Culture Wars and COVID-19 Conduct: Christian Nationalism,Religiosity, and Americans’ Behavior During the Coronavirus Pandemic

During the COVID-19 pandemic, Americans’ behavioral responses were quickly politicized. Those on the left stressed precautionary behaviors, while those on the (religious) right were more likely to disregard recommended precautions. We propose the far right response was driven less by partisanship or religiosity per se, but rather by an ideology that connects disregard for scientific expertise; a conception of Americans as God's chosen and protected people; distrust for news media; and allegiance to Trump―Christian nationalism. Analyzing panel data collected in the thick of the COVID-19 crisis, we find Christian nationalism was the leading predictor that Americans engaged in incautious behavior like eating in restaurants, visiting family/friends, or gathering with 10+ persons (though not attending church), and was the second strongest predictor that Americans took fewer precautions like wearing a mask or sanitizing/washing one's hands. Religiosity, in contrast, was the leading predictor that Americans engaged in more frequent precautionary behaviors. Findings document that Christian nationalism, not religious commitment per se, undergirded the far-right response to COVID-19 that disregarded precautionary recommendations, thus potentially worsening the pandemic.     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).     

Assessing the inhibitory account of retrieval-induced forgetting with implicit-memory tests

Five experiments examined whether retrieval-induced-forgetting effects are observed for implicit tests of memory. In each experiment participants first studied category-exemplar paired associates, then practiced retrieval for a subset of items from a subset of categories before finally completing memory tests for all the studied items. In standard fashion, inhibition was measured as the performance difference of unpracticed items from practiced categories and unpracticed items from unpracticed categories. Across the 5 experiments poorer performance for unpracticed items was seen in conceptual implicit memory (category generation and category matching) but not in perceptual implicit memory (stem completion, perceptual identification). Thus, retrieval-induced-forgetting effects are limited to tests of conceptual memory.     

A prework assessment of task preferences among adults with autism beginning a supported job

A prework paired-task assessment was evaluated for identifying work preferences among 3 adults with autism beginning a supported job. When the workers began the job, choices were provided between more and less preferred tasks (determined by previous assessment). Results supported the assessment for identifying single task preferences, but did not reveal preferences of 2 workers for alternate tasks. Results are discussed in terms of evaluating other prework assessments that may reveal task-alternation preferences.     

Identical words are read differently in different languages

It is hypothesized that written languages differ in the preferred grain size of units that emerge during reading acquisition. Smaller units (graphemes, phonemes) are thought to play a dominant role in relatively consistent orthographies (e.g., German), whereas larger units (bodies, rhymes) are thought to be more important in relatively inconsistent orthographies (e.g., English). This hypothesis was tested by having native English and German speakers read identical words and nonwords in their respective languages (zoo-Zoo, sand-Sand, etc.). Although the English participants exhibited stronger body-rhyme effects, the German participants exhibited a stronger length effect for words and nonwords. Thus, identical items were processed differently in different orthographies. These results suggest that orthographic consistency determines not only the relative contribution of orthographic versus phonological codes within a given orthography, but also the preferred grain size of units that are likely to be functional during reading.     

Incremental validity of the Ego Impairment Index: a re-examination of Dawes (1999)

This article examined the incremental validity of the Ego Impairment Index (EII), a Rorschach measure of cognition, perception, and reasoning. R. M. Dawes (1999) borrowed 2 previously published data sets to assess the incremental validity of the EII. Dawes determined that in order for the EII to be considered a valid measure, the overall EII score should "outperform" 2 of the variables that compose the index. Using this approach, Dawes reported that the EII had "deficient" (p = .059) incremental validity. In this study, the incremental validity of the EII was re-examined using 1 of the data sets used by R. M. Dawes (1999). Applying the same strategy as Dawes, the author tested the incremental validity of the EII in predicting positive symptoms of schizophrenia, a more appropriate and clinically relevant criterion measure of impairment. The EII significantly predicted positive symptoms (p < .005) even after the 2 EII variables selected by Dawes and the measure of social competence were 1st entered into the equation. The results suggest that the EII adds meaningful information in the assessment of thought disturbance.     

Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud

At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of nested incremental modeling, a new connectionist dual process model (the CDP+ model) is presented. This model builds on the strengths of 2 of the previous models while eliminating their weaknesses. Contrary to the dual-route cascaded model, CDP+ is able to learn and produce graded consistency effects. Contrary to the triangle and the connectionist dual process models, CDP+ accounts for serial effects and has more accurate nonword reading performance. CDP+ also beats all previous models by an order of magnitude when predicting individual item-level variance on large databases. Thus, the authors show that building on existing theories by combining the best features of previous models--a nested modeling strategy that is commonly used in other areas of science but often neglected in psychology--results in better and more powerful computational models.     

Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence

Recent work on the distinctive features of emotions appraised as either negative or positive has links to the investigation of differences in levels of emotional intelligence. In a study with experienced teachers as participants, it was found that emotional reactions to positive or negative situations was moderated by level of emotional intelligence. The reactions to positively charged emotional situations involving students and peers were similar for teachers with high and low levels of emotional intelligence, although the low level group showed somewhat lower likelihood of making an “emotionally intelligent” response compared to the high level group. A much sharper contrast in response likelihood was found for negatively charged emotional situations involving students and peers. Teachers with high levels of emotional intelligence responded quite differently to those with low levels of emotional intelligence. The results indicate the prospect of clarifying a neglected area of exploration of differences in the likely behaviour of teachers differing in levels of emotional intelligence.     

Comparative risk and perceived control: implications for psychological and physical well-being among older adults

As older adults become more susceptible to certain health crises, their preoccupation with their risk of suffering such events increases. Understanding the implications of risk perceptions is critical because they may have consequences for psychological and physical well-being in later life. In the present study of older adults living in the community, the authors examined participants' comparative risk estimates (CREs)--their perceptions of their own risk relative to a similar other's risk--of suffering a hip fracture. Using multiple regression analyses, the authors examined the role of CREs on psychological well-being (negative emotions, life satisfaction) and self-rated physical well-being (general physical health, recent physical health). The authors expected perceived control (PC) to moderate the relationship between CREs and well-being. The predicted interaction did occur: Among individuals with high PC, comparative optimism (perceiving a comparatively low risk) was associated with better psychological well-being (fewer negative emotions and greater life satisfaction) and better physical well-being (general and recent physical health) relative to comparative pessimism (perceiving a comparatively high risk). Among individuals with low PC, there were no differences in well-being between comparative optimists and comparative pessimists. These findings suggest that the protective effect of comparative optimism on well-being is limited to older adults who have a strong sense of control.     

Postdoctoral education and training for clinical service providers in health psychology

It was recommended by the 1983 National Working Conference on Education and Training in Health Psychology (Stone, 1983) that 2 years of postdoctoral education and training be mandated for future licensed health service providers in health psychology. The background for requiring this postdoctoral training, a model for education, criteria for developing programs, issues of funding, and a rationale for accepting this mandate are presented. Highlighted are the stable and consistent growth of health psychology, the need to expand the period of clinical training to meet the many advances in the field, and the challenges that exist for the fully trained clinical health service provider.