The Cognitive Neuroscience of Aging and Culture

ABSTRACT— Research into the cognitive neuroscience of aging has revealed exciting and unexpected changes to the brain over the lifespan. However, studies have mostly been conducted on Western populations, raising doubts about the universality of age-related changes. Cross-cultural investigation of aging provides a window into the stability of changes with age due to neurobiology, as well as into the flexibility of aging due to life experiences that impact cognition. Behavioral findings suggest that different cultures process distinct aspects of information and employ diverse information-processing strategies. The study of aging allows us to identify those age-related neural changes that persist across cultures as well as the changes that are driven by culture-specific life experiences.     

Self-regulation and STEM persistence in minority and non-minority students across the first year of college

Social Psychology of Education - Psychological factors have been implicated in STEM persistence but remain poorly understood. In particular, the role of self-regulation—the cognitive,...     

Forum: Quilting as metaphor for theological education

How is quilt‐making both metaphor and pedagogy for early‐career faculty of theology and religion who seek to cultivate critical and creative imagination for teaching, and to probe the challenges and promises of complex identities and vocations within 21st‐century landscapes of theological education? This forum presents essays (with explanatory introduction) by five members of the 2016–2017 Workshop for Early Career Theological School Faculty, who were impelled to story their experience of being “handed over to themselves” by an “arts and craft” project which forced them to think with their hands, speak with found objects, and re‐present themselves in the form of 12 × 12‐inch quilt squares. In self‐reflexive prose, these scholar‐teachers offer through this medium a glimpse of their unexpected moments of revelatory learning, as each was pulled into deeper contemplation of their personhood, experience, know‐how, and practical wisdom, each uncovering valuable hidden sources for more expansive theological query, and each re‐thinking the possibilities for theological education and its pedagogies.     

Durability of Cognitive Behavioral Therapy Effects for Youth and Adolescents With Anxiety,Depression, or Traumatic Stress:A Meta-Analysis on Long-Term Follow-Ups

Cognitive behavioral therapies (CBT) for youth with anxiety, traumatic stress, and depression have demonstrated strong effects in individual studies and meta-analyses. Relatively more attention has been given to posttreatment effects, though, and assessment of follow-up effects has been limited at the meta-analytic level. The current meta-analysis aimed to (a) examine the effects of youth CBT at posttreatment, 1-month, 3-month, 6-month, 1-year, and long-term (2 + years) follow-up as well as (b) identify research-related variables (e.g., measure respondent type) that relate to effects. Using a random effects model across 110 child and adolescent CBT groups, within-group effect sizes were large at posttreatment (g = 1.24) and from 1-month through long-term follow-up (g = 1.23–1.82), and effect sizes did not significantly differ by treatment target (i.e., anxiety, traumatic stress, depression). However, availability of outcome data for effect sizes diminished across later follow-up assessments. Moreover, effect sizes were significantly associated with outcome respondent type across assessment timing, with outcome measures from caregiver and youth respondents associated with smaller effect sizes (B = -0.97, p < 0.001) relative to outcome measures that were evaluator-reported. Results provide initial support for the durability of treatment effects for youth CBTs and highlight the importance of some confounding variables. Implications for improving treatment research standards and prioritizing assessment of long-term follow-up assessment are discussed.     

What makes us busy? Predictors of perceived busyness across the adult lifespan

Busier people tend to perform better on cognitive tasks than less busy individuals. Nevertheless, the characteristics that are associated with greater perceived busyness are unknown. To address this question participants (N?=?463) from the Dallas Lifespan Brain Study (ages 20–89) completed a self-report busyness assessment and demographic, health, personality, and lifestyle measures. Results revealed that perceived busyness peaked in 30-year-olds, showed age-related decreases until age 60, and then remained stable. Moreover, women generally reported being busier than men. Analysis of age by gender interactions revealed that men exhibited a significant cubic age effect for busyness, whereas women did not. Overall, younger age, female gender, agreeableness, neuroticism, frequent participation in novel activities, and enjoyment of cognitive processing were independently associated with being busier, and the characteristics related to busyness were generally stable across age. Notably, participation in novel activities and need for cognition were the most predictive lifestyle characteristics, supporting the framing of busyness as an indicator of mental engagement. We also propose personality-based sources of self-generated and other-generated busyness.     

Adherence to Asian Cultural Values and Cultural Fit in Korean American Undergraduates' Help‐Seeking Attitudes

Differences in and relationships of Asian cultural values, cultural congruity, perception of the university environment, and help‐seeking attitudes for 1st‐and 2nd‐generation Korean American undergraduates (N = 228) were examined. Women reported significantly higher cultural congruity and more positive help‐seeking attitudes than did men. Asian values adherence negatively predicted help‐seeking attitudes for women and 2nd‐generation students only. Implications for Korean American undergraduate support services are discussed, and suggestions are presented for future research.     

Asian and European American cultural values and communication styles among Asian American and European American college students

The present study examined the relationships between adherence to Asian and European cultural values and communication styles among 210 Asian American and 136 European American college students. A principal components analysis revealed that, for both Asian Americans and European Americans, the contentious, dramatic, precise, and open styles loaded onto the first component suggesting low context communication, and interpersonal sensitivity and inferring meaning styles loaded onto the second component suggesting high context communication. Higher adherence to emotional self-control and lower adherence to European American values explained Asian Americans' higher use of the indirect communication, while higher emotional self-control explained why Asian Americans use a less open communication style than their European American counterparts. When differences between sex and race were controlled, adherence to humility was inversely related to contentious and dramatic communication styles but directly related to inferring meaning style, adherence to European American values was positively associated with precise communication and inferring meaning styles, and collectivism was positively related to interpersonal sensitivity style.     

A narrative of my passion: Discovering spiritual gifts through a journey of physical illness

This essay is a reflection on the various insights gleamed from a physical illness. The author reflects upon her experiences, in light of the religious, theological, and spiritual perspectives of her Christian faith.     

Gender stereotypes as situation–behavior profiles

Recent research suggests that social perceivers’ dispositional inferences are influenced by information about the ways others’ behavior varies stably across situations. We extend this research to stereotypes. Specifically, we examined peoples’ preconceptions about the situation–behavior profiles that social groups are likely to display, as well as the implications of such preconceptions for behavioral judgments. Focusing on gender stereotypes, in Study 1 we found that perceivers’ expectations about men’s and women’s assertiveness are qualified by situational information. Study 2 revealed that perceivers’ beliefs about the mentalistic attributes (e.g., goals, beliefs, motivations) that characterize men and women mediated the relationship between target gender and perceivers’ expectations about situation–behavior patterns. Study 3 explored how such contextualized stereotypes affect on-line judgments of targets’ behavior, showing that perceivers judge a given behavior’s assertiveness based not only on target gender but also on situation type.