The Protestant Ethic and the Spirit of Gun Ownership

This question on how religious beliefs shape attitudes about guns has received little attention in the literature. We use the religious concept of supernatural evil, or beliefs about Satan, Hell, Armageddon, and demons, to provide context for ideas about gun ownership and the development of attitudes toward gun policy. While this has been explored quantitatively using national survey data, we argue that an in-depth qualitative approach provides necessary nuance. As part of an ongoing ethnography in Northeastern Kansas, we conducted interviews with 55 women and 7 men who own and shoot guns. For this paper, we report on a religion module subsample that probes religiosity, spirituality, and gun ownership. Based on the rich contextual information from the interviews, we illuminate a package of beliefs that come together as an ethic, a set of moral principles guiding gun ownership for a subset of gun owners. We suggest the spirit of gun ownership is a bundle of duties that guide individual gun owners to stress the need to protect, be diligent, and defend. Moreover, belief in supernatural evil is bound up in policy attitudes that protect or expand gun rights.     

Renewal and resurgence phenomena generalize to Amazon's Mechanical Turk

Amazon's Mechanical Turk (MTurk) is a crowdsourcing platform that provides researchers with the potential for obtaining behavioral data for very little cost. However, the extent to which the results of common behavioral phenomena found in basic, translational, and applied laboratories may be reproduced (as a first step towards prospective research) via MTurk remains relatively unexplored. We evaluated renewal and resurgence arrangements using MTurk as the subject recruitment platform as a first step to determining the generality of the obtained data. Results suggested that MTurk participants produced renewal and resurgence data similar to those reported in basic, translational, and applied studies.     

Measuring Change During Behavioral Parent Training Using the Parent Instruction-Giving Game with Youngsters (PIGGY): A Clinical Replication

This is the second study to investigate the clinical use of the Parent-Instruction Game with Youngsters (PIGGY) which is a structured observation system derived from the Dyadic Parent-Child Interaction Coding System II (DPICS-II; Eyberg, Bessmer, Newcomb, Edwards, & Robinson, 1994) and the Behavior Coding System (BCS; Forehand & McMahon, 1981 Forehand , R. L. , & McMahon , R. J. ( 1981 ). Helping the noncompliant child . New York , NY : Guilford Press . [Google Scholar]). In a previous study, the PIGGY demonstrated strong reliability and validity as well as clinical utility (Hupp, Reitman, Forde, Shriver, & Kelley, 2008). The present study is a replication of the previous research on clinical utility by using the PIGGY to monitor changes in parent and child behavior during and after behavioral parent training.     

The Relationship Between Forgiveness and Borderline Personality Symptomatology

The relationship between forgiveness and borderline personality symptomatology has been rarely studied. Using a consecutive cross-sectional sample of 307 internal medicine outpatients and a survey methodology, we examined correlations between the Forgiveness Scale and borderline personality symptomatology as measured by the borderline personality disorder scale of the Personality Diagnostic Questionnaire-4 and the Self-Harm Inventory. Numerous forgiveness subscales as well as the composite Forgiveness Scale score demonstrated statistically significant relationships with both measures for borderline personality symptomatology, such that individuals with this personality pathology demonstrated lower scores on these forgiveness subscales. Findings indicate that among individuals with borderline personality symptomatology, there are numerous aspects of forgiveness that are significantly lower than in individuals without this symptomatology.     

Improving the Performance of Failing Students by Overcoming Their Self-Serving Attributional Biases

The causal impact of attributions on academic performance was examined by changing low-scoring students' attributions regarding their poor performances. Initially, when students who were failing a college course identified the cause of the performance, they emphasized external, uncontrollable causes. Because these self-serving attributions could have perpetuated poor performance on subsequent examinations, students in the experimental condition were exposed to information that suggested that grades in college are caused by internal, controllable factors such as effort and motivation. As predicted, on subsequent tests and on the final examination, these students earned higher grades than control students who received no attributional information. These findings lend support to an attributional model of academic achievement and also suggest that educational interventions that shift attributions away from a self-serving pattern to a performance-facilitating pattern may improve academic outcomes.