Personality correlates of dissociative experiences

This study investigated the prevalence of dissociative experiences in a normal British sample. The Dissociation Experiences Scale of Bernstein and Putnam was used to measure these experiences. The relationship between dissociative experiences and personality variables measured by the Eysenck Personality Questionnaire was a major focus of the study. It was found that the degree of dissociative experiences was related to neuroticism, but not to any other variable.     

Buddhist psychology: A review of theory and practice

This paper gives an account of some of the major aspects of Buddhist psychology. The survey is confined to the texts of Early, or Theravada, Buddhism — that is, the canonical texts and their early Pali commentaries and related expository texts. The importance of psychological concepts in the philosophy and practice of Buddhism is highlighted. The problems inherent in the study of Buddhist psychology are discussed, including the problem of translation and interpretation. The paper then describes and analyzes several key Early Buddhist psychological notions including: basic drives that motivate behavior, perception and cognition, consciousness, personal development and enlightenment, meditation, and behavior change. The relationship between theory and practice in Buddhist psychology is commented on, with special reference to meditative techniques and other behavior change strategies. Finally, comments are made on the possible interaction between Buddhist and modern psychology. An earlier version of this paper was presented at the Annual Conference of the British Psychological Society, St. Andrews, April, 1989.     

Who lives,who dies,who decides: Differences between mass public shooters who survive,are killed,and commit suicide

This study provides an in-depth analysis of American mass public shooting conclusions between 1966 and 2017. Specifically, this work examines differences in factors contributing to the perpetrator's likelihood of surviving, being killed, and committing suicide. Ten hypotheses, rooted in previous homicide, suicide, homicide-suicide, and mass public shooting literature consider different psychological, situational, and background factors shaping the outcome of mass public shootings. Significant findings indicate factors influencing perpetrators' suicide include suicidal ideation, higher victim counts, and suicide copycat effects. Factors influencing perpetrators being killed similarly include higher victim counts, the arrival of law enforcement, lethal/non-lethal resistance, and government targets. This investigation provides practical implications for practitioners and policymakers, especially law enforcement and mental health practitioners, seeking to develop intervention and prevention strategies for addressing suicidal ideation and its most lethal outcome: mass public shootings.     

Go/no‐go procedure with compound stimuli with children with autism

The go/no‐go with compound stimuli is an alternative to matching‐to‐sample to produce conditional and emergent relations in adults. The aim of this study was to evaluate the effectiveness of this procedure with two children diagnosed with autism. We trained and tested participants to respond to conditional relations among arbitrary stimuli using the go/no‐go procedure. Both learned all the trained conditional relations without developing response bias or responding to no‐go trials. Participants demonstrated performance consistent with symmetry, but not equivalence.     

When Research “Unravels”: One Community Psychologist's Tale of Becoming a Nepantlera

This is an autoethnography of one community psychologist's reflections on the abrupt conclusion of a project that resulted in the dismantlement of a Latinx Student Union at a public middle school in the Pacific Northwest. Gloria Anzaldúa's (Borderlands/La Frontera: The new mestiza, Aunt Lute Books, San Francisco, 2002) notion of nepantla is used to situate how an individual's personal identities often intersects with their professional identities in ways that collide within the research environment. Drawing on the “heart work” core competencies within the field of community psychology (The Community Psychologist, 45, 2012, 8; American Journal of Community Psychology, 55, 2015, 266) and extending the dialogue of feminist community psychologists engaged in narrative work (American Journal of Community Psychology, 37, 2006, 157; American Journal of Community Psychology, 37, 2006, 267; Feminist research practice: A primer, Sage, Los Angeles, 2014; American Journal of Community Psychology, 28, 2000, 883), the author addresses why it is important for researchers of Color engaged in community collaborations to reflect on projects that have unraveled to understand how their positionality shifts within social contexts.     

The P600 in Implicit Artificial Grammar Learning

The suitability of the artificial grammar learning (AGL) paradigm to capture relevant aspects of the acquisition of linguistic structures has been empirically tested in a number of EEG studies. Some have shown a syntax‐related P600 component, but it has not been ruled out that the AGL P600 effect is a response to surface features (e.g., subsequence familiarity) rather than the underlying syntax structure. Therefore, in this study, we controlled for the surface characteristics of the test sequences (associative chunk strength) and recorded the EEG before (baseline preference classification) and after (preference and grammaticality classification) exposure to a grammar. After exposure, a typical, centroparietal P600 effect was elicited by grammatical violations and not by unfamiliar subsequences, suggesting that the AGL P600 effect signals a response to structural irregularities. Moreover, preference and grammaticality classification showed a qualitatively similar ERP profile, strengthening the idea that the implicit structural mere‐exposure paradigm in combination with preference classification is a suitable alternative to the traditional grammaticality classification test.     

BIOLOGY TEACHERS’ CONCEPTIONS ABOUT THE ORIGIN OF LIFE IN BRAZIL,ARGENTINA, AND URUGUAY: A COMPARATIVE STUDY

Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina (Catholic constitution), Brazil (formally secular but not in practice), and Uruguay (consolidated secularism). A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God (Independence or Dialogue category), with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the origin of life, being creationist (Conflict or Independence categories) or evolutionary creationist (Dialogue or Integration categories). Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts.     

Creating Supportive Environments for Children Who have had Exposure to Traumatic Events

The prevalence of trauma among young children and its impact on educational outcomes is gaining attention. It is probable that the needs of children who have experienced or been exposed to trauma have long gone unmet due to identification challenges and a lack of knowledge concerning best practices. For this study, qualitative interviews were conducted to gather perspectives of 14 community-based service providers who worked with children and families regarding trauma-related concerns. Each shared his or her perspectives on knowledge and skills early childhood education teachers need to support children who have experienced traumatic events and partner with their families. Research questions were: What should early childhood teachers know about (1) trauma experiences among young children; (2) the emotional and behavioral patterns of children who have experienced traumatic events; and (3) supporting the social and emotional well-being of children in the classroom setting, including partnering with families, who have experienced or been exposed to traumatic events? Participants indicated that teachers might not readily connect children’s behaviors and emotions to trauma. However, teachers can use approaches and strategies (e.g., being attuned and supporting positive social and emotional and communicative responses) that promote social and emotional well-being for children who experience trauma. Participants also noted that teachers can resist re-traumatization by making adaptations to social, physical, and temporal aspects of the classroom environment. Findings indicate that trauma-informed care might be viable in early childhood classroom settings. Implications for research are discussed.