Effects of Situational Cues on Aggressive Behavior

Numerous situational factors are known to increase the likelihood that a person will behave aggressively. The current review addresses what is currently understood about the relationship between three theoretically relevant situational variables (the presence of weapons, alcohol cues, and exposure to media violence) and aggressive behavior. Theoretical models of aggression generally propose heightened accessibility of aggressive cognitions (i.e., priming) as a common mechanism to explain effects of these variables on aggression but differ in terms of factors that modulate whether and how activated mental content will influence behavior. Here, we discuss these factors and suggest ways in which models of priming might be integrated. We also underscore that, although aggression has been the focus of considerable research for decades, much more research is needed to better understand the psychological and biological processes that mediate effects of situational cues on aggression in humans.     

This is your brain on violent video games: Neural desensitization to violence predicts increased aggression following violent video game exposure

Previous research has shown that media violence exposure can cause desensitization to violence, which in theory can increase aggression. However, no study to date has demonstrated this association. In the present experiment, participants played a violent or nonviolent video game, viewed violent and nonviolent photos while their brain activity was measured, and then gave an ostensible opponent unpleasant noise blasts. Participants low in previous exposure to video game violence who played a violent (relative to a nonviolent) game showed a reduction in the P3 component of the event-related brain potential (ERP) to violent images (indicating physiological desensitization), and this brain response mediated the effect of video game content on subsequent aggressive behavior. These data provide the first experimental evidence linking violence desensitization with increased aggression, and show that a neural marker of this process can at least partially account for the causal link between violent game exposure and aggression.     

The deChristianization of Christian hospital chaplaincy: some bioethics reflections on professionalization, ecumenization, and secularization.

The traditional roles of Christian chaplains in aiding patients, physicians, nurses, and hospital administrators in repentance, right belief, right worship, and right conduct are challenged by the contemporary professionalization of chaplaincy guided by post-Christian norms located in a public space structured by three defining postulates: the non-divinity of Christ, robust ecumenism, and the irrelevance of God's existence. The norms of this emerging post-Christian profession of chaplaincy make interventions with patients, physicians, nurses, and hospital administrators in defense of specifically Christian bioethical norms and goals unprofessional, because the chaplain is now directed as a professional to support health care services held to standards articulated within a secular morality. These changes are exemplar of the profound recasting of the dominant moral culture with wide-ranging implications for bioethics.     

道德冲突世界中的生命伦理学:基本争论及干细胞辩论的要点

世界上存在着道德多元性,它表现为生命伦理学的实际道德分布的特征,它是使用人类胚胎作为干细胞来源的争论的根本原因。在世俗文化中,干细胞的使用甚至也会出现疑问。只以从传统的基督教道德直觉和期望的残留影响角度去理解这种现象。关于干细胞的争论反映了更深层次的文化错位。我们正生活在文化战争频发的年代。有必要对罗尔斯学派的关于公共讨论及理性的道德多元化给予重新的关注和评价。     

Accounting for the shared environment in cognitive abilities and academic achievement with measured socioecological contexts

Behavioral and molecular genetic research has established that child cognitive ability and academic performance are substantially heritable, but genetic variation does not account for all of the stratification of cognitive and academic outcomes across families. Which specific contexts and experiences contribute to these shared environmental influences on cognitive ability and academic achievement? Using an ethnically and socioeconomically diverse sample of N = 1728 twins ages 7–20 from the Texas Twin Project, we identified specific measured family, school, and neighborhood socioecological contexts that statistically accounted for latent shared environmental variance in cognitive abilities and academic skills. Composite measures of parent socioeconomic status (SES), school demographic composition, and neighborhood SES accounted for moderate proportions of variation in IQ and achievement. Total variance explained by the multilevel contexts ranged from 15% to 22%. The influence of family SES on IQ and achievement overlapped substantially with the influence of school and neighborhood predictors. Together with race, the measured socioecological contexts explained 100% of shared environmental influences on IQ and approximately 79% of shared environmental influences on both verbal comprehension and reading ability. In contrast, nontrivial proportions of shared environmental variation in math performance were left unexplained. We highlight the potential utility of constructing “polyenvironmental risk scores” in an effort to better predict developmental outcomes and to quantify children's and adolescents’ interrelated networks of experiences. A video abstract of this article can be viewed at: https://youtu.be/77E_DctFsr0     

Driving distance and driving accuracy equals total driving: reply to Dorsel and Rotunda

Combining two primary golf skills (Driving Distance and Driving Accuracy) into one golf skill variable (Total Driving) yielded a more powerful relationship between Professional Golf Association (PGA) Touring Professionals' shot-making skills and their performance outcomes.     

Model comparison in ANOVA

Analysis of variance (ANOVA), the workhorse analysis of experimental designs, consists of F-tests of main effects and interactions. Yet, testing, including traditional ANOVA, has been recently critiqued on a number of theoretical and practical grounds. In light of these critiques, model comparison and model selection serve as an attractive alternative. Model comparison differs from testing in that one can support a null or nested model vis-a-vis a more general alternative by penalizing more flexible models. We argue this ability to support more simple models allows for more nuanced theoretical conclusions than provided by traditional ANOVA F-tests. We provide a model comparison strategy and show how ANOVA models may be reparameterized to better address substantive questions in data analysis.