Who has an Artistic Temperament? Relationships Between Creativity and Temperament Among Artists and Bank Officers

In contrast to vast literature devoted to the relationships between creativity and personality, relatively few studies addressed the question of the creativity–temperament link. Temperament is conceptualized as the biologically rooted, mostly inborn, foundations for personality and other individual traits. Sixty artists and 60 bank officers participated in this study. Their psychometric creativity was measured with Urban and Jellen's (1986 Urban , K. K. , & Jellen , H. G. ( 1986 ). Assessing creative potential via drawing production: The Test for Creative Thinking—Drawing Production (TCT—DP) . In A. J. Cropley , K. K. Urban , H. Wagner & W. Wieczerkowski (Eds.), Giftedness: A continuing worldwide challenge (pp. 163 – 169 ). New York , NY : Trillium Press . [Google Scholar]) Test for Creative Thinking—Drawing Production (TCT—DP) and an experimental task that required word categorization. Temperamental traits were measured with Strelau's Formal Characteristics of Behavior—Temperament Inventory (FCB—TI, 1997 Strelau , J. , Zawadzki , B. , & Piotrowska , A. ( 1997 ). Modele temperamentu nawi?zuj?ce do teorii aktywacji i ich implikacje dla inteligencji [Models of temperament pertaining to the activation theory and their implications for intelligence] . Studia Psychologiczne , 35 , 165 – 201 . [Google Scholar]). It appeared that creativity was positively correlated with the temperamental trait of activity, and negatively with emotional reactivity, but only within the group of artists. Bank officers, who were generally less creative than artists, showed no relationships between creativity and temperament. These findings are interpreted in terms of the role of activity and emotional reactivity in development and expression of one's creative potential.     

Increasing Efficiency in Military Learning: Theoretical Considerations and Practical Applications

Given the fundamental importance of higher-order cognitive skills for military personnel, increasing learning efficiency during training is paramount. The current article expands upon the state-based information-loss processing model, a comprehensive framework elucidating the processes involved in acquiring higher-order cognitive skills, to enumerate best practices for military training. Emphasis is placed on identifying empirically supported, state-of-the-art learning efficiency strategies and methodologies to address points of information loss throughout the learning process. Implications and pragmatic recommendations for simulation-based military training are discussed.     

Age differences in working memory updating: The role of interference,focus switching and substituting information

Working memory updating (WMU) tasks require different elements in working memory (WM) to be maintained simultaneously, accessing one of these elements, and substituting its content. This study examined possible developmental changes from childhood to adulthood both in focus switching and substituting information in WM. In addition, possible age-related changes in interference due to representational overlap between the different elements simultaneously held in these tasks were examined. Children (8- and 11-year-olds), adolescents (14-year-olds) and younger adults (mean age = 22 years) were administered a numerical updating memory task, in which updating and focus switching were manipulated. As expected, response times decreased and recall performance increased with age. More importantly, the time needed for focus switching was longer in children than in adolescents and younger adults. On the other hand, substitution of information and interference due to representational overlap were not affected by age. These results suggest that age-related changes in focus switching might mediate developmental changes in WMU performance.     

Assessing Adult Attachment Across Different Contexts: Validation of the Portuguese Version of the Experiences in Close Relationships–Relationship Structures Questionnaire

The Experiences in Close Relationships–Relationship Structures questionnaire (ECR–RS) is one of the most recent measures of adult attachment. This instrument provides a contextual assessment of attachment-related anxiety and avoidance by measuring these dimensions in various close relationships (mother, father, partner, friend). To further explore its psychometric properties and cross-cultural adequacy, this study presents the validation of the ECR–RS in a sample of Portuguese community individuals (N = 236). The Portuguese version showed adequate reliability and construct validity. The original 2-factor structure was confirmed through confirmatory factor analysis. The ECR–RS is a psychometrically robust measure of attachment, representing an important advance in the measurement of adult attachment.     

The Relationship of Adverse Childhood Experiences to PTSD,Depression, Poly-Drug Use and Suicide Attempt in Reservation-Based Native American Adolescents and Young Adults

Adverse childhood experiences (ACEs) are associated with numerous risk behaviors and mental health outcomes among youth. This study examines the relationship between the number of types of exposures to ACEs and risk behaviors and mental health outcomes among reservation‐based Native Americans. In 2011, data were collected from Native American (N = 288; 15–24 years of age) tribal members from a remote plains reservation using an anonymous web‐based questionnaire. We analyzed the relationship between six ACEs, emotional, physical, and sexual abuse, physical and emotional neglect, witness to intimate partner violence, for those <18 years, and included historical loss associated symptoms, and perceived discrimination for those <19 years; and four risk behavior/mental health outcomes: post‐traumatic stress disorder (PTSD) symptoms, depression symptoms, poly‐drug use, and suicide attempt. Seventy‐eight percent of the sample reported at least one ACE and 40 % reported at least two. The cumulative impact of the ACEs were significant (p < .001) for the four outcomes with each additional ACE increasing the odds of suicide attempt (37 %), poly‐drug use (51 %), PTSD symptoms (55 %), and depression symptoms (57 %). To address these findings culturally appropriate childhood and adolescent interventions for reservation‐based populations must be developed, tested and evaluated longitudinally.     

