On intelligence education and religious beliefs

A number of authors have suggested that education mediates the negative effect of intelligence on religiosity. However, there is very little direct evidence for this mediation, and the indirect evidence is contradictory. The results of the current paper suggest that, by and large, education does not mediate the effect of intelligence on religiosity. However, the results also suggest that since education has a positive effect on religiosity when religious background is strong and a negative effect when religious background is weak, and since intelligence has a positive effect on education, the negative effect of intelligence on religiosity is stronger when religious background is strong than when it is weak. We examine this mediated moderation model in two large, nationally representative, databases.     

How do social fears in adolescence develop? Fear conditioning shapes attention orienting to social threat cues

Social fears emerging in adolescence can have negative effects on emotional well-being. Yet the mechanisms by which these risks occur are unknown. One possibility is that associative learning results in fears to previously neutral social stimuli. Such conditioned responses may alter subsequent processing of social stimuli. We used a novel conditioning task to examine how associative processes influence social fear and attention orienting in adolescents. Neutral photographs were paired with socially rewarding or aversive stimuli during conditioning; a dot-probe task then assessed biases in attention orienting. The social conditioning task modified subjective ratings of the neutral stimuli. Moreover, for the neutral stimulus that was paired with the aversive stimulus, the strength of conditioning showed a relationship with subsequent attentional vigilance. The findings elucidate mechanisms by which negative peer experiences during adolescence may affect emotional processing.     

Freud heute

Zusammenfassung Aus Anlass des 150. Geburtstags von Sigmund Freud untersuchte der Autor in einem Festvortrag in der Universit?t München den Standort der Psychoanalyse in der gegenw?rtigen Kultur und Gesellschaft. Auf der Basis von Das Unbehagen in der Kultur und der Beobachtungen Bions in Gruppen sieht er den Einzelnen in einem Spannungsfeld zwischen individuellem und kulturellem über-Ich. Unbehagen entspringt daraus, dass die Entwicklung des Einzelnen mit den Fortschritten der Kultur nicht Schritt h?lt. Hinzu kommen die Verhei?ungen von Glück und Allmacht, die die Kultur an die Stelle Gottes gerückt hat, und die im Alltag entt?uscht werden. Die Psychoanalyse ist an der Entwicklung des Unbehagens nicht unbeteiligt. Sie strebt nach gesellschaftlicher Anerkennung und steht dadurch in Gefahr, das Unbewusste als ihr Zentrum aufs Spiel zu setzen. Ob sie überleben wird, h?ngt davon ab, ob es ihr gelingt, aus einer Randposition heraus hilfreich für den Einzelnen und die Gesellschaft zu sein.

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Freud today

Abstract On occasion of the 150th birthday of Sigmund Freud the author elaborated the position of psychoanalysis in the present culture and society in a lecture in the University of Munich. On the Basis of Freud’s “Civilisation and its Discontents” and of Bion’s “Experiences in Groups” he regards the individual within a discrepancy and tension between the personal and the cultural superego. Discomfort arises when the development of the individual subject is no longer in line with the progresses which occur in culture. In addition, the omnipotent promises of happiness and grandiosity, by which culture has replaced God and which are disappointed in the every day life, contribute to contemporary discontents. Psychoanalysis has participated in the development of discomfort and supported it. It has aspired for cultural acceptance and attractiveness and gets by this into danger to loose the unconscious as its center. Whether it will survive depends on whether it is successful in returning to a cultural boundary position where it can be of help for both—the subject and the civilisation.

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Münchener Freud-Symposion, Ludwig-Maximilians-Universit?t München, 5. Mai 2006. Aus dem Englischen übersetzt von Wolf Kohl und Michael Ermann, München. Dieser Beitrag erscheint in ver?nderter Fassung auch in Ermann M (Hrsg) Was Freud nicht wusste. Neues in der Psychoanalyse. Brandes und Apsel, Frankfurt aM (In Vorb.).     

Gender-related Needs, Challenges, and Dangers in the Immigration Experience in Israel of Emerging Adults from the Former Soviet Union

In-depth interviews were conducted to examine gender-related patterns of adaptation and maladaptation, and the relationship between adaptation and relationships (parents, friends, and romantic partners) for 34 emerging adult immigrants from the Former Soviet Union in Israel. Qualitative analysis highlighted gender-related needs, difficulties, and challenges following the immigration experience. Women’s adaptation was connected to mutually supportive and empathic relationships with parents, friends, and romantic partners. Maladaption for women was connected to overly close, nonmutual, and enmeshed relationships with parents, which led to feelings of guilt or to distant relationships that lacked support and intimacy. Adaptation for men was connected to inner strengths that enabled achievement and success in acculturative tasks, which led to feelings of mastery, competence, and self-definition combined with respect and valuing the relationship they have with their family. In contrast, maladaption among men was not connected to relationships but to a lack of inner strengths needed to succeed in developmental and immigration-related tasks. Despite the gender-related distinction found among less adaptive individuals, adaptive young immigrants, women and men alike, were more characterized by an ability to balance between needs of self and needs of others in their family relationships. As such, narratives of adaptive emerging adult immigrants emphasized gender similarities, whereas those of less adaptive immigrants emphasized gender differences.     

