The role of causal attribution in hurt feelings and related social emotions elicited in reaction to other's feedback about failure

The present research addressed the question of what it is that makes certain types of feedback on the reasons for failure hurtful. The results of two studies demonstrated that the causal structure implied by an explanation for failure explains the degree to which the explanation is perceived as hurtful and likely to elicit anger, shame, and guilt. In contrast, the perceived validity of the explanations is of relatively less importance for the elicitation of hurt feelings and anger than the content of the explanation. Overall, these results provide further evidence for the importance of attributional information for social emotions, whereas the validity of the information had a relatively lesser effect.     

Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

One cause proposed for boys’ relatively lower academic achievement is a “feminisation” of schools that might result in a lack of fit between boys’ self-concept and academic engagement. Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Our study tested for implicit gender stereotyping of school and its impact on boys’ achievement in N?=?122 ninth-graders from a large city in Western Germany using the Go/No-go Association Task (GNAT). Gender role self-concept and grades in math (representing an academic domain stereotyped as male) and German (domain stereotyped as female) were assessed using written questionnaires. It was found that, overall, students associated school more strongly with female than with male, and that this association of school with female was related to boys’ academic achievement. The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were. Boys’ academic achievement in math was unrelated to the extent to which they perceived school as feminine and themselves as masculine. Girls’ grades in both German and math were unrelated to their gender stereotyping of school. These findings emphasize the importance of fit between a student’s gender, gender role self-concept and gender stereotyping of school for academic achievement. Strategies to improve this fit are discussed.     

Globalizing Tibetan Buddhism: modernism and neo-orthodoxy in contemporary Karma bKa’ brgyud organizations

This article addresses the wider issues of continuity and change in the context of the globalization of Tibetan Buddhism. Specifically, it looks at the emergence of lay oriented convert movements within the global Karma bKa’ brgyud school, which are led by ‘crazy wise’ teachers. Firstly, the activities of Chogyam Trungpa Rinpoche (1939–1987) are interpreted on the background of the tension between tradition and modernity. In dialogue with modernity, Trungpa gradually pushed the borders of Tibetan Buddhist identity to the point of collapse and established a secular teaching lineage and discourse. Trungpa's case is then compared to the development of one of the fastest growing and largest global lay movements of contemporary Tibetan Buddhism, the Diamond Way of the Danish lay teacher Ole Nydahl. The Diamond Way has transitioned into a late-charismatic stage, in which the traditionalist and modernizing features of Nydahl's teachings are creating an increasing tension. Post-Buddhist secularization and modernist packaging of neo-orthodoxy emerge as contesting paradigms of the globalization of these Tibetan Buddhist movements, which produce surprising intertextualities and shed light on the negotiation of converted Buddhist identities in a global context.     

Evaluating Differences in Cognitive Appraisal and Coping Over Stages of a Transaction

We evaluated appraisal of and coping with a college examination over three stages of the transaction for 138 American undergraduate students. The transactional process approach allowed for the identification of differences in the magnitude and direction of appraisal and coping between adjacent stages and stages separated by an intervening stage. Repeated measures tests revealed that differences in appraisal and coping could occur between all pairs of stages, suggesting that, in research limited to investigating changes between adjacent stages only, the concept of a transactional process may be attenuated and important changes overlooked as the process of a stressful encounter unfolds.     

A Study of a Method of Appraising Self-Acceptance and Self-Rejection

The present study challenges Elkind's widely cited report that a large proportion of American college students—particularly female—cannot conserve volume. Thirty male and 30 female college students were tested individually for conservation of volume on three sets of procedure—the first identical to Elkind's, the second involving displacement of water, and the third identical again to Elkind's. By the end of the third task, 49 Ss were conservers and only two were clearly nonconservers. The others probably had conservation competence. There were no sex differences.     

Short review and book note

John McManners, Death and the enlightenment. Changing attitudes to death among Christians and unbelievers in eighteenth-century France, Oxford University Press 1981, vii + 619 pp. £17.50

Richard Swinburne, Faith and reason, Oxford, The Clarendon Press 1981, 206 pp. £16.00

John Coulson, Religion and imagination, Oxford, The Clarendon Press 1981, 193 pp. £12.50

Irving Hexham, The irony of apartheid, the struggle for national independence of Afrikaner calvinism against British imperialism, New York, Edwin Mellen Press 1981, 239 pp

David Tracy, The analogical imagination, London, SCM Press 1981, xii + 467 pp. £12.50

K. D. Sethna Rutherford, The spirituality of the future, a search apropos of R. C. Zaehner's study in Sri Aurobindo and Teilhard de Chardin, Madison, Teaneck: Fairleigh Dickinson University Press; London and Toronto: Associated University Presses 1981. 314 pp. $28.50     

Adverse childhood experiences and autonomic regulation in response to acute stress: the role of the sympathetic