Accuracy in the judgment of in-group and out-group variability

The accuracy of in-group and out-group variability judgments was examined by comparing those judgments with the variability of self-ratings provided by random samples of group members. Following Park and Judd (1990), perceptions of both group dispersion and group stereotypicality were examined. Accuracy was examined both by within-subject sensitivity correlations and by simple discrepancies between perceived and actual variability estimates. In-group-out-group differences in sensitivity were shown, particularly for judgments of stereotypicality. These differences were related to differences in the degree to which out-group variability is underestimated relative to in-group variability (i.e., the out-group homogeneity effect). Out-group stereotypicality judgments were overestimated, supporting the view that out-group stereotypes are overgeneralizations. Whether dispersion judgments were over- or underestimated depended on their measurement.     

Neuropsychological correlates of hypertension: review and methodologic considerations.

Essential hypertension is a chronic disorder having many potential physical and behavioral sequelae. This article evaluates the impact of hypertension on neuropsychological test performance. First, cross-sectional and longitudinal studies that examine the neuropsychological correlates of hypertension are reviewed. In general, hypertensives are found to perform more poorly than normotensives, particularly on tests of memory, attention, and abstract reasoning, and less consistently on tests of perception, constructional ability, mental flexibility, and psychomotor speed. Next, the influence of variables that may moderate relationships between hypertension and neuropsychological performance--such as age, education, and medication usage--are examined. Finally, potential mechanisms, both physiological and psychological, underlying associations between hypertension and neuropsychological performance are discussed.     

Loving the World We Are: Anthropology and Relationality in Laudato si’

There is a tension between Laudato si's consistent emphasis on relationships and interconnectedness and its acceptance of anthropocentrism. While Laudato si’ does reject certain problematic forms of anthropocentrism, the encyclical does not assert an alternative to this traditional framework. This article contends that “relatiocentrism” provides the best avenue for developing the convictions expressed within Laudato si’ while moving beyond the limitations of the encyclical itself. In so doing, this essay explores the use of narrative as a means of shaping identity by mapping significant relationships and points of meaning. It examines the central anthropological claims of the encyclical and the tensions these create with anthropocentric narratives. And it examines relatiocentrism in light of the biblical creation accounts, the eschatological perspective of Laudato si’, and virtue ethics. The essay concludes by suggesting further theological and moral implications of this shift in perspective.     

Mothers' Impact on Daughters' Cardiovascular Reactivity in a High‐Threat Context: An Immersive Virtual Environment Study

Applying Attachment Theory, research on confirmation, the Entropy Model of Uncertainty, and the Biopsychosocial Model of Challenge and Threat, this investigation examined the role of mothers' communication on adolescents' cardiovascular response to threat. An experimental design allowed for the manipulation of maternal response to daughters experiencing a rapidly approaching wildfire in an immersive virtual environment. Results revealed complexities in the relative benefits of maternal vocalic presence during high‐threat situation, with the mother's history of confirming feedback playing an important role in daughters' cardiovascular response. Implications for knowledge are addressed and methodological possibilities of using immersive virtual environments are noted.     

Recollecting the Religious: Augustine in Answer to Meno’s Paradox

Studies in Philosophy and Education - Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless...     

A Safety and Coping Planning Intervention for Suicidal Adolescents in Acute Psychiatric Care

Transitioning from an acute psychiatric care setting to a less restrictive environment after a suicidal event is arguably the most critical period of suicide risk for adolescents, making comprehensive safety and coping plans for this population ever more critical. In this paper we provide theoretical and empirical rationale for the need for developmental adaptations to current safety planning procedures for suicidal adolescents, as well as the standardization of pediatric safety plans for broader use across settings that provide acute psychiatric care to adolescents. We describe how we developed the Adolescent Safety and Coping Plan (ASCP) using qualitative in-depth interviews with 20 adolescents and their parents, explain the specific components of the ASCP, and give a case example of the ASCP being used with a young adolescent and her parents. Finally, we conclude with a discussion of the barriers and facilitators of the use of the ASCP in settings that provide acute psychiatric care, as well as the need for future research to test the ASCP with diverse adolescent and family populations and settings.