Support for Self‐Censorship Among Israelis as a Barrier to Resolving the Israeli‐Palestinian Conflict

Self‐censorship, defined as an “act of intentionally and voluntarily withholding information from others in the absence of formal obstacles” often serves as a barrier to resolving intractable conflicts. Specifically, in order to protect the group, and in absence of objective constraints such as institutionalized censorship, individuals practice self‐censorship and support its practice by other society members. This prevents free flow and transparency of information, within a society, regarding the conflict and the adversary. In an attempt to investigate the factors that contribute to the functioning of self‐censorship as a sociopsychological barrier to conflict resolution, a longitudinal study was conducted among a large sample of Jews in Israel. The survey was administered in three waves: a few months before, during, and a few months after Israel's Operation Pillar of Defense in the Gaza Strip. The findings showed that armed confrontation can increase support for self‐censorship. In addition, the findings revealed that personal characteristics (e.g., authoritarianism, ethnocentrism, siege mentality) predicted support for self‐censorship, which, in turn, mediated the effect of personal characteristics on support for negotiations and for providing humanitarian aid. The theoretical as well as the applied implications of the findings are discussed.     

THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH

Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth –3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, 2015 ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens.     

Contrastive Constraints Guide Explanation‐Based Category Learning

This paper provides evidence for a contrastive account of explanation that is motivated by pragmatic theories that recognize the contribution that context makes to the interpretation of a prompt for explanation. This study replicates the primary findings of previous work in explanation‐based category learning (Williams & Lombrozo, 2010), extending that work by illustrating the critical role of the context in this type of learning. Participants interacted with items from two categories either by describing the items or explaining their category membership. We manipulated the feature overlap between the categories and examined both the explanations generated and acquired knowledge of the categories. Explanations for membership in a given category were influenced by the unprompted contrast category, indicating an important role for contrastive processing in the generation of explanations. The influence of the contrast category was similarly seen in the transfer performance of the participants.     

Motor Imagery Shapes Abstract Concepts

The concepts of “good” and “bad” are associated with right and left space. Individuals tend to associate good things with the side of their dominant hand, where they experience greater motor fluency, and bad things with their nondominant side. This mapping has been shown to be flexible: Changing the relative fluency of the hands, or even observing a change in someone else's motor fluency, results in a reversal of the conceptual mapping, such that good things become associated with the side of the nondominant hand. Yet, based on prior studies, it is unclear whether space–valence associations were determined by the experience of fluent versus disfluent actions, or by the mere expectation of fluency. Here, we tested the role of expected fluency by removing motor execution and perceptual feedback altogether. Participants were asked to imagine themselves performing a psychomotor task with one of their hands impaired, after which their implicit space–valence mapping was measured. After imagining that their right hand was impaired, right‐handed participants showed the “good is left” association typical of left‐handers. Motor imagery can change people's implicit associations between space and emotional valence. Although asymmetric motor experience may be necessary to establish body‐specific associations between space and valence initially, neither motoric nor perceptual experience is needed to change these associations subsequently. The mere expectation of fluent versus disfluenct actions can drive fluency‐based effects on people's implicit spatialization of “good” and “bad.” These results suggest a reconsideration of the mechanisms and boundary conditions of fluency effects.     

The Impact of Life Transition on Emerging Adult Attachment,Social Support,and Well‐Being: A Multiple‐Group Comparison

Life transitions can induce distress for emerging adults. This study compared a model of the attachment, social support, and well‐being of emerging adults in transition with a model of those not in transition (N = 378). The transition sample reported less life satisfaction and environmental mastery and higher attachment avoidance than the nontransition sample. The transition sample showed weaker mediating effects of social support, suggesting that attachment accounted for additional unique variance for this group. Counseling implications are provided.     

