Do Genetic Factors Influence Religious Life? Findings from a Behavior Genetic Analysis of Twin Siblings

Social scientific research assumes that religious involvement is primarily, if not exclusively, the product of social-environmental influences There is growing evidence, however, that genetic or other biological factors also play a role Analyzing twin sibling data from the National Survey of Midlife Development in the United States (MIDUS), this study addresses this issue by showing that individual-level variation on four different aspects of religious life—organizational involvement, personal religiosity and spirituality, conservative ideologies, and transformations and commitments—is indeed the product of both genetic and environmental influences Specifically, genetic factors explain 19–65 percent of the variation, while environmental influences account for the remaining 35–81 percent depending upon the aspect of religion under investigation Research of this type enhances contemporary social science by providing a new perspective that nicely supplements existing ones, but it also highlights potential implications, including explanatory power deficiencies and potentially bias     

EFFECTS OF VERBAL REGULATION AND AGE ON RULE ACQUISITION AND TRANSFER

The ability of 119 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform rule learning and subsequent transfer tasks was observed utilizing three experimental conditions: overt-verbal, covert-verbal, and control. The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will reach criterion faster in the rule acquisition task, and will also be more successful in his attempts to transfer the acquired rule. With regard to the transfer tasks specifically, it was found that overt-verbal learning was significantly more effective than covert-learning, and that the covert-verbal condition yielded significantly higher scores than did the control condition. These results point to the effectiveness of verbal strategies in the acquisition and transfer of learning.     

Creativity,Originality, and Appropriateness: What do Explicit Instructions Tell Us About Their Relationships?

Originality is a necessary part of creativity, but creative things are more than just original. They also solve a problem, or more generally are somehow fitting or appropriate. Yet previous research found an inverse relationship between ratings of originality and ratings of appropriateness. The present investigation employed a different methodology — it focused on the generation of ideas instead of judgments about them — to reexamine the relationships between originality, appropriateness, and creativity. Undergraduate students (N = 170) from two large universities received either realistic or unrealistic divergent thinking tasks. These were given with one of four types of instructions. These asked them to give (a) as many ideas as possible (which is the standard type of instruction for these kinds of tests), (b) only original ideas, (c) only appropriate ideas, or (d) only creative ideas. Brief definitions of originality, appropriateness, or creativity were also provided. Comparisons of the four groups indicated that there were significant differences between the different kinds of tasks, with the realistic set eliciting more appropriate ideas than the unrealistic, but the unrealistic tasks eliciting more original and varied (flexible) ideas. There was an interaction indicating that the magnitude of the impact of the instructions varied across tasks. Correlational analyses indicated that the correlation between the originality and appropriateness scores was the lowest among all possible inter‐index relationships (only 7% shared variance). Future research and practical implications are explored.     

Sibling loss, guilt and reparation: A case study

Psychoanalysis has shown that the death of a sibling is likely to have a long-standing impact on the character development of a surviving child. Among common adult manifestations are the identifi cation with the deceased sibling, repetitive self-punitive behaviors, and the development of masochistic trends. In treatment, these patients can become entrenched in a negative therapeutic reaction that compromises the outcome of their analysis. In this paper, the author discusses the analysis of a woman with a history of losses that included the loss of a sibling at an early age. A critical part of the treatment focused on helping this patient overcome a negative therapeutic reaction that emerged as she became aware of hostile and vengeful fantasies, not only as they related to her deceased brother but, more importantly, as they related to her parents.     

Perception, Content and Rationality

Anil Gupta's Empiricism and Experience is a stylish and stimulating contribution to our subject. My expectation is that those who disagree with some of its central theses will, like me, learn greatly from thinking through where and why they part company with Gupta's lucidly presented position. For the purposes of a Symposium, I select three points of disagreement. Each point in one way or another concerns the epistemic role of the content of experience.