Socialization agents and activities of young adolescents

Research examined the relative importance of peer groups for young adolescents as compared with diverse adult socialization agents--family, school, and community. The factors involved were teenagers' activities, preferences, feelings, and thoughts as to how they spend their leisure time, their preferences for help providers, and their sense of attachment to their community. These comparisons were made with religious and non-religious youngsters, in both rural and urban communities, and in gender subgroups. Questionnaires were administered to teenagers at secondary schools in a northern peripheral region of Israel. Findings showed the primary importance of peer groups and family in leisure activities and support, and the secondary importance of school and community. No evidence was found of a sharp generation gap. Community could also be significant if its organizations accepted youth as a peer group, and not only individually, on an equal and cooperating basis.     

Generalization of conditioned fear-potentiated startle in humans: experimental validation and clinical relevance

Though generalization of conditioned fear has been implicated as a central feature of pathological anxiety, surprisingly little is known about the psychobiology of this learning phenomenon in humans. Whereas animal work has frequently applied methods to examine generalization gradients to study the gradual weakening of the conditioned-fear response as the test stimulus increasingly differs from the conditioned stimulus (CS), to our knowledge no psychobiological studies of such gradients have been conducted in humans over the last 40 years. The current effort validates an updated generalization paradigm incorporating more recent methods for the objective measurement of anxiety (fear-potentiated startle). The paradigm employs 10, quasi-randomly presented, rings of gradually increasing size with extremes serving as CS+ and CS−. The eight rings of intermediary size serve as generalization stimuli (GSs) and create a continuum-of-similarity from CS+ to CS−. Both startle data and online self-report ratings demonstrate continuous decreases in generalization as the presented stimulus becomes less similar to the CS+. The current paradigm represents an updated and efficacious tool with which to study fear generalization—a central, yet understudied conditioning-correlate of pathologic anxiety.     

Type indeterminacy: A model of the KT(Kahneman-Tversky)-man

In this paper, we propose to use elements of the mathematical formalism of Quantum Mechanics to capture the idea that agents’ preferences, in addition to being typically uncertain, can also be indeterminate. They are determined (i.e., realized, and not merely revealed) only when the action takes place. An agent is described by a state that is a superposition of potential types (or preferences or behaviors). This superposed state is projected (or “collapses”) onto one of the possible behaviors at the time of the interaction. In addition to the main goal of modeling uncertainty of preferences that is not due to lack of information, this formalism seems to be adequate to describe widely observed phenomena of non-commutativity in patterns of behavior. We explore some implications of our approach in a comparison between classical and type indeterminate rational choice behavior. The potential of the approach is illustrated in two examples.     

Learning from successful and failed experience: the moderating role of kind of after-event review

The claim that appropriate "after-event review (AER)" may increase the relative value of drawing lessons from successes, as compared with failures, was examined in the present study. The study was a laboratory experiment in which the effect of type of AER (failure-focused, success-focused, failure- and success-focused, and no AER review) on performance improvement and causal attributions was tested under conditions of earlier success and earlier failure. In general, 2 results were demonstrated: (a) Drawing lessons from successful experience is feasible, and its effectiveness is contingent upon the type of AER. More specifically, after successful events, the most effective review is that of wrong actions, whereas after failed events, any kind of event review (correct or wrong actions) is effective. (b) AERs elicit more internal (as opposed to external) and specific (as opposed to general) attributions. These 2 classifications moderate the effect of AERs on task performance.     

How do social fears in adolescence develop? Fear conditioning shapes attention orienting to social threat cues

Social fears emerging in adolescence can have negative effects on emotional well-being. Yet the mechanisms by which these risks occur are unknown. One possibility is that associative learning results in fears to previously neutral social stimuli. Such conditioned responses may alter subsequent processing of social stimuli. We used a novel conditioning task to examine how associative processes influence social fear and attention orienting in adolescents. Neutral photographs were paired with socially rewarding or aversive stimuli during conditioning; a dot-probe task then assessed biases in attention orienting. The social conditioning task modified subjective ratings of the neutral stimuli. Moreover, for the neutral stimulus that was paired with the aversive stimulus, the strength of conditioning showed a relationship with subsequent attentional vigilance. The findings elucidate mechanisms by which negative peer experiences during adolescence may affect emotional processing.     

Goal pursuit in young adulthood: The role of personality and motivation in goal appraisal trajectories across 6 years

The aim of this longitudinal study was to examine changes in the appraisals of personal goals during young adulthood, and to investigate personality and motivation as predictors of goal appraisals. Israeli young adults (N = 284, 46% female) were assessed four times during ages 23–29 and reported on their goal appraisals (goal investment, goal momentum and goal stress), personality (efficacy and self-criticism) and motivation (autonomous motivation, controlled motivation, amotivation). The results showed mean stability for goal investment and momentum, whereas goal stress declined. Efficacy predicted higher goal investment and momentum 6 years later, while self-criticism accounted for individual differences in goal stress. Autonomous motivation predicted higher goal investment and momentum, while amotivation related to higher goal stress.