A Hermeneutic Phenomenological Study of the Lived Experience of Spiritual Conversion in a Neo-Charismatic Evangelical Context

Journal of Religion and Health - Hermeneutic phenomenology was used to illuminate the lived experience of posttraumatic, born-again conversion among members of a Neo-Charismatic Evangelical church...     

Modality effects: Do they fall on deaf ears?

The present study tests the assumption of the PAS theory of echoic memory (Greene & Crowder, 1984) that the representation of acoustic features is necessary in producing modality effects. Performance by deaf subjects was compared to hearing subjects on serial and free-recall tasks with vocalizing and non-vocalizing conditions. For the serial tasks, typical modality and acoustic similarity effects were observed with hearing subjects, and no such effects were found with deaf subjects. However, for the free-recall task, modality effects were found for both deaf and hearing subjects. It is unlikely that phonological coding resulting from gestural cues mediates the modality effect, as phonological confusion errors for deaf and hearing subjects did not correlate with the size of this effect.     

Research on Teaching the Psychology of Women

Research into the impact of psychology of women courses (and women's studies, generally) has been conducted only infrequently. The literature consists largely of anecdotal reports of changes in attitudes toward women as a function of participating in such courses. Existing quantitative studies are usually limited to measures of pre-course to post-course attitude changes, and occasionally such changes are related to demographic factors. The purpose of this article is to review current studies and to suggest additional research approaches in this area. At least three methods are recommended for studying the effect of psychology of women courses. First, there is a need for comparative studies of two types: psychology of women course vs. other course comparisons, and psychology of women course vs. other related experiences (consciousness-raising groups, feminist therapy, etc.). Second, there is a need for follow-up assessment of students in these courses. Finally, in both the comparative and follow-up studies, behavioral measures should be used.