Procedural differences in processing intact and degraded stimuli

In three experiments, the extent to which the processing of a visual stimulus profits from equal processing demands of a preceding stimulus was examined. Subjects identified two subsequently presented digits (S1 and S2) that were either intact or degraded by noise, yielding four combinations of stimulus quality, In Experiments 1 and 2, S1 and S2 differed with respect to the values of the digits, so that stimulus quality was the only dimension of possible agreement. The results revealed a faster response to S2 when the stimulus pairs were homogeneous (both intact or both degraded stimuli) than when they were not homogeneous (degraded-intact pairs and intactdegraded pairs, respectively), The occurrence of equal values of S1 and S2 (Experiment 3) tended to magnify thishomogeneous-stimulus effect, but was not a prerequisite for its occurrence, Relative to conditions considered to be neutral, the homogeneous-stimulus effect proved to be due to deviant behavior following the processing of a degraded S1. The suggestion that this reflects the involvement of controlled processing is discussed.     

Accepting Muslim minority practices: A case of discriminatory or normative intolerance?

West European societies have seen strong debates about the acceptance of Muslim minority practices. In the current research we sought to better understand intolerance by examining whether people use a double standard in which the same practices are tolerated of Christians but not of Muslims (discriminatory intolerance), or rather reject the practices independently of the religious minority group because these are considered to contradict society's normative ways of life (normative intolerance). The results of two survey‐embedded experiments among native Dutch were most in agreement with an interpretation in terms of normative intolerance rather than discriminatory intolerance. This suggests that the rejection of Muslim practices has less to do with Muslims per se but rather with the perceived normative deviance of the practices, independently of the religious minority group. These findings broaden the research on anti‐Muslim sentiments and thereby the debate on the place of Islam within Western liberal societies.     

Understanding the impact of the Hajj: Explaining experiences of self-change at a religious mass gathering

Previous research has shown that participation in the Hajj pilgrimage to Mecca can lead to both more positive outgroup attitudes and increased commitment to Muslim identity. We describe a survey of pilgrims (N = 1,176) carried out at Mecca, during the Hajj, which tested explanations for these experiences of self-change at the time of their occurrence. In line with contact theory, perceived cooperation among pilgrims indirectly predicted more positive outgroup attitudes (as well as enhanced Muslim identification), via identification with the crowd. In line with social identity and identity congruence explanations, positive emotional experience and the perception that the crowd embodied the Muslim value of unity predicted self-change variables through identification with the crowd. The finding that participation in an all-Muslim gathering increases positive views of other groups (including non-Muslims) through identification with the crowd offers an alternative perspective to suggestions that such gatherings might encourage intolerance.     

Comparing Cognitive Behavioral Therapy and Systemic Therapy for Social Anxiety Disorder: Randomized Controlled Pilot Trial (SOPHO-CBT/ST)

This randomized controlled trial (RCT) aimed to pilot the newly developed manualized and monitored systemic therapy (ST) for social anxiety disorder (SAD), as compared to manualized and monitored cognitive behavioral therapy (CBT). We conducted a prospective multicenter, assessor-blind pilot RCT on 38 outpatients (ICD F40.1; Structured Clinical Interview for DSM (SCID); Liebowitz Social Anxiety Scale, LSAS-SR >30). The primary outcome was level of social anxiety (LSAS-SR) at the end of treatment. A total of 252 persons were screened, and 38 patients were randomized and started therapy (CBT: 20 patients; ST: 18 patients; age: M = 36 years, SD = 14). Within-group, simple-effect intent-to-treat analyses (ITT) showed significant reduction in LSAS-SR (CBT:d = 1.04; ST:d = 1.67), while ITT mixed-design ANOVA demonstrated the advantage of ST (d = 0.81). Per-protocol analyses supported these results. Remission based on reliable change indices also demonstrated significant difference (LSAS-SR: 15% in CBT; 39% in ST;h: 0.550), supported by blind diagnosticians’ ratings of those who completed therapy (SCID; 45% in CBT, 78% in ST,p = .083). No adverse events were reported. CBT and ST both reduced social anxiety, supporting patient improvement with the newly developed ST for SAD; this has yet to be verified in a subsequent confirmatory RCT.     

Can Internalism Be Saved?

Abstract: Richard Feldman argues that a good deal more of Chisholm's approach can be saved than I allow in “Roderick Chisholm and the Shaping of American Epistemology.” More than this, Feldman argues that there are other, and still more defensible, forms of internalism. I argue here that the problems I presented for Chisholm's view are not so easily sidestepped either within Chisholm's system or by other forms of internalism.     

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency,Comprehension, and High Stakes Measures

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction only. Significant group mean differences were found on four fluency-related measures, but not for three other measures. Non-significant mean score differences had moderate effect sizes in the direction of improved reading outcomes for the intervention group, including a statewide high stakes test (Hedges g = .41). Results suggest that the addition of evidence-based differentiated reading instruction is beneficial for Tier I.