The attentional blink is not affected by backward masking of T2, T2-mask SOA, or level of T2 impoverishment

Identification of the second of two targets (T2) is impaired when presented shortly after the first (T1). This attentional blink (AB) is thought to arise from a delay in T2 processing during which T2 is vulnerable to masking. Conventional studies have measured T2 accuracy which is constrained by the 100% ceiling. We avoided this problem by using a dynamic threshold-tracking procedure that is inherently free from ceiling constraints. In two experiments we examined how AB magnitude is affected by three masking-related factors: (a) presence/absence of T2 mask, (b) T2-mask stimulus onset asynchrony (SOA), and (c) level of T2 impoverishment (signal-to-noise ratio [SNR]). In Experiment 1, overall accuracy decreased with T2-mask SOA. The magnitude of the AB, however, was invariant with SOA and with mask presence/absence. Experiment 2 further showed that the AB was invariant with T2 SNR. The relationship among mask presence/absence, SOA, and T2 SNR and the AB is encompassed in a qualitative model.     

Factorial and cross-cultural validity of a Farsi version of the Anger Rumination Scale

This study aimed to examine factorial and cross-cultural validity of a Farsi version of the Anger Rumination Scale. 933 undergraduate students (388 men, 545 women) from the University of Tehran participated. The Farsi version of the Anger Rumination Scale, the Tehran Multidimensional Anger Scale, and the Mental Health Inventory were completed by all participants. Results supported the four-factor structure, convergent and discriminant validity, internal consistency, and test-retest reliability of the Farsi version of the Anger Rumination Scale. The factors found in the Farsi version of the Anger Rumination Scale are similar to the factors found in previous studies and were accordingly labeled as Angry Afterthoughts, Thoughts of Revenge, Angry Memories, and Understanding Causes. The results also provided evidence for applicability of the Farsi version of the Anger Rumination Scale and its cross-cultural validity.     

Using generalizability theory to estimate the relative effect of class size and number of items on the dependability of student ratings of instruction

Previous research on the effect of class size on student ratings of instruction has primarily investigated the effect of class size on the favorableness of these ratings rather than its effect on their reliability (dependability). A few studies have used "generalizability theory" to demonstrate the relative effect of class size on the dependability of student ratings of instruction. The purpose of the present study was to test the validity of the findings of these studies in a different cultural setting using a different student ratings questionnaire. Using a random-effect analysis of variance to estimate the variance components for a design in which students were nested within classes and crossed with items, it was found that the variance component for class size was appreciably larger than that for items. At least 20 students were needed to obtain a generalizability coefficient for relative decisions of .70 or more. Increasing the number of students has a greater effect on generalizability coefficients than increasing the number of items.     

The Stammering Information Programme: a Delphi study

Purpose

To find out what information children, parents and education staff feel would be important to know to support a child who stutters in the educational environment, in order to develop appropriate resources.

Method

A Delphi study was carried out to seek the opinions of experts about the information to include. A structured six stage process was completed in order to gain consensus within four expert panels: children who stutter (CWS) aged 7-11 (n = 25); young people who stutter aged 12-18 (n = 27); parents of children and young people who stutter aged 2-18 (n = 67); and members of the education workforce (n = 35).

Results

In response to the questions, 538 statements were generated across the four expert panels, categorised and reduced to 276. Of the 154 rating questionnaires sent out, 99 were returned (64.2% response rate). The top 32 statements, which were those most highly rated and with the greatest consensus, were retained to inform the resources.

Conclusions

This study demonstrates the value of including service users when devising materials aimed for the benefit of CWS. The methodology employed ensured that ideas, perceptions and needs were representative of a range of people who experience stuttering from different perspectives. The results indicated that each expert panel had different priorities of what should be included. The resulting resources may therefore be considered to have high content validity and would be predicted to meet the needs of those who require them.Educational Objectives: The reader will be able to (1) define the Delphi Approach (2) discuss the development of a user led resource for raising awareness about stuttering.     

Social Contact,Academic Satisfaction,COVID-19 Knowledge,and Subjective Well-being Among Students at Turkish Universities: a Nine-University Sample

Adverse effects of COVID-19 are seen not only on the physical health of infected individuals but also on their subjective well-being. Sudden changes in social lives, lockdowns, and shifts towards online education have had a negative impact on many people, especially university students. As part of an international study, the current study focused on the well-being of students at Turkish universities in relation to social contact, academic satisfaction, and COVID-19 knowledge. A total of 7363 students from nine universities (86.6% from state universities, 71.04% female, and 73.52% at bachelor’s level) participated in an online survey. Results revealed that females had lower levels of subjective well-being and academic satisfaction. According to a mediation model in the study, the relationship between social contact and well-being was mediated by academic satisfaction and COVID-19 knowledge. Our findings can guide future researchers, mental health professionals, universities, and policymakers to understand and improve subjective well-being of university students.

     

DEFINING “RELIGION” AS NATURAL: A CRITICAL INVITATION TO ROBERT McCAULEY

Previous critics have argued that Robert McCauley defines religion and science selectively and arbitrarily, cutting them to fit his model in Why Religion Is Natural and Science Is Not. McCauley has responded that final definitions are “overrated” and that artificial distinctions can serve an important role in naturalistic investigation. I agree with this position but argue that a genealogy of the category of religion is crucial to the methodology that McCauley describes. Since the inherent ambiguity of religion will undermine any essential claims about its cognitive naturalness, I invite McCauley to consider how his research might investigate scientific and religious cognition in new terms.