Effects of Specific Cue Content on Need for Achievement Scores

Based on the hypothesis that cue content of need for achievement tests can influence scores on these tests because of the cue's specific past associations for the Ss, a study was conducted with special cues and selected Ss to discover differences which might ordinarily be masked. The Ss were 14 male undergraduate swimmers and 14 male undergraduate musicians from the University of Michigan. They were given a French (1955) type need for achievement test. The results of the study indicate that cue content is important, but only under rather specific conditions. The implications of the findings for interpretation of n Ach scores in general are discussed.     

From the Editor Guest Column: Who Was Jack Shand?

Members of the Society for the Scientific Study of Religion (SSSR) hail from a number of diverse disciplines, but one theme unites them all: a commitment to studying religion scientifically. While many readers of the Journal for the Scientific Study of Religion (JSSR) are quantitatively oriented, SSSR has a long history of sharing membership with fields utilizing a variety of qualitative methods, including religious studies, anthropology, and other scholarly disciplines within the humanities. As such, SSSR serves as a nexus for the sharing of different research, ideas, perspectives, and methodologies. Our guest “From the Editor” column is about a psychologist who appreciated SSSR and its multidisciplinary approach so much that he became a major benefactor to SSSR after his passing. That person was John Douglas “Jack” Shand, and this is a brief tribute to his legacy.     

False Memory Susceptibility in OEF/OIF Veterans With and Without PTSD

False memory susceptibility was measured in 80 Iraq/Afghanistan veterans with (n = 32) and without posttraumatic stress disorder (PTSD; n = 48) using a modified Deese-Roediger-McDermott (DRM) word list task that included trauma-related critical (nonpresented) lures. PTSD was classified using medical record diagnoses. Participants completed a variety of self-report assessments, including the Beck Depression Inventory, the Anxiety and Stress subscales of the Depression Anxiety Stress Scales, the Dissociative Experiences Scale, and the Tellegen Absorption Scale. Veterans with PTSD displayed global memory impairments on all types of items, except for trauma-related critical lures; on these critical lures, they exhibited false memory levels equal to those seen in veterans without PTSD. The magnitude of most effects were reduced, but not entirely eliminated, when controlling for depression, suggesting that neither PTSD nor co-occurring depression entirely explain these findings. The potential effects of other mental health conditions, such as alcohol dependence, could not be ruled out. Our results support explanations of PTSD that emphasize differential processing of trauma-related information.     

Explications of Functional Entailment in Relational Pathophysiology

I explicate how various relational interactions between (M,R)-systems may have realizations in pathophysiology, and how the possible reversals of the effects of these interactions then become therapeutic models. Functional entailment receives a rigorous category-theoretic treatment, and plays a crucial role in this continuing saga of relational biology.     

Risk taking under the influence: A fuzzy-trace theory of emotion in adolescence

Fuzzy-trace theory explains risky decision making in children, adolescents, and adults, incorporating social and cultural factors as well as differences in impulsivity. Here, we provide an overview of the theory, including support for counterintuitive predictions (e.g., when adolescents “rationally” weigh costs and benefits, risk taking increases, but it decreases when the core gist of a decision is processed). Then, we delineate how emotion shapes adolescent risk taking—from encoding of representations of options, to retrieval of values/principles, to application of those values/principles to representations of options. Our review indicates that: (i) gist representations often incorporate emotion including valence, arousal, feeling states, and discrete emotions; and (ii) emotion determines whether gist or verbatim representations are processed. We recommend interventions to reduce unhealthy risk taking that inculcate stable gist representations, enabling adolescents to identify quickly and automatically danger even when experiencing emotion, which differs sharply from traditional approaches emphasizing deliberation and precise analysis.     

Intellectual Ability and Achievement in Anxiety-Disordered Children: A Clarification and Extension of the Literature

Intellectual and achievement deficits associated with childhood anxiety disorders are of considerable controversy. Part of this controversy and inconsistency in findings appears related to methodological differences in studies: anxiety disorders are defined as occurring anywhere in the diagnostic profile (e.g., primary, secondary, or tertiary) in some studies whereas in other studies anxiety disorders are defined only when primary (excluding secondary or tertiary disorders). Results in the present study broadly parallel findings from the previous studies when the procedures inherent to each study are replicated. Through careful diagnostic assignment, it is shown that anxiety disorders are no more impairing than other psychiatric disorders in the present study. However, when compared to referred children without significant psychopathology, children with anxiety disorders show statistically and clinically significant impairment. Subsequent analyses do not suggest inattention mediates this effect. Discussion emphasizes the need to assess for and consider comorbidity in understanding these differences. A portion of these findings were presented at the 40th annual meetings of the Association for Cognitive and Behavioral Therapies (2006).     

The Use Value of Fight Club in Teaching Theories of Religion

Abstract. Teaching theories and methods for the academic study of religion poses certain challenges, especially when first‐year students are the primary targeted audience. In the following note from the classroom, the author describes a model for successfully employing the film Fight Club as a case study for exploring some of the theoretical concepts of Freud, Durkheim, and Weber. The author also considers what other pedagogical goals and learning methods can be integrated into a prolonged engagement with this film. Throughout the piece, the author attempts to assess what were the strengths and weaknesses of various aspects of this layered and developmentally oriented project as well as the potential benefits for employing material from popular culture in an introductory‐level course.