When introverts ceased to be more religious: a study among 12‐ to 16‐year‐old pupils

A sample of 279 12‐ to 16‐year‐old pupils completed the Francis Scale of Attitude toward Christianity and the short‐form Junior Eysenck Personality Questionnaire Revised. Contrary to the findings of research using earlier junior versions of the Eysenck scales, the data demonstrate that introverts have ceased to be more religious.     

Married with children: the experience of women ministers of word and sacrament in the United Reformed Church

The experience of women being admitted to full ministry has a much longer history within the Free Churches than in the Anglican Church, although from the way in which the Church of England debate on women priests and bishops has been reported this is often not acknowledged. The United Reformed Church (URC) has given equal access for men and women to ministry from the date of the union in 1972 between the Congregational Church and the Presbyterian Church. Both denominations have a long history of women in ministry. This paper examines the experience of 50 URC clergywomen who combine marriage, children and ministry to explore their experience of ministry, marriage and motherhood. The findings demonstrate that, overall, the women’s experience is mixed, although the general expectation among congregations and moderators is that women are the primary care‐givers within the family. The implications of these findings are discussed.     

Changing abilities in recognition of unfamiliar face photographs through childhood and adolescence: Performance on a test of non‐verbal immediate memory (Warrington RMF) from 6 to 16 years

A commonly used test of non‐verbal memory, which measures recognition for unfamiliar face pictures, was developed by Warrington (1984) , the Recognition Memory for Faces (RMF) test. The task has been widely used in adults in relation to neurological impairment of face recognition. We examined the relationship of RMF scores to age in 500 young people aged between 6 and 16 years. A linear relationship obtained between 6 and 10 years, followed by a ‘plateau’ between the ages of 10 and 13, followed by further improvement. Abilities on the test correlated with both verbal and non‐verbal intelligence, but the nonlinear function relating age and RMF survived partialling for intelligence in the younger age groups. The improvement of the adolescents compared with older children also survived partialling for IQ. We found no significant influence of gender or reported pubertal status (which was not obtained for all participants) on RMF once age was taken into account. Performance on other face‐processing tasks (emotion classification and accuracy in line of sight detection) correlated significantly, if moderately, with RMF scores. Despite its age and imperfections, RMF test may nevertheless be a useful indicator of ‘face expertise’ in a developmental context.     

Parent and Sibling Science Support for Latinx Adolescents

Social Psychology of Education - Although previous literature indicates that parents and siblings each provide key support for Latinx adolescents’ academic success, most studies have not...     

Fear of negative evaluation and attentional bias for facial expressions: An event-related study

Numerous studies have shown an exacerbation of attentional bias towards threat in anxiety states. However, the cognitive mechanisms responsible for these attentional biases remain largely unknown. Further, the authors outline the need to consider the nature of the attentional processes in operation (hypervigilance, avoidance, or disengagement). We adapted a dot-probe paradigm to record behavioral and electrophysiological responses in 26 participants reporting high or low fear of evaluation, a major component of social anxiety. Pairs of faces including a neutral and an emotional face (displaying anger, fear, disgust, or happiness) were presented during 200 ms and then replaced by a neutral target to discriminate. Results show that anxious participants were characterized by an increased P1 in response to pairs of faces, irrespective of the emotional expression included in the pair. They also showed an increased P2 in response to angry–neutral pairs selectively. Finally, in anxious participants, the P1 response to targets was enhanced when replacing emotional faces, whereas non-anxious subjects showed no difference between the two conditions. These results indicate an early hypervigilance to face stimuli in social anxiety, coupled with difficulty in disengaging from threat and sustained attention to emotional stimuli. They are discussed within the framework of current models of anxiety and psychopathology.     

Empowerment and Advocacy for Domestic Violence Victims

Empowering women victims of domestic violence has been a goal of advocacy since its inception. The concept of empowerment is also widely shared in social science disciplines where the goal of applied research is to address the lived effects of social injustice. While in some fields, such as community psychology, there has been a long history of engaging theoretically with the concept of empowerment, elsewhere theory has received less attention. In the case of addressing domestic violence, victim advocacy has often been assumed to be empowering. Advocates worked to establish support services for individual women and participate in coordinating community responses to domestic violence that included the criminal justice system so as to improve women's safety. The question of whether this kind of social action is empowering domestic violence victims has been discussed in the literature for almost a decade. In this paper, we consider a proposed theory of empowerment and recommendations of advocacy practices by Kasturirangan (2008) to consider how her conceptualisation of empowerment processes has influenced the field and whether it provides a scaffold for bridging the theoretical gaps that have been identified.     

Effects of Instructor Attractiveness on Learning

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.     

Equilibración cognitiva y equilibrio cognitivo: la perspectiva de la Escuela de Ginebra

Resumen

Se estudia la evolución de las formas de equilibración cognitiva utilizadas en la Escuela de Ginebra. Después de hacer un analisis sobre el papel de la asimilación-acomodación en las formas posibles de equilibración cognitiva dentro del marco de las ciencias fácticas, se extraen las propiedades que son exclusivamente característicos de aquéllas. A continuación, se define el proceso de adaptación como el equilibrio entre sus dos polos (asimilativo y acomodativo), incidiendo sobre la naturaleza interactiva de éstos, caracterizando el equilibrio por las conservaciones recíprocas de los procesos y mostrando cómo estas conservaciones podrían considerarse bajo tres dimensiones que conducirían a tres formas, cualitativamente diferentes, de equilibración cognitiva. Finalmente, con el deslizamiento del interés desde las estructuras a los procedimientos se produce una modificación en la conceptualización del equilibrio, que muestra las nuevas posibilidades de equilibración de los esquemas cognitivos (presentativos, procedimientales y operatorios).     

Reply to Letter to the Editor

The current policy of the National Institute of Health designed to increase the participation of women and minorities is radically different from previous policies designed to protect minorities from abuses in research studies. The principal arguments to support this policy are twofold: 1) Increased representation of minorities and women in research would increase the generalizability of research data and allow for valid analyses of differences in subpopulations; and 2) being in a clinical research study is advantageous to participants regardless of the final research study results. It remains unclear whether minorities find these arguments compelling. Instead of telling minorities that participation in research is good for them, the research community should focus on understanding what minority communities want from clinical research and then tailoring the message to meet this need. Persuasive arguments to promote long-term increased representation of minorities in clinical research must come from within minority communities.