COSMOLOGY FROM ALPHA TO OMEGA: RESPONSE TO REVIEWS

I gratefully acknowledge and respond here to four reviews of my recent book, Cosmology from Alpha to Omega. Nancey Murphy stresses the importance of showing consistency between Christian theology and natural science through a detailed examination of my recent model of their creative interaction. She suggests how this model can be enhanced by adopting Alasdair MacIntyre's understanding of tradition in order to adjudicate between competing ways of incorporating science into a wider worldview. She urges the inclusion of ethics in my model and predicts that this would successfully challenge the competing naturalist tradition in contemporary society. John F. Haught weighs the alternatives of viewing divine action as objective versus subjective and of divine action at one level in nature or at all levels. He asks whether physics is fundamental to nature, arguing instead that metaphysics should be considered as fundamental. Michael Ruse assesses occasional versus universal divine action, the problems raised to divine action when it is related to quantum mechanics, and the way these relations exacerbate the challenge of natural theodicy. As an alternative he suggests viewing God as outside time and acting through unbroken natural law. Willem B. Drees discusses my use of the bridge metaphor for the relation between theology and science, the implications when science is inspired by theology, the role of contingency and necessity in the anthropic principle/many-worlds debate, and the challenge of cosmology to eschatology with the ensuing problem of theodicy.     

Sources of respect: the effects of being liked by ingroups and outgroups

We investigated the effects of ingroup and outgroup sources of respect, defined as positive social evaluations of self, on group members' emotional reactions and collective self‐esteem. We used both natural group memberships (Studies 1 and 2) and laboratory groups (Study 3). We expected that the positive effects of respect derived from an ingroup would not hold when derived from an outgroup source. In Study 1 (N = 294) respect was manipulated as deriving either from ingroup or outgroup. Although respect produced a positive emotional reaction irrespective of source, collective self‐esteem was only enhanced by an ingroup source. In Study 2 (N = 248), we investigated the concurrent effects of ingroup respect and outgroup respect. As in Study 1, ingroup and outgroup respect both produced positive emotional reactions, but collective self‐esteem was only affected by ingroup respect. Additionally, outgroup respect intensified the shame people experienced due to lack of ingroup respect. In Study 3 (N = 66), participants were immersed in experimental groups and ingroup and outgroup respect were manipulated orthogonally. Interactive effects of the two sources of respect indicated that high outgroup respect could not compensate for low ingroup respect, and if anything had an adverse effect. Copyright © 2004 John Wiley & Sons, Ltd.     

Understanding and Treating Social Phobia

Social phobia, a relatively obscure disorder, is receiving increased attention due to evidence suggesting that it is more prevalent and debilitative than once thought. The purpose of this article is to help counselors better understand the nature of and treatments for this disorder. Effective behavioral and pharmacological approaches are reviewed, and counseling implications are discussed to increase counselors' confidence in providing treatment to people with social phobia.     

Promoting higher‐order learning benefits by building lower‐order mnemonic connections

Two experiments were conducted in an effort to combine a mnemonic strategy for remembering individual items with a mnemonic procedure for remembering, and reasoning about, inter‐item relationships. In Experiment 1, students using the combined mnemonic approach were able to identify more individual items (fish names from their pictures) and were subsequently able to remember more components of six studied hierarchies (order, family, and species names of the fish) than did students in an ‘own best method’ control condition. Additionally, and importantly, mnemonic students outperformed control students on an analogy task requiring inferences about superordinate, subordinate, and coordinate relationships. In Experiment 2, the initial number of to‐be‐learned fish was reduced so that the performance of both mnemonic and control students was comparable with respect to fish identification. Despite such item‐level comparability, an advantage for mnemonically instructed students was observed on both immediate and two‐day‐delayed hierarchy tests. We suggest that by cementing lower‐order connections, mnemonic strategies facilitate students' learning of higher‐order information. Copyright © 2003 John Wiley & Sons, Ltd.     

Reconsidering Relational Anthropology: A Critical Assessment of John Zizioulas's Theological Anthropology

Abstract:  There has been an increasing emphasis in theological anthropology on the constitution of the person through their relation to God, others, self and the world. In focusing on the relational dimensions of personhood other important facets have not received sufficient attention: the doctrine of sin, the discontinuity between divine and human persons and human embodiment in the world. This article offers a critical assessment of John Zizioulas's anthropology which can be considered a paradigmatic example of a relational anthropology. Although the concerns raised are in relation to Zizioulas's work, many of them are instructive for relational anthropologies more generally.     

Academic procrastination: The pattern and correlates of behavioural postponement

Using a series of computer-based assignments, we examined whether students’ submission patterns revealed a hyperbolic pattern of temporal discounting, such that few assignments are submitted far ahead of the deadline and submission of assignments accelerates at an increasing rate as the deadline becomes imminent. We further examined whether variables related to self-regulation – namely, self-reported procrastination, implementation intentions, say-do correspondence, and perceived academic control – correlated with behavioural postponement. Results revealed strong behavioural evidence of temporal discounting, especially among those who identified themselves as procrastinators. Among the self-regulation measures, only say-do correspondence consistently correlated with procrastination.     

Meeting the Needs of Evidence-based Practice in Family Therapy: Developing the Scientist-practitioner Model

Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed.