with the valuation of science and highlight the role of sociocultural context in shaping adults' perception of the relation between religion and science.     

From the Editor

Journal of Medical Humanities -     

Early home intervention and socio-emotional development of preterm infants

In the present study, the effects of developmental intervention and parent-infant interaction intervention on the social competence and emotional development of preterm infants were assessed. The results suggest that early home intervention focused on the infant's development facilitates social competence and adaptation, whereas intervention focused on the parent-infant interaction resulted in greater emotional security on the part of the infant. Social competence during the second year of life was predicted by social competence at 8 months and emotional security at 12 and 16 months. These findings have implications for early identification of infants at risk of later socio-emotional difficulties and intervention with dysfunctional mother-infant dyads.     

Assessment to identify learner-specific prompt and prompt-fading procedures for children with autism spectrum disorder

Few studies have evaluated the use of assessment to identify the most efficient instructional practices for individuals with autism spectrum disorder. This is problematic as these individuals often have difficulty acquiring skills, and the procedures that may be efficient with one individual may not be for others. The experimenters conducted instructional assessments to identify the most efficient prompt type (model, partial physical, full physical) and prompt-fading procedure (progressive delay, most-to-least, least-to-most) for teaching auditory–visual conditional discriminations for individuals with autism spectrum disorder. Each assessment was conducted at least twice, and a final generality test combined the most and the least efficient prompt type and prompt-fading procedure for teaching novel auditory–visual conditional discriminations. The results demonstrated learner-specific outcomes for the prompt type assessment, whereas the least-to-most prompt fading procedure was most efficient for all participants.     

A comparison of isolated and synthesized contingencies in functional analyses

Recently, researchers have compared the utility of isolated versus synthesized contingencies in functional analysis (FA) methodology (e.g., Fisher et al., 2016; Slaton et al., 2017). A limitation of these studies is that there were other differences across FA methodologies (e.g., design, contingency) that did not allow for isolation of the influence of isolated versus synthesized contingencies. Therefore, the current study compared outcomes of FAs that involved isolated versus synthesized contingencies for problem behavior of 5 children while controlling for these other differences across FAs (Experiment 1). Next, the current study compared the effects of interventions based on the functions identified in the isolated and synthesized contingencies for each participant (Experiment 2). Results indicated isolated contingency FAs produced differentiated responding for 1 or both functions for all 5 participants, and there were little to no differences between treatments informed by isolated and synthesized contingency FAs.     

Belief in a Just World and Employee Voice Behavior: The Mediating Roles of Perceived Efficacy and Risk

Abstract

In this research, we hypothesized that employees’ belief in a just world (BJW) would be positively related to their voice behavior, i.e., the expression of ideas or opinions with the intention of engendering organizational improvement or change, and that this relation would be mediated by perceived voice efficacy and perceived voice risk. To test these hypotheses, we collected self-reported data from employees in two different countries: China (N?=?313) and Germany (N?=?190). The results revealed a positive association between BJW and employee voice behavior in both samples. The two-mediator model was confirmed in the Chinese sample, while only perceived voice efficacy played a mediating role in the German sample. Possible reasons for these differences may be related to differences in cultural dimensions and education levels between the samples. The findings emphasize the importance of bolstering employees’ belief in justice and the organizational climate, which influence perceived voice efficacy and risk, as means to increase organizational voice behavior.     

The effects of mood and retrieval cues on semantic memory and metacognition

We investigated whether the previously established effect of mood on episodic memory generalizes to semantic memory and whether mood affects metacognitive judgments associated with the retrieval of semantic information. Sixty-eight participants were induced into a happy or sad mood by viewing and describing IAPS images. Following mood induction, participants saw a total of 200 general knowledge trivia items (50 open-ended and 50 multiple-choice after each of two mood inductions) and were asked to provide a metacognitive judgment about their knowledge for each item before providing a response. A sample trivia item is: Author – – To kill a mockingbird. Results indicate that mood affects the retrieval of semantic information, but only when the participant believes they possess the requested semantic information; furthermore, this effect depends upon the presence of retrieval cues. In addition, we found that mood does not affect the likelihood of different metacognitive judgments associated with the retrieval of semantic information, but that, in some cases, having retrieval cues increases accuracy of these metacognitive judgments. Our results suggest that semantic retrieval processes are minimally susceptible to the influence of affective state but does not preclude the possibility that affective state may influence encoding of semantic information.