‘Implanted in us by Nature’: The Cognitive Science of Religion and its Importance for Theology

Abstract: The Cognitive Science of Religion (CSR) holds that religion emerges from human cognition and its intuitions. Hence, it describes religion as a ‘natural’ belief in ‘supernatural agents’. Traditional theology also maintained that there is an ‘innate’ or ‘implanted’ knowledge of God or gods. It will be argued that CSR and theology can be related, yet not in a straightforward manner. After sketching out in what sense CSR calls religion ‘natural’ and how it describes ‘supernatural agents’, this article explores some examples of the traditional theological doctrine of an ‘implanted’ knowledge of God. It shows that the reliability of such an ‘implanted’ knowledge of God was disputed among theologians and, even if it was affirmed, had an ambiguous position in theology. This also applies to CSR if it is to be related to the traditional theological doctrine. There are illuminating convergences between CSR and theology but also considerable divergences. Both, however, prove significant for theology.     

“We are better and happier if we are inclusive.” Therapist perspectives on the importance of LGB cultural competence in a mental health setting

Lesbian, gay and bisexual people are more likely than their heterosexual counterparts to report dissatisfaction after accessing a counselling or psychological service. Greater dissatisfaction may result from therapists who focus on psychopathology without considering cultural context. Research has demonstrated therapists' cultural competence (attitudes, knowledge and skills) may influence effective service provision to LGB people. Counsellors and psychologists (N = 10) were interviewed to determine the sources of information influencing the cultural competence and LGB cultural competence practices used by therapists in their clinical practice. Three themes were developed from semistructured interviews: (1) the importance of multiple sources of cultural competence; (2) applying cultural competence improves the therapeutic process; and (3) ensuring visual cues of affirmation are affirming, not pathologising. Theme 1 highlighted that initial professional training, cultural competence training and lived experience could be triangulated to assist therapists in improving their cultural competence. Theme 2 highlighted that cultural competence improves the therapeutic process by ensuring therapists can demonstrate affirming attitudes, knowledge about LGB people and culturally affirming skills to work effectively with LGB clients. The final theme explored the need for therapists to create an inclusive space for LGB clients. Recommendations for improving clinical practices and tools to enhance cultural competence are discussed.     

Narcissistic Processes: Optimistic Expectations, Favorable Self-Evaluations, and Self-Enhancing Attributions

Three studies investigated the relationship between narcissism (as measured by the Narcissistic Personality Inventory; Raskin & Hall, 1979) and three forms of self-enhancement. In Study 1, narcissism positively correlated with predictions of own final course grades, but not with actual grades received. In Study 2, narcissism positively correlated with estimated current course grades; high narcissists tended to overestimate their grades, while low narcissists tended to underestimate them. In Study 3, narcissism was associated with optimistic expectations for own performance on a laboratory interdependence task and with attributions of a successful task outcome to own ability and effort, but it did not correlate with attributions to a partner's ability or effort, suggesting self-aggrandizement but not other-derogation. Narcissism was also associated with weaker gratitude and liking. Results are discussed in terms of their implications for the origins and generality of self-enhancement and for the relationship between narcissism and self-functioning in the social domain.     

Neuroradiologic evaluation of craniocerebral trauma

Modern imaging techniques have greatly aided our ability to diagnose the effects of craniocerebral trauma. Computed tomography (CT), introduced in 1973, revolutionized the evaluation of changes related to trauma, allowing accurate diagnosis of intracerebral and extracerebral areas of blood accumulation. It became readily apparent that in most cases CT was the only exam necessary prior to surgical treatment. CT also accurately evaluates facial bone trauma. Magnetic resonance (MR), widely introduced in 1983, has also aided in diagnosis and is most accurate in cases of subacute and chronic injury, particularly cases involving shearing injuries. Skull films continue to be useful for linear skull fractures.     

Social Involvement as a Mediator of Disaster-Induced Stress1

This study examined individuals either personally or indirectly exposed to disaster and hypothesized that social involvement would differentially mediate the effect of exposure on the mental health of male and female victims. The study reinterviewed individuals previously interviewed just prior to disastrous floods and the discovery of unsafe levels of dioxin. Results indicated that males and females differ in their response to disaster exposure. Males showed increased symptoms of alcohol abuse and depression as a result of either personal, or both personal and indirect, exposure to disaster. In contrast, females' s]ymptomatology was not directly elevated by personal disaster exposure. Both sexes were sensitive to demands for support as a mediator of disaster effects. That is, victims both personally exposed to disaster and heavily relied upon by network members were far more likely to somatize (females) or abuse alcohol (males) than personally exposed individuals subject to more moderate network demands. Although excellent spouse support attenuated male symptomatology, its presence was associated with an exacerbation of symptoms in personally exposed females. Results suggest the importance of considering both the positive and negative consequences of social involvement because, for women in particular, very strong social ties may be more burdensome than supportive in times of extreme stress.     

EFFECTS OF CAFFEINE ON CLASSROOM BEHAVIOR,SUSTAINED ATTENTION,AND A MEMORY TASK IN PRESCHOOL CHILDREN

The effects of caffeine on the behavior of young children is an important issue, as children in our society consume considerable amounts of caffeine, primarily in soft drinks. This study investigated the effects of normative amounts of caffeine on the behavior of 6 normal children in a kindergarten setting. Using a reversal design, counterbalanced for order of conditions, children's behavior was examined during a baseline condition, a caffeinated beverage condition, and a noncaffeinated beverage condition. Measures included direct observation of off-task and gross motor activity, actometer readings of movement, a Continuous Performance Test, a Paired Associates Learning Test, and teacher ratings of classroom behavior. Results suggest that caffeine exerts only small and inconsistent effects on the classroom behavior of kindergarten children. These results cast doubt on the importance of caffeine as a variable controlling the classroom behavior of normal kindergartners.     

Adding sound to lipread lists: The effects on serial recall of adding an auditory pulse train and a pure tone to silently lipread lists

These investigations examined subjects’ serial recall of lipread digit lists accompanied by an auditory pulse train. The pulse train indicated the pitch of voiced speech (buzz-speech) of the seen speaker as she was speaking. As a purely auditory signal, it could not support item identification. Such buzz-speech recall was compared with silent lipread list recall and with the recall of buzz-speech lists to which a pure tone had been added (buzz-and-beep lists). No significant difference in overall accuracy of recall emerged for the three types of lipread list; however, there were significant differences in the shape of the serial recall function for the three list types. Recency characterized the silent and the buzz-speech lists, and these lists differed in their varying susceptibilities to a range of speechlike suffixes. By contrast, adding a pure tone to a buzz-speech list (buzz-and-beep) produced little recency and no further recall loss as a function of suffix type. We discuss these effects with reference to the contrast betweensensory-similarity and speechlikeness accounts of auditory recency and suffix effects. Sensory similarity accounts cannot capture the effects reported here, but processing in a speech mode (buzz-and-beep) need not always lead to recency effects like those resulting from clearly heard or lipread lists.