Does Funding Impact Our Research? Causality,Normativity, and Diversity in 40 Years of U.S. Sociology of Religion

In this article we use a sample of 40 years of sociology journal articles (N = 1,024) on religion to ask what role funding plays in some of the leading trends in the subdiscipline. Our analysis reveals a considerable increase in the number of published articles on religion with funding over the past 40 years as well as a shift away from public funding as the primary source of funding. Engaging our findings in previous analyses of this database, we surprisingly find a positive correlation between public funding and positive socio‐evaluative findings in articles on religion, but not between private funding and positive socio‐evaluative findings. We also find a positive correlation between funding from religious organizations and research on religion in the United States and a weak, but negative, correlation between funding from religious organizations and research on non‐Christian religious traditions. We do not find a relationship between funding and causal order.     

Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: responsibility, curricula/program design, contextual relevance, support, and barriers. The findings from this study are discussed with regard to educational policy implications about social-emotional learning curricula and programs, especially those implemented in urban schools.     

Health-related quality of life in transgender adolescents: Associations with body image and emotional and behavioral problems

Background: Transgender adolescents who apply for treatment often experience a marked increase in body-related distress when entering puberty, accompanied by internalizing problems and poor peer relations. Although adolescence is a time of considerable psychosocial and physical change, generally associated with a decline in health-related quality of life (HRQoL), research on HRQoL in transgender youth and possible predictors is sparse. This study thus aims to explore the predictive value of body image factors and emotional and behavioral problems for HRQoL.

Methods: This cross-sectional one-group observational study was carried out at the Child and Adolescent psychiatric department (Gender Identity Service) in Hamburg, Germany. A sample of n = 126 (103 trans male and 23 trans female) adolescents, who were referred for counseling and/or treatment completed different standardized instruments before undergoing any sort of treatment. Firstly, five dimensions of HRQoL were explored in transgender adolescents and secondly, a linear regression model was applied to assess the impact of body image and emotional and behavioral problems on overall HRQoL.

Results: HRQoL was generally impaired in transgender adolescents compared to norm scores, especially with regard to aspects of psychological and physical well-being. Linear regression analysis revealed that greater internalizing problems and less body satisfaction significantly predicted lower HRQoL outcomes.

Conclusions: Impaired HRQoL may be explained by high degrees of internalizing problems and low body satisfaction. Thus, one important aim of mental health professionals working with youth should be to provide appropriate treatment and counseling options that may contribute to overall well-being in the long-term.     

Aging, source memory, and emotion

In 2 experiments we assessed younger and older adults' ability to remember contextual information about an event. Each experiment examined memory for 3 different types of contextual information: (a) perceptual information (e.g., location of an item); (b) conceptual, nonemotional information (e.g., quality of an item); and (c) conceptual, emotional information (e.g., safety of an item). Consistent with a large literature on aging and source memory, younger adults outperformed older adults when the contextual information was perceptual in nature and when it was conceptual, but not emotional. Age differences in source memory were eliminated, however, when participants recalled emotional source information. These findings suggest that emotional information differentially engages older adults, possibly evoking enhanced elaborations and associations. The data are also consistent with a growing literature, suggesting that emotional processing remains stable with age (e.g., Carstensen & Turk-Charles, 1994, 1998; Isaacowitz, Charles, & Carstensen, 2000).     

Effects of category diversity on learning,memory, and generalization

In this study, we examined the effect of within-category diversity on people's ability to learn perceptual categories, their inclination to generalize categories to novel items, and their ability to distinguish new items from old. After learning to distinguish a control category from an experimental category that was either clustered or diverse, participants performed a test of category generalization or old-new recognition. Diversity made learning more difficult, increased generalization to novel items outside the range of training items, and made it difficult to distinguish such novel items from familiar ones. Regression analyses using the generalized context model suggested that the results could be explained in terms of similarities between old and new items combined with a rescaling of the similarity space that varied according to the diversity of the training items. Participants who learned the diverse category were less sensitive to psychological distance than were the participants who learned a more clustered category.     

Paying attention to meaning

Abstract— Several paradigms show that responses to one event compromise responses to a second event for around 500 ms. Such effects are generally attributed to attentional capacity limitations associated with processing information in the first event. In a task in which targets could be distinguished only by their meaning, we varied the semantic relationship between distractors and targets following at different lags. Semantic relatedness alone produced a classic attentional blink. We conclude by discussing how attention theory might best accommodate these new effects.     

Acute stress impairs recognition for positive words--association with stress-induced cortisol secretion

Some studies suggest that stress-induced effects of cortisol on memory are modulated by the valence of the stimuli to be learned and retrieved. The present study investigated the effect of acute stress-induced cortisol secretion on acquisition and retrieval of pleasant, unpleasant and neutral words. Sixty healthy men were randomly assigned to one of the three experimental groups. Participants were either exposed to a standardized laboratory stressor (the Trier Social Stress Test) before learning a wordlist, or before retrieval, or were not stressed. Free recall and recognition were tested 24 h later. Free recall was not affected by stress exposure. For recognition, there was no main effect of the stressor, but a main effect of valence and a valence by group interaction emerged: recognition for positive words was significantly impaired when subjects were stressed before retrieval. In addition, a positive correlation between the cortisol response and errors of commission was found. The results suggest that acute stress impairs memory for positive stimuli and that stress-induced cortisol secretion interferes with accuracy of memory retrieval, i.e. the ability to discriminate true memories from false ones.     

Differential effects of manual assisted cognitive behavior therapy in the treatment of recurrent deliberate self-harm and personality disturbance: the POPMACT study

A total of 480 patients were treated in a large, multicenter randomized trial of a brief form of cognitive therapy, manual-assisted cognitive behavior therapy (MACT) versus treatment as usual (TAU) for recurrent deliberate self-harm. Each patient was randomized after a self-harm episode assessed at an accident and emergency center and followed up over 1 year. The main hypothesis tested was that those allocated to MACT would have a lower proportion of self-harm episodes in the succeeding year. A total of 60% of those allocated to MACT had face-to-face treatment and 430 (90%) of all patients had self-harm data recorded after 1 year. Although the results showed no significant difference between those repeating self-harm in the MACT group (39%) compared with the TAU group (46%) (P = 0.20), the treatment was cost effective (10% cheaper than TAU) and the frequency of self-harm episodes was fewer (50%) in the MACT group. A total of nine of 10 patients had some personality disturbance (42% of these with disorder), and for those where information on parasuicide events was collected, the proportion having a repeat episode ranged from 33% to 63% for different personality disorders. Those with BPD were most likely to repeat episodes quickly (mean 89 days for 25% to repeat) with dissocial personality disorder (equivalent mean 384 days) the slowest to repeat. Total costs were significantly greater in those with personality disorder and were reduced in those allocated to MACT; this saving was reversed in those with borderline disorder. On average, MACT appeared to increase the cost of those patients with BPD (BPD) and reduce the cost of those with other personality disorders. It is concluded that MACT has value in preventing self-harm cost effectively but this appears to be confined mainly to those who do not have BPD.     

Similarity as transformation

We propose that similarity is determined by the transformation distance between representations: entities which are perceived to be similar have representations which are readily transformed into one another, whereas transforming between dissimilar entities requires many transformations. We present three experiments that indicate that similarity is strongly influenced by transformation distance. These data present a challenge for featural or spatial accounts of similarity. Finally, we introduce a family of transformation-based accounts of similarity, called 'Representational Distortion', as a specific example of a transformational approach to similarity.