Are names ever mapped onto preexisting categories?

Support for Mervis's (1987) proposal that youngsters map new common nouns onto attribute cluster categories was obtained. In 3 studies, preschoolers interpreted a novel noun as if it designated a preexposed category. Experiment 3 included a group of adults who behaved similarly. Mapping was independent of the tendency to generalize according to shape. Neither age group mapped onto preexisting categories when making object similarity judgments, but preexposure did bias their naming of the objects' colors. Those who had examined sets containing 2 colors, both of which covaried with other bivalent dimensions, used more distinctive names for these hues than those preexposed to sets containing 6 colors, none of which covaried with bivalent dimensions.     

Effects on Future Learning of Presenting Non-Target Stimuli in Antecedent and Consequent Conditions

This investigation assessed the effects of presenting non-target stimuli in the antecedent and consequent events on the future learning of responses to those stimuli. A 4-s constant time delay procedure was implemented to teach students with mild to moderate disabilities to read sight words. Future target stimuli (i.e., stimuli that were presented during instructional sessions of initial target stimuli, but were not directly instructed or targeted) were presented in one of two conditions; (a) in the antecedent event, or (b) in the consequent event portion of each instructional trial. Future target stimuli consisted of sight words that were unrelated to the target stimuli. An adapted alternating treatments design was used to assess and compare the two instructional conditions. Also, after students achieved criterion for reading target sight words, constant time delay was implemented to teach the future target stimuli. The number of sessions and the number and percentage of errors through criterion for teaching target and future target stimuli were assessed to measure the efficiency of the two conditions. All students reached criterion on the target stimuli and then acquired the future target stimuli when taught. Students required fewer sessions to achieve criterion on future target stimuli compared to initial target stimuli. There were minimal differences between the two conditions (i.e., antecedent versus consequent).     

Religiopoiesis

Religiopoiesis describes the crafting of religion, a core activity of humankind. Each religion is grounded in its myth, and each myth includes a cosmology of origins and destiny. The scientific worldview coheres as such a myth and calls for a religiopoietic response. The difficulties, opportunities, and imperatives inherent in this call are explored, particularly as they impact the working scientist.     

Reflections on Scientific and Religious Metaphor

The importance of scientific conflicts for theology and philosophy is difficult to judge. In many disputes of significance, prominent scientists can be found on both sides. Profound philosophical and religious implications are sometimes said to be implied by the new theory as well. This article examines the dispute over natural selection between Richard Dawkins and Stephen Jay Gould as a contemporary instance of such a conflict. While both claim that profoundphilosophical conclusions flow from their own alternative account of evolution, I suggest that the implication is not as great as is claimed and that the alleged implications have as much to do with their own perceptions of theology as with the actual theories themselves. Nevertheless, evolutionary theory is not irrelevant for theology. Theologians should be aware of the possible implications of evolutionary theory and at the same time the extent and limits of such implications.     

A Setback to the Dialogue: Response to Huston Smith

Huston Smith's book, Why Religion Matters , offers an eloquent evocation of mystical sensibility. Unfortunately, along the way, he offers a strongly negative and often inaccurate account of the scientific worldview, the claim being that the science is laying siege to the spiritual.     

Mindful Virtue, Mindful Reverence

How does one talk about moral thought and moral action as a religious naturalist? We explore this question by considering two human capacities: the capacity for mindfulness, and the capacity for virtue. We suggest that mindfulness is deeply enhanced by an understanding of the scientific worldview and that the four cardinal virtues—courage, fairmindedness, humaneness, and reverence—are rendered coherent by mindful reflection. We focus on the concept of mindful reverence and propose that the mindful reverence elicited by the evolutionary narrative is at the heart of religious naturalism. Religious education, we suggest, entails the cultivation of mindful virtue, in ourselves and in our children.     

On the association of interparental conflict with developing behavioral inhibition and behavior problems in early childhood.

Associations between interparental conflict and the development of temperament characteristics have seldom been addressed; moreover, studies on the impact of interparental conflict on developing behavior problems in infancy and early childhood are relatively rare. The authors therefore aimed to contribute to the study of these issues. A sample of 64 families was investigated longitudinally. At the infant age of 4 months, negative emotionality was measured with a laboratory routine. When infants were 4, 8, and 12 months old, maternal sensitivity was assessed during home observations, and interparental conflict was measured by means of questionnaires. When infants were 30 months old, behavioral inhibition was measured in 2 laboratory fear episodes, and behavior problems were assessed with a structured clinical interview of the primary caregiver. Interparental conflict and infant negative emotionality were significantly and independently associated with subsequent behavioral inhibition. The association of interparental conflict with behavior problems was moderated by infant negative emotionality. Infants high in negative emotionality developed more serious behavior problems when exposed to high interparental conflict, whereas the association was not significant in infants low in negative emotionality.     

The timing of appraisals

The appraisal process consists of the subjective evaluation that occurs during an individual's encounter with significant events in the environment, determining the nature of the emotional reaction and experience. Placed in the context of appraisal theories of emotion-elicitation and differentiation, the aim of the present research was to test empirically the hypothesis that the intrinsic pleasantness evaluation occurs before the goal conduciveness evaluation. In two studies, intrinsically pleasant and unpleasant images were used to manipulate pleasantness, and a specific event in a Pacman-type videogame was used to manipulate goal conduciveness. Facial EMG was used to measure facial reactions to each evaluation. As predicted, facial reactions to the intrinsic pleasantness manipulation were faster than facial reactions to the goal conduciveness manipulation. These results provide good empirical support for the sequential nature of the appraisal process.