The Varieties of Religious Responses to Homosexuality: A Content and Tonal Analysis of Articles in <Emphasis Type="Italic">Pastoral Psychology</Emphasis> from 1950 to 2015 Regarding Sexual Minorities

Psychology has a complex history with lesbian, gay, bisexual, and transgender (LGBT) people. Substantial shifts in stance, rhetoric, and research over the decades have influenced the greater societal view of LGBT people. While a noticeable cultural shift is occurring in America toward acceptance of LGBT people, some continue to argue that same-sex relationships are not healthy. Evangelical Christians, those who hold a high respect for the authority of the Bible and support nearly literal readings of its teachings, generally support such a position (Sullivan-Blum 2009). There is strain among evangelicals regarding what it means to live faithfully and to engage LGBT people, which becomes increasingly complex as evangelicals who identify as sexual minorities speak up and share their stories. Historically, a delayed time trend can be seen in responses to homosexuality among evangelical Christians. A content and tonal analysis was conducted of 53 peer-reviewed articles found in Pastoral Psychology, which were categorized as non-affirming, neutral/exploratory, or affirming. This analysis revealed a notable trend over the last 65 years toward more open and inclusive dialogue surrounding LGBT people, even when more traditional stances were being held. Tracing the views toward homosexuality in psychology and society allows for a more complex understanding of the current tensions among American evangelical Christians.     

Perception naturalised: relocation and the sensible qualities

This paper offers a partial defence of a Sellarsian-inspired form of scientific realism. It defends the relocation strategy that Sellars adopts in his project of reconciling the manifest and scientific images. It concentrates on defending the causal analysis of perception that is essential to his treatment of sensible qualities. One fundamental metaphysical issue in perception theory concerns the nature of the perceptual relation; it is argued that a philosophical exploration of this issue is continuous with the scientific investigation of perceptual processes. Perception, it is argued, can, and should, be naturalised. A challenge for any account of perception arises from the fact that a subject’s experiences are connected with particular objects. We need to supply principled grounds for identifying which external physical object the subject stands in a perceptual relation to when they have an experience. According to the particularity objection presented in the paper, naive realism (or disjunctivism) does not constitute an independently viable theory since, taken on its own, it is unable to answer the objection. In appealing to a ‘direct experiential relation’, it posits a relation that cannot be identified independently of the underlying causal facts. A proper understanding of one central function of perception, as guiding extended patterns of actions, supports a causal analysis of perception. It allows us to draw up a set of necessary and sufficient conditions for perceiving that avoids well-known counterexamples. An analysis of this kind is congruent with the scientific account, according to which experiences are interpreted as inner states: sensible qualities, such as colours, are in the mind (but not as objects of perception). A Sellarsian version of the relocation story is thus vindicated.

     

Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds’ Nonword Repetition

This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the study is to investigate whether NWR, as a task of phonological storage, assesses the quality of phonological representations in children as young as 2 years of age. 557 Dutch 2-year-olds performed a NWR task containing items of varying phonotactic probability as well as a receptive vocabulary task. The results showed a moderate, significant correlation between NWR and vocabulary. Phonotactic probability had an effect on NWR performance. Further analyses showed that there was a significant interaction between phonotactic probability and vocabulary for part of the items. These results support previously reported effects of vocabulary and phonotactic probability on NWR in older, English-speaking children for a large sample of Dutch-speaking 2-year-olds, and provide evidence that NWR assesses the quality of phonological representations already in very young children.     

The Moderating Role of Anxiety in the Associations of Callous-Unemotional Traits with Self-Report and Laboratory Measures of Affective and Cognitive Empathy

In a sample of detained male adolescents (n = 107; Mean age = 15.50; SD = 1.30), we tested whether anxiety moderated the association of CU traits with self-report and computerized measures of affective (emotional reactivity) and cognitive (affective facial recognition and Theory of Mind [ToM]) empathy. Hierarchical regression analyses revealed that CU traits were negatively associated with self-reports of affective empathy and this association was not moderated by level of anxiety. Significant interactions revealed that CU traits were negatively associated with cognitive empathy (self-report) only at high levels of anxiety, whereas CU traits were positively associated with cognitive empathy on the ToM task only at low levels of anxiety. CU traits were also associated with greater fear recognition accuracy at low levels of anxiety. Implications for understanding and treating different variants of CU traits (i.e., primary and secondary) are discussed.     

Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings

This study revisited Reid’s (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners’ learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor analysis (CFA) with 224 CSL learners. The results showed that Reid’s six-factor PLSPQ could not satisfactorily explain the CSL learners’ learning styles. Exploratory factor analyses were, therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile, group, and individual styles. Such a measurement model was cross-validated through CFAs with 118 CSL learners. The study not only lends evidence to the literature that Reid’s PLSPQ lacks construct validity, but also provides CSL teachers and learners with insightful and practical guidance concerning learning styles. Implications and limitations of the present study are discussed.