GALILEO IN THE RUSSIAN ORTHODOX CONTEXT: HISTORY,PHILOSOPHY, THEOLOGY,AND SCIENCE

The trial of Galileo remains a representative example of the alleged incompatibility between science and religion as well as a suggestive case study of the relationship between them from the Western historical and methodological perspective. However, the Eastern Christian view has not been explored to a significant extent. In this article, the author considers relevant aspects of the reception of the teaching of Copernicus and Galileo in Russian culture, especially in the works of scientists. Whereas in prerevolutionary Russia Galileo was considered a symbol of the unity of science and religion, in the Soviet period his name and especially his trial was largely used for atheistic propaganda purposes. The author discusses the most recent debate in the Russian Orthodox milieu. The second part is dedicated to the presence of Galileo in Russian religious philosophy, especially in the thought of Gregory Skovoroda, Ivan Kireyevsky, and Sergey Glagolev. Finally, the relation of the Russian Orthodox Church to the teaching of Galileo is considered.     

Counseling Chemically Dependent Chronic Pain Patients in an Integrated Care Setting

This article identifies the chronic pain population and explores a holistic integrated approach to treatment and its appropriateness for counseling the chronic pain patient with substance use disorders.     

Relative correctness

John MacFarlane defends a radical form of truth relativism that makes the truth of assertions relative not only to contexts of utterance but also to contexts of assessment, or perspectives. Making sense of assessment-sensitive truth is a matter of making sense of the normative commitments undertaken by speakers in using assessment sensitive sentences. This paper argues against the possibility of making sense of such a practice. Evans raised a challenge to the coherence of relative truth. A modification of the challenge can be given against MacFarlane’s revised views on assertion. The main objection to the relativist is that rational and earnest speakers are not bound by assessment-relative standards of correctness.     

Is naming faces different from naming objects? Semantic interference in a face- and object-naming task

A current debate regarding face and object naming concerns whether they are equally vulnerable to semantic interference. Although some studies have shown similar patterns of interference, others have revealed different effects for faces and objects. In Experiment 1, we compared face naming to object naming when exemplars were presented in a semantically homogeneous context (grouped by their category) or in a semantically heterogeneous context (mixed) across four cycles. The data revealed significant slowing for both face and object naming in the homogeneous context. This semantic interference was explained as being due to lexical competition from the conceptual activation of category members. When focusing on the first cycle, a facilitation effect for objects but not for faces appeared. This result permits us to explain the previously observed discrepancies between face and object naming. Experiment 2 was identical to Experiment 1, with the exception that half of the stimuli were presented as face/object names for reading. Semantic interference was present for both face and object naming, suggesting that faces and objects behave similarly during naming. Interestingly, during reading, semantic interference was observed for face names but not for object names. This pattern is consistent with previous assumptions proposing the activation of a person identity during face name reading.     

Heinz Werner: His Life,Ideas, and Contributions to Developmental Psychology in the First Half of the 20th Century

ABSTRACT

The author provides an overview of Heinz Werner's life and contributions to the field of developmental psychology during the first half of the 20th century. She focuses on his early work in Vienna and Munich as well as his tenure at the Psychological Institute in Hamburg, up through the time when he became a named Professor in Psychology at Clark University. Recognized as one of the founders of developmental psychology, Heinz Werner worked in the areas of perceptual development, comparative psychology, and symbol formation. Versatile in rigorous experimental methodologies, and in observational and phenomenological methodologies, Werner's approach to development stood in contrast to other approaches of development, both past and current. For Werner, development was a heuristic, a way of looking at processes in a variety of domains, including ontogeny, phylogeny, microgenesis, biology, developmental psychopathology, neuropsychology, and comparative psychology. Werner viewed development as proceeding from a state of relative globality and lack of differentiation to a state of increasing differentiation, articulation, and hierarchical integration, but he also stressed that individuals can function at different developmental levels under different times and conditions. Werner's holistic, organismic, comparative, and contextual approach to development transcended interdisciplinary boundaries, allowing him to study the interrelatedness between thought, language, feeling, perception, and culture.