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.     

The relationships among working memory, math anxiety, and performance.

Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect--disruption of central executive processes--and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.     

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.     

Volition and the idle cortex: beta oscillatory activity preceding planned and spontaneous movement

Prior to the initiation of spontaneous movement, evoked potentials can be seen to precede awareness of the impending movement by several hundreds of milliseconds, meaning that this recorded neural activity is the result of unconscious processing. This study investigates the neural representations of impending movement with and without awareness. Specifically, the relationship between awareness and 'idling' cortical oscillations in the beta range (18-24Hz) was assessed. It was found that, in situations where there was awareness of the impending movement, pre-movement evoked potentials were associated with a decrease in beta range oscillations. In contrast, when awareness of the impending movement was not present, the onset of the pre-movement potential was associated with tonic levels of beta range oscillations. A model is considered where by distributed neural activity remains outside of conscious awareness through the persistence of tonic slow wave cortical oscillations.     

The effects of prohibiting gestures on children's lexical retrieval ability

Two alternative accounts have been proposed to explain the role of gestures in thinking and speaking. The Information Packaging Hypothesis (Kita, 2000) claims that gestures are important for the conceptual packaging of information before it is coded into a linguistic form for speech. The Lexical Retrieval Hypothesis (Rauscher, Krauss & Chen, 1996) sees gestures as functioning more at the level of speech production in helping the speaker to find the right words. The latter hypothesis has not been fully explored with children. In this study children were given a naming task under conditions that allowed and restricted gestures. Children named more words correctly and resolved more 'tip-of-the-tongue' states when allowed to gesture than when not, suggesting that gestures facilitate access to the lexicon in children and are important for speech production as well as conceptualization.     

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.     

The Experiential Liberation Strategy of the Existential-Integrative Model of Therapy

This article summarizes the experiential liberation strategy of the existential-integrative (EI) model of therapy. The existential-integrative model of therapy provides one way to understand and coordinate a variety of intervention modes within an overarching ontological or experiential context. I will (1) define the experiential liberation strategy—such as its emphasis on the capacities to constrict, expand, and center psychophysiological capacities; (2) describe its salient features—such as the four stances that promote experiential liberation: presence, invoking the actual, vivifying and confronting resistance, and the cultivation of meaning and awe; and (3) illustrate the relevance of the strategy to case vignettes drawn from actual practice.