The nature of religious controls

Pastoral Psychology -     

Intrinsic work value–reward dissonance and work satisfaction during young adulthood

Previous research suggests that discrepancies between work values and rewards are indicators of dissonance that induce change in both to reduce such dissonance over time. The present study elaborates this model to suggest parallels with the first phase of the extension-and-strain curve. Small discrepancies or small increases in extension are presumed to be almost unnoticeable, while increasingly large discrepancies are thought to yield exponentially increasing strain. Work satisfaction is a principal outcome of dissonance; hence, work value-reward discrepancies are predicted to diminish work satisfaction in an exponential fashion. Findings from the work and family literature, however, lead to the prediction that this curvilinear association will be moderated by gender and family roles. Using longitudinal data spanning the third decade of life, the results suggest that intrinsic work value-reward discrepancies, as predicted, are increasingly associated, in a negative curvilinear fashion, with work satisfaction. This pattern, however, differs as a function of gender and family roles. Females who established family roles exhibited the expected pattern while other gender by family status groups did not. The results suggest that gender and family roles moderate the association between intrinsic work value-reward dissonance and satisfaction. In addition, women who remained unmarried and childless exhibited the strongest associations between occupational rewards and satisfaction.     

The Human Species Origin: Views of Biology Teachers from Three Latin American Countries

This paper intends to investigate whether the differences in country religiosity can influence biology teachers’ views about biological evolution, especially the human origin. Since Argentina, Brazil and Uruguay have differences in religiosity, teachers from these countries were asked to answer to the question of the European questionnaire BIOHEAD-CITIZEN: “The emergence of the human species (Homo sapiens) was just as improbable as the emergence of any other species.” From their answers, it was possible to estimate how biology teachers conceive the origin of the humankind, whether they perceive it as a natural phenomenon or a special event. The four Barbour’s categories concerning the relationship between science and religion (Conflict, Independence, Dialogue and Integration) were used to analyze the results in these three countries. Results showed that, in general, teachers of Uruguay (a secular country) and Argentina (a constitutional Catholic country) had a clearer position of separation between science and religion whereas the teachers of Brazil (with a relative secularism), tended to do not make a separation between science and religion. It could be concluded that the type of the teachers’ religion rather than the secularism of state is more influencial on building teachers’ views about human origin.     

Brain and cognitive-behavioural development after asphyxia at term birth

Perinatal asphyxia occurs in approximately 1-6 per 1000 live full-term births. Different patterns of brain damage can result, though the relation of these patterns to long-term cognitive-behavioural outcome remains under investigation. The hippocampus is one brain region that can be damaged (typically not in isolation), and this site of damage has been implicated in two different long-term outcomes, cognitive memory impairment and the psychiatric disorder schizophrenia. Factors in addition to the acute episode of asphyxia likely contribute to these specific outcomes, making prediction difficult. Future studies that better document long-term cognitive-behavioural outcome, quantitatively identify patterns of brain injury over development and consider additional variables that may modulate the impact of asphyxia on cognitive and behavioural function will forward the goals of predicting long-term outcome and understanding the mechanisms by which it unfolds.     

Comparison of the effects of scopolamine administered before and after acquisition in a test of visual recognition memory in monkeys

The effect of scopolamine on visual recognition memory in rhesus monkeys was assessed with a delayed nonmatching-to-sample task employing trial-unique stimuli. During the acquisition phase, 40 sample stimuli were presented sequentially. During the test phase, these same stimuli were presented in the reverse order, each paired with a novel stimulus. The animal was rewarded for choosing the novel stimulus in each pair. Two versions of this design were used. In Task 1, scopolamine (10.0 or 17.8 micrograms/kg) was administered 20 min prior to acquisition, which was followed immediately by the test phase. In Task 2, the drug was administered immediately after acquisition, which was followed 20 min later by the test phase. Performance was impaired in a dose-related manner in Task 1, but not at all in Task 2, indicating that the effects of scopolamine on performance cannot be attributed to an impairment either in the retrieval of stored information or in the attentive or perceptual discriminative processes needed for such retrieval, or, by implication, for storage. In addition, the forgetting curves for scopolamine in Task 1 were parallel to those of the control sessions; i.e., the curves did not diverge with increasing delay intervals, indicating that scopolamine did not increase the rate of forgetting. Taken together, the results suggest that scopolamine interferes selectively with the initial storage of the information to be remembered.     

Social class background and the school-to-work transition

Whereas in years past, young people typically made a discrete transition from school to work, two ideal typical routes now characterize the sharing of school and work roles during adolescence and the transition to adulthood. Longitudinal data from the Youth Development Study show that one route involves less intensive employment during high school, followed by continued part-time employment and postsecondary educational investment. This pathway, more common for youth of higher-class origins, is especially beneficial for young people from lower socioeconomic backgrounds. A second route is early intensive work experience during high school that is less conducive to longer-term educational and wage attainments.