Yogicchakra symbols: Mirrors of the human mind/heart

This paper describes the classical understanding of the system ofchakras, or centers of spiritual energy, in tantric yoga. Eachchakra is presented in terms of its traditional understanding. Each is also discussed in the light of contemporary psychological stage theories of development, showing that thechakras can be seen as a model of spiritual development. The preoccupations, concerns, and attitudes associated with eachchakra are portrayed as a mirror of the human mind/heart when spiritual energy is concentrated at that location.She is also founder and chair of the board of Resources for Ecumenical Spirituality.     

INCREASING CALORIE CONSUMPTION IN CHILDREN WITH CYSTIC FIBROSIS: REPLICATION WITH 2-YEAR FOLLOW-UP

Three mildly malnourished children with cystic fibrosis and their parents participated in a behavioral group-treatment program that focused on promoting and maintaining increased calorie consumption. Treatment included nutritional education, gradually increasing calorie goals, contingency management, and relaxation training, and was evaluated in a multiple baseline design across four meals. Children's calorie intake increased across meals, and total calorie intake was 32% to 60% above baseline at posttreatment. Increased calorie consumption was maintained at the 96-week follow-up (2 years posttreatment). The children's growth rates in weight and height were greater during the 2 years following treatment than the year prior to treatment. Increases in pace of eating and calories consumed per minute were also observed 1 year posttreatment. These findings replicated and extended earlier research supporting the efficacy of behavioral intervention in the treatment of malnutrition in children with cystic fibrosis.     

Sex Roles, Interpersonal Control, and Depression: Who Can Get Their Way?

This study is one of a series of investigations examining the contribution of sex roles to the development of depression within a learned helplessness framework. Utilizing 143 pairs of undergraduate female participants, the present study explored subjects′ abilities to gain and maintain control in an interpersonal context. Interpersonal control was operationalized as successful persuasion in a two-person discussion task, wherein one participant had hidden instructions to be maximally persuasive in discussing a questionnaire about social behavior. The results indicated that less successful persuasion was associated with increases in depressed mood. Furthermore, women with high masculinity and low femininity were able to gain interpersonal control regardless of the sex role of their partner. The results also suggested that high femininity is associated both with giving up control in interpersonal tasks and with increases in depressed mood when one is faced with the task of exerting interpersonal control. The findings were interpreted in terms of the importance of sex role characteristics in learned helplessness and depression.     

Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.     

Conversational time patterns and mutual influence in parent-child interactions: A time series approach

Mutual influencing processes are assumed to be the basic building blocks in establishing parentchild bonding and in influencing cognitive and language behavior. A study by Jasnow and Feldstein (1986) revealed that, within the temporal domain of speech, preverbal (9-month-old) infants and their mothers exhibit a pattern of mutual influence (attunement) in their average durations of switching pauses. The general purpose of this research was to extend those findings to children with higher verbal functioning. In addition, parent and child genders, nature of the interaction, and specific aspects of parents' personalities, expressiveness, and instrumentality were considered. Each parent interacted with their 4-or 5-year-old son or daughter in each of two conversations—unstructured (social conversation) and structured (task activity). Conversations were processed by an automated computer system yielding objective measure of turns, vocalizations, pauses, and switching-pause durations. To examine interspeaker influence or attunement of temporal speech patterns, influence coefficients were computer for each speaker on a turn-by-turn basis using time series regression. Analysis of these coefficients revealed that: (1) Mutual influence is most evident with switching-pause duration. (2) Structure in the conversation (as defined by the task or parental instrumentality) seems to facilitate attunement for vocalization and switching pause duration. (3) Attunement with girls seems to occur equally well with both parents, while boys exhibit a style of temporal patterning influence which suggests greater identification with the father. (4) Expressiveness seems to facilitate attunement to the child's switching-pause duration.     

On differentiating embarrassment from shame

Four experiments were conducted to demonstrate that embarrassment and shame are distinct emotions that result from violations of different types of internalized standards. Embarrassment results from violating one's particular persona; shame results from violating a shared, objective ideal. Subjects vividly imagined themselves in situations and indicated their emotional reactions. In Experiment I, we demonstrate that people differentiate between embarrassment and shame systematically (F(1,27) = 74.4, p < 0.001). In Experiments 2 and 3, we demonstrate that embarrassment results from violating a persona (n = 34, p < 0.001; n = 23, p < 0.001), and shame results from violating an objective ideal (n = 34, p < 0.001; n = 23, p < 0.001). In Experiment 4, we demonstrate that it is the type of standard that is violated (n = 30, p < 0.001), not whether or not the violation was intentional, that determines whether one experiences embarrassment or shame. We argue that both shame and embarrassment play an important role in maintaining personal identity.     

Computational and reasoning abilities in arithmetic: Cross-generational change in China and the United States

A Chinese advantage over Americans was found for economically relevant computational and reasoning abilities in arithmetic for groups of 6th- and 12th-grade students matched or equated on general intelligence. No cross-national difference for computational or reasoning abilities was found for samples of older (60- to 80-year-old) Chinese and American adults equated on general intelligence. The pattern of change in arithmetical competencies across cohorts suggests that the Chinese advantage in 6th and 12th grade is due to a cross-generational decline in competencies in the United States and a cross-generational improvement in China.