Blessed,precious mistakes: deconstruction,evolution, and New Atheism in America

This paper explores the ways that Daniel C. Dennett’s bestselling 2006 book Breaking the Spell traffics in a set of distinctly American presumptions about the relationship between religion and science. In this Americanized atheism, religion is presumed to be a set of logically organized propositional beliefs–a misbegotten science in need of correction or elimination. I show that a convergent critique, drawing on both evolutionary theory and deconstruction, highlights the limitations of this approach. This convergence highlights the theme of accident in both pluralist evolutionary biology and continental philosophy of religion. Thematizing accident opens up a new conversational space between a deconstructive approach to religion and postadaptationist evolutionary theory, with implications not only for a philosophical understanding of religion, but for new, postsecular atheisms.     

Reducing reliance on inaccurate information

People learn from the texts that they read, but sometimes what they read is wrong. Previous research has demonstrated that individuals encode even obvious inaccuracies, at times relying on the misinformation to complete postreading tasks. In the present study, we investigated whether the influence of inaccurate information might be reduced by encouraging the retrieval of accurate knowledge. Participants read an extended text that contained both accurate and inaccurate assertions, after which they evaluated the validity of statements associated with those assertions. In general, participants made more mistakes in their evaluations of statements after having read inaccurate as compared to accurate assertions, offering evidence of the influence of misinformation. However, when participants were tasked with correcting inaccuracies during reading, their mistakes were substantially reduced. Encouraging the retrieval of accurate knowledge during reading can reduce the influence of misinformation. These findings are discussed with respect to the contributions of episodic traces and prior knowledge on learning, as well as to the conditions that support successful comprehension.     

Sociodemographic Differences in Humility: The Role of Social Relations

This study examines whether humility is associated with gender, education, and racial/ethnic group. We also investigate how social relations mediate these links across the life course. Data are from the Detroit Community Study, which focused on three prominent groups in the area: Arab Americans, African Americans, and White Americans (N=907). Findings indicate that Arab Americans and African Americans report greater humility than Whites. Further, social relations partially mediate this association, but only among older Arab Americans. Findings are discussed within a developmental science perspective to consider the relational aspects of the individual and context over the life course.     

Differential Effects of Family Stress Exposure and Harsh Parental Discipline on Child Social Competence

Low family socioeconomic status (SES) is a robust risk factor for adverse child outcomes, yet the specific processes that account for this risk are not fully understood. This study examines whether and how variation in two adverse factors, stressful life events and harsh parental discipline, affect children’s social competence within a high-risk environment, and whether some children are more vulnerable to these effects than others. Data were collected from 207 families of kindergarten children at risk for behavioral maladjustment. Children’s physiological regulation (respiratory sinus arrhythmia; RSA) measured during rest was examined as a moderator of risk exposure. Results indicate that both greater exposure to life stress and harsh discipline were correlated with lower social competence. Although children’s resting RSA was not a direct predictor of their social competence, it moderated the association between life stress and social competence. Greater exposure to life stress was more strongly associated with lower social competence among children with lower resting RSA. Higher RSA may help to buffer the effects of stress and facilitate appropriate social development. RSA did not moderate the effects of harsh discipline. This differential pattern of findings suggests that children’s physiological regulation can facilitate an effective response to situational stressors, but may be less efficacious in buffering against stress in the context of the parent-child relationship.     

The interactive effects of achievement goals and task complexity on enjoyment,mental focus,and effort

Several empirical studies have suggested that achievement goal researchers should put a greater emphasis on identifying factors that may moderate the effects of achievement goals on motivation and related outcomes. In line with this recommendation, the current study sought to examine how one task characteristics (task complexity) may moderate the impact of achievement goals on the motivational outcomes of task enjoyment, mental focus, and exerted effort. Consistent with both the theoretical foundations of achievement goals and the existing research literature, we hypothesized that achievement goals would interact with task complexity in their effects on motivation such that the positive effects of mastery goals would be stronger for complex tasks, the positive effects of performance‐approach goals would be stronger for simple tasks, and the negative effects of performance‐avoidance goals would be weaker for simple tasks. Data collected from 347 undergraduate students assigned to simple or complex task conditions when performing a puzzle‐based task supported these hypotheses. Under complex task conditions, the positive effects of mastery goals were amplified, whereas simple task conditions enhanced the positive effects of performance‐approach goals and minimized the negative impact of performance‐avoidance goals. Future directions for research on achievement goals are discussed, along with potential practical implications of the results of this study.     

Interactive effects of APOE and CHRNA4 on attention and white matter volume in healthy middle-aged and older adults

In the present study, we investigated age-related changes in interactions between efficiency of neuronal repair mechanisms and efficiency of cholinergic neurotransmission in the context of attentional orienting. In addition, we explored white matter volume changes as possible neuronal underpinnings. A sample of 230 healthy middle-aged (53–64 years) and older (65–75 years) adults was genotyped for polymorphisms of APOE and CHRNA4, a nicotinic receptor subunit gene. Participants were administered a visuospatial attention task involving letter discrimination with location cues of varying validity. Genotype effects on white matter volume were also investigated in a subset of participants who received MRI scans. APOE interacted with CHRNA4, such that APOE-ε4 carriers who were also CHRNA4 TT homozygotes showed disproportionately slowed reaction time (RT) following invalid location cues. The interaction was stronger in the middle-aged participants than in the older participants. There was also a trend for individuals with combined APOE-ε4/CHRNA4 TT genotypes to show both lower white matter volume and slower overall RT on the attention task. The interaction of a neurotransmission gene (CHRNA4) and a susceptibility gene (APOE) suggests that the efficiency of neuronal repair mechanisms may modulate the cholinergic system to influence attentional function.     

Perspectives of Adults Living With Autism Spectrum Disorder: Psychosocial and Occupational Implications

The incidence of Autism Spectrum Disorder (ASD) has increased over the past decade suggesting a need for further research. This article describes a two phase phenomenological study which explored the lived experience of ASD and its psychosocial effects on relationships, socialization, and occupational participation. Phenomenological interviews were given to three women and three men with high functioning ASD. Phase two of the research included two additional individual interviews and four focus groups. Results indicated themes regarding participants' desires to engage in social occupations, and barriers caused by the nature of the ASD which may successfully be addressed by occupational therapy.     

Test of Motowidlo et al.'s (1997) Theory of Individual Differences in Task and Contextual Performance

This article examines 20 key issues related to the sliding band method of candidate referral in personnel selection. It does so in a point-and-counter-point format. Its purpose is to facilitate consideration of relevant issues, to correct what we believe are misconceptions and misunderstandings of the technical, legal, and social implications of the method, and to allow us to state our position on these issues clearly. Some scientists and practitioners may choose not to use this approach, but at least their decisions should be based on a clear understanding of the logic and technical basis for it.