Re‐Imagining Theological Education for the Twenty‐First Century: “What Has Theological Ed to do with Higher Ed?”

Abstract : In re‐imagining theological education for the twenty‐first century, Stortz examines two late‐twentieth‐century proposals for seminary education: ecumenical consortia and “clustering,” or merging seminaries within the same communion. Given the relative failure of such proposals, she explores a “back to the future” move—a return of seminaries to the church‐related colleges from which many of them sprung. The move might prove mutually beneficial on three fronts: helping the respective institutions with twin emphases on formation and professionalization, sorting through mission and identity issues, and facilitating a greater awareness of the global context which both theological and higher education serve.     

Reinforcement of vocalizations through contingent vocal imitation

Maternal vocal imitation of infant vocalizations is highly prevalent during face-to-face interactions of infants and their caregivers. Although maternal vocal imitation has been associated with later verbal development, its potentially reinforcing effect on infant vocalizations has not been explored experimentally. This study examined the reinforcing effect of maternal vocal imitation of infant vocalizations using a reversal probe BAB design. Eleven 3- to 8-month-old infants at high risk for developmental delays experienced contingent maternal vocal imitation during reinforcement conditions. Differential reinforcement of other behavior served as the control condition. The behavior of 10 infants showed evidence of a reinforcement effect. Results indicated that vocal imitations can serve to reinforce early infant vocalizations.     

A Stairway to Heaven? Structure of the Religious Involvement Inventory and Spiritual Well-Being Scale

Being religious or having spiritual beliefs has been linked to improved health and well-being in several empirical studies. Potential underlying mechanisms can be suggested by psychometrically reliable and valid indices. Two self-report measures of religiosity/spirituality were completed by a cohort of older adults: the Religious Involvement Inventory and the Spiritual Well-being Scale. Both were analyzed using principal components analysis and the Mokken scaling procedure. The latter technique examines whether items can be described as having a hierarchical structure. The results across techniques were comparable and hierarchical structures were discovered in the scales. Analysis of the hierarchy in the RII items suggested the latent trait assesses the extent to which an individual’s belief in God influences their life. Examining scales with a range of psychometric techniques may give a better indication of the latent construct being assessed, particularly the hierarchies within these which may be of interest to those investigating religiosity-health associations.     

Discussing smart pills versus endorsing smart pills: reply to Swanson, Wigal, and Volkow (2011) and Elliott and Elliott (2011)

We find much of interest, and little to disagree with, in the commentaries on our article. We take issue only with the suggestion that our article was provocative and submit that the attempt to understand the use of stimulants as smart pills does not imply an endorsement of the practice.     

The Flynn effect puzzle: A 30-year examination from the right tail of the ability distribution provides some missing pieces

The Flynn effect is the rise in IQ scores across the last eighty or more years documented in the general distribution of both industrialized and developing nations primarily on tests that require problem solving and non-verbal reasoning. However, whether the effect extends to the right tail (i.e., the top 5% of ability) remains unknown. The present study uses roughly 1.7 million scores of 7th-grade students on the SAT and ACT as well as scores of 5th- and 6th-grade students on the EXPLORE from 1981 to 2010 to investigate whether the effect operates in the right tail. The effect was found in the top 5% at a rate similar to the general distribution, providing evidence for the first time that the entire curve is likely increasing at a constant rate. The effect was also found for females as well as males, appears to still be continuing, is primarily concentrated on the mathematics subtests of the SAT, ACT, and EXPLORE, and operates similarly for both 5th and 6th as well as 7th graders in the right tail. These findings help clarify the nature of the effect and may suggest ways that potential causes can now be more meaningfully offered and evaluated.     

Spontaneous gestures influence strategy choices in problem solving

Do gestures merely reflect problem-solving processes, or do they play a functional role in problem solving? We hypothesized that gestures highlight and structure perceptual-motor information, and thereby make such information more likely to be used in problem solving. Participants in two experiments solved problems requiring the prediction of gear movement, either with gesture allowed or with gesture prohibited. Such problems can be correctly solved using either a perceptual-motor strategy (simulation of gear movements) or an abstract strategy (the parity strategy). Participants in the gesture-allowed condition were more likely to use perceptual-motor strategies than were participants in the gesture-prohibited condition. Gesture promoted use of perceptual-motor strategies both for participants who talked aloud while solving the problems (Experiment 1) and for participants who solved the problems silently (Experiment 2). Thus, spontaneous gestures influence strategy choices in problem solving.     

Maintaining the Double Standard: Portrayals of Age and Gender in Popular Films

An analysis of the top 100 domestic grossing films of 2002 found evidence of a lingering double standard for aging female and male characters. Overall, major male characters outnumbered major female characters (73% vs. 27%); the majority of male characters were in their 30s and 40s, and the majority of female characters were in their 20s and 30s. Both women and men in their 60s and older were dramatically underrepresented compared to their representation in the US population. For male characters, leadership and occupational power increased with age. Men in their 40s, 50s, and 60s were more likely to play leadership roles and wield occupational power than were their female counterparts. As female characters aged, they were less likely to have goals.     

Sweep-induced acceleration in loudness change and the “bias for rising intensities”

A pure tone changing continuously in intensity shows sweep-induced fading (SIF) of loudness as intensity sweeps down and may show a lesser degree of sweep-induced enhancement (SIE) as intensity sweeps up (Canévet & Scharf, 1990); the former effect has been calleddecruitment, the latterupcruitment. An opposite effect—upsweeps being judged to show more loudness change than downsweeps—has been reported by Neuhoff (1998). These disparate results might stem from several procedural differences. We found that differences in the sweep’s duration and intensity level did not account for the disparity, nor did the presence of a steady tone preceding the sweep. In a second experiment, direct judgments of sweep size, such as those Neuhoff’s (1998) listeners made, were affected not only by sweep size itself, but also by the intensity at the end of the sweep. The latter effect was especially marked for upsweeps. Neuhoff’s (1998) proposed “bias for rising intensities” was found only with a method for judging sweep size that is more sensitive to end level than to sweep size.     

The Syllabus as Passport into a Common Culture of Teaching and Learning: Developing and Assessing Strategies for Dealing with Diversity

Abstract. Finding themselves teaching to increasingly diverse student populations, two mid‐career faculty from different disciplines embarked on a common voyage to make their foundational courses more sensitive to student learning styles. Adrift in the seas of multiple intelligences and multiculturalism, the researchers quickly abandoned any hope of developing distinctive teaching portfolios for individual learning profiles. Instead, they structured the syllabus to be the passport into a common culture of teaching and learning in the classroom. Syllabus design and on‐going “spot” assessments proved trusty guides in re‐centering learning on the students' needs. In the process of outlining these two strategies for creating a common culture of teaching and learning, the article offers testimony that old dogs can learn new tricks! Additional materials, including syllabi used in these courses and in class assessment tools, can be found on the Web page of the Wabash Center for Teaching and Learning in Theology and Religion: http://www.wabashcenter.wabash.edu/journal/green&stortz.html