NAMING THE HUMAN ANIMAL: GENESIS 1–3 AND OTHER ANIMALS IN HUMAN BECOMING

Recently the paleoanthropologist Pat Shipman has proposed what she calls the animal connection as the human trait that connects all other traits. Theologians and biblical scholars have proposed many relational, functional, and ontological interpretations of the image of God in humans and human nature, but have generally not included a connection with animals. Genesis 1–3, however, weaves human and animal creation in a variety of ways, and Adam's naming of other species implies they are understood as family or kin. Thus Genesis 1–3 understands a relationship with other animals as integral to human becoming and uses family or kinship as a root metaphor for human–animal relations.     

CAUSATION,DISPOSITIONS, AND PHYSICAL OCCASIONALISM

Even though theistic philosophers and scientists agree that God created, sustains, and providentially governs the physical universe and even though much has been published in general regarding divine action, what is needed is a fine‐grained, conceptually coherent account of divine action, causation, dispositions, and laws of nature consistent with divine aseity, satisfying the widely recognized adequacy conditions for any account of dispositions.¹ Such an account would be a basic part of a more comprehensive theory of divine action in relation to the fundamental concepts of science and of mathematics. Our aim in this article is simply to present such a theory.     

BIBLICAL AND THEISTIC ARGUMENTS AGAINST THE EVOLUTIONARY ARGUMENT AGAINST NATURALISM

Alvin Plantinga's evolutionary argument against naturalism states that evolution cannot produce warranted beliefs. In contrast, according to Plantinga, Christian theism provides (I) properly functioning cognitive faculties in (II) an appropriate cognitive environment, in accordance with (III) a design plan aimed at producing true beliefs. But does theism fulfill criteria I–III? Judging from the Bible, God employs deceit in his relations with humanity, rendering our cognitive functions unreliable (I). Moreover, there is no reason to suppose that God's purpose would be to produce true beliefs in humans (III). Finally, from the theistic/religious perspective, it is impossible to tell whether observations have natural or supernatural causes, which undermines an appropriate cognitive environment (II). Reliable identification of deceit or miracles could alleviate these problems, but the theistic community has failed to resolve this issue. Dismissal of parts of the Bible, or attempts to find alternative interpretations, would collapse into skepticism or deism. Thus, Plantinga's problem of epistemic warrant backfires on theism.     

What's Context Got to Do with It? Comparative Difficulty of Test Questions Influences Metacognition and Corrected Scores for Formula‐scored Exams

Summary: On formula‐scored exams students receive points and penalties for correct and incorrect answers, respectively, but they can avoid the penalty by withholding incorrect answers. However, test‐takers have difficulty strategically regulating their accuracy and often set an overly conservative metacognitive response bias (e.g., Higham, 2007). The current experiments extended these findings by exploring whether the comparative difficulty of surrounding test questions (i.e., easy vs. hard)—a factor unrelated to the knowledge being tested—impacts metacognitive response bias for medium‐difficulty test questions. Comparative difficulty had no significant influence on participants' ability to choose correct answers for medium questions, but it did affect willingness to report answers and confidence ratings. This difference carried over to corrected scores (scores after penalties are applied) when comparative difficulty was manipulated within‐subjects: Scores were higher in the hard condition. Results are discussed in terms of implications for interpreting formula‐scored tests and underlying mechanisms of performance.Copyright © 2017 John Wiley & Sons, Ltd.     

Observers' Language Proficiencies and the Detection of Non‐native Speakers' Deception

We examined whether observers' language proficiencies affected their abilities to detect native and non‐native speakers' deception. Native and non‐native English speakers were videotaped as they either lied or told the truth about having cheated on a test. A total of 284 laypersons—who were either native or non‐native English speakers themselves—viewed these videos and indicated whether they believed that the speakers were being truthful or deceptive. Observers were more accurate when judging native speakers than when judging non‐native speakers, suggesting that perceptual fluency aided deception detection. Although there was no effect of observers' language proficiencies on discrimination, their belief that interviewees were telling the truth increased with proficiency. On the whole, these findings suggest that non‐native speakers may be at greater risk of being incorrectly classified in forensic contexts.Copyright © 2017 John Wiley & Sons, Ltd.