Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts

This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts presenting conflicting claims about sun exposure and health. With differences in gender, prior knowledge, and interest controlled for, and with self-reported critical reading strategies also included in a multiple regression analysis, it was found that the better participants remembered that the texts presented conflicting claims on the issue, the more likely they were to include source-content links in their mental representations of the texts.     

Religious themes in the Soviet press in 1989

Abstract

The Orthodox Church has become a visible institution in postsoviet Russia. The relationship between the church and state has been of current interest among researchers studying postcommunist religious and societal transformations. Many peculiarities of the relationship between church and state can be traced to both the prerevolutionary and the Soviet traditions. This article examines Orthodox monarchism in Russia today. The analysis is based on qualitative interviews and on observations in a few Orthodox parishes in St Petersburg in 2005 and 2006, and the article thus gives voice to the views of the ‘unofficial’ church, represented by local believers, on the state system. I analyse Orthodox monarchism in the frame of reference of the deprivatisation of religion and discuss how religion matters in the present-day construction of solidarity and national identity under Russian societal transformation.     

Child,Adolescent and Adult Psychiatric Disorders in Africa: Implications for Psychological Interventions

The authors start by critically discussing some core features of Western psychiatric diagnosis, and present the cultural formulation as one approach to ensure that the cultural aspects of the diagnostic process are addressed, followed by a summary of what is known about the causes of psychiatric disorder. Five arguments are presented that provide support for the importance of psychiatric disorders in Africa: prevalence rates are high; psychiatric disorder is associated with a considerable burden from disability; in most cases, adults with psychiatric disorders experienced the onset of their disorder in childhood or youth; psychiatric disorders are strongly associated with medical conditions; and effective interventions exist for the majority of people suffering from psychiatric disorders. Against this background, current mental health services in Africa are reviewed. Finally, some suggestions are provided for how those providing psychological interventions can contribute to addressing the challenges posed by psychiatric disorders in Africa.     

BOLD response to motion verbs in left posterior middle temporal gyrus during story comprehension

A primary focus within neuroimaging research on language comprehension is on the distribution of semantic knowledge in the brain. Studies have shown that the left posterior middle temporal gyrus (LPMT), a region just anterior to area MT/V5, is important for the processing of complex action knowledge. It has also been found that motion verbs cause activation in LPMT. In this experiment we investigated whether this effect could be replicated in a setting resembling real life language comprehension, i.e. without any overt behavioral task during passive listening to a story. During fMRI participants listened to a recording of the story “The Ugly Duckling”. We incorporated a nuisance elimination regression approach for factoring out known nuisance variables both in terms of physiological noise, sound intensity, linguistic variables and emotional content. Compared to the remaining text, clauses containing motion verbs were accompanied by a robust activation of LPMT with no other significant effects, consistent with the hypothesis that this brain region is important for processing motion knowledge, even during naturalistic language comprehension conditions.     

Change‐oriented organizational citizenship behaviour: An interactive product of openness to change values,work unit identification,and sense of power

Due to the increased frequency of organizational changes, predicting employees’ voluntary involvement in the development of organizational practices and individual work is of particular importance in organizational psychology. This study focused upon change‐oriented organizational citizenship behaviour (OCB) as an expression of openness to change values, and also upon psychological factors that can moderate the value–behaviour relationship. We propose that personal values, group identification, and a sense of power interact in predicting change‐oriented OCB of employees. One hundred and eighty‐four employees rated their values, their identification with the work unit and their sense of power. In line with our predictions, the results showed that openness to change values and work unit identification interacted positively in predicting supervisor‐rated change‐oriented OCB in workers with a high sense of power, but not in workers with a low sense of power. This finding suggests that workers who have a high sense of power and are highly identified with the work unit tend to pursue their openness to change values in a way that contributes to the organization. The authors further conclude that an interactive approach, rather than one of direct effect, is advantageous when studying values as antecedents to change‐oriented OCB.     

Stable same‐sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children

This study was designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same‐sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and 1 year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal actor‐partner interdependence model) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning.