The Minds of God(s) and Humans: Differences in Mind Perception in Fiji and North America

Previous research suggests that how people conceive of minds depends on the culture in which they live, both in determining how they interact with other human minds and how they infer the unseen minds of gods. We use exploratory factor analysis to compare how people from different societies with distinct models of human minds and different religious traditions perceive the minds of humans and gods. In two North American samples (American adults, N = 186; Canadian students, N = 202), we replicated a previously found two‐factor agency/experience structure for both human and divine minds, but in Fijian samples (Indigenous iTaukei Fijians, N = 77; Fijians of Indian descent, N = 214; total N = 679) we found a three‐factor structure, with the additional containing items related to social relationships. Further, Fijians’ responses revealed a different three‐factor structure for human minds and gods’ minds. We used these factors as dimensions in the conception of minds to predict (a) expectations about human and divine tendencies towards punishment and reward; and (b) conception of gods as more embodied (an extension of experience) or more able to know people's thoughts (an extension of agency). We found variation in how these factors predict conceptions of agents across groups, indicating further theory is needed to explain how culturally generated concepts of mind lead to other sorts of social inferences. We conclude that mind perception is shaped by culturally defined social expectations and recommend further work in different cultural contexts to examine the interplay between culture and social cognition.     

Mental representations of spatial and nonspatial relations

Four experiments investigated the representation and integration in memory of spatial and nonspatial relations. Subjects learned two-dimensional spatial arrays in which critical pairs of object names were semantically related (Experiment 1), semantically and episodically related (Experiment 2), or just episodically related (Experiments 3a and 3b). Episodic relatedness was established in a paired-associate learning task that preceded array learning. After learning an array, subjects participated in two tasks: item recognition, in which the measure of interest was priming; and distance estimation. Priming in item recognition was sensitive to the Euclidean distance between object names and, for neighbouring locations, to nonspatial relations. Errors in distance estimations varied as a function of distance but were unaffected by nonspatial relations. These and other results indicated that nonspatial relations influenced the probability of encoding spatial relations between locations but did not lead to distorted spatial memories.     

Spatial Updating Strategy Affects the Reference Frame in Path Integration

This study investigated how spatial updating strategies affected the selection of reference frames in path integration. Participants walked an outbound path consisting of three successive waypoints in a featureless environment and then pointed to the first waypoint. We manipulated the alignment of participants’ final heading at the end of the outbound path with their initial heading to examine the adopted reference frame. We assumed that the initial heading defined the principal reference direction in an allocentric reference frame. In Experiment 1, participants were instructed to use a configural updating strategy and to monitor the shape of the outbound path while they walked it. Pointing performance was best when the final heading was aligned with the initial heading, indicating the use of an allocentric reference frame. In Experiment 2, participants were instructed to use a continuous updating strategy and to keep track of the location of the first waypoint while walking the outbound path. Pointing performance was equivalent regardless of the alignment between the final and the initial headings, indicating the use of an egocentric reference frame. These results confirmed that people could employ different spatial updating strategies in path integration (Wiener, Berthoz, & Wolbers Experimental Brain Research 208(1) 61–71, 2011), and suggested that these strategies could affect the selection of the reference frame for path integration.     

Bidirectional Relations Between Parenting and Prosocial Behavior for Asian and European-American Emerging Adults

The current study examined bidirectional relations between parenting and prosocial behavior for both European- and Asian-American emerging adults. Participants included 297 undergraduate students (M _age ?=?19.61 at Time 1, 59% European-American) who reported on prosocial behavior toward family members, positive parenting, and negative/controlling parenting at two time points, 1 year apart. Cross-lagged models supported bidirectional relations between parenting and prosocial behavior with particular emphasis on the role of the emerging adults’ prosocial behavior on subsequent parenting. Also, the bidirectional relations between parenting and emerging adults’ prosocial behavior were different for mothers and fathers. Results varied slightly as a function of ethnicity. Discussion focuses on the implications for understanding the multifaceted nature of prosocial development in emerging adulthood.     

On historical consciousness: A pilot investigation

Philosophers of history posit a class of concepts known as colligatory concepts that contribute to historical consciousness and that refer specifically to historical events. Although analysis has identified colligatory concepts in historical discourse, these concepts have not yet been investigated empirically. We present a new methodology for studying these concepts and historical consciousness more broadly, as well as pilot data supporting the methodology. Our aim in the pilot study was to establish whether colligatory concepts are processed differently from control concepts when subjects are asked to judge historical statements. We compared judgments of colligatory concepts in healthy participants and in a patient group with impaired working memory cognitive processing capacity. Forty healthy, college-educated participants and 25 patients with Parkinson's disease were asked to rate narrative sentences containing historical content and an equal number of identically constructed narrative sentences of equal length but devoid of historical content. All participants rated their pre-test interest in history as relatively low (mean 5 out of 7). Though no group differences emerged, historical sentences were judged by both groups (total N = 65) to be significantly different from non-historical sentences across dimensions of interestingness, meaningfulness, likeability, complexity, thought provoking-ness, and truth content. Interestingly, historical sentences were judged to be truer than control sentences even though participants were not interested in and presumably knew little about history. The neurocognitive system appears to process sentences with historical content separately from sentences without historical content. The methodology described here appears to be a valid approach for study of processing of historical content of sentences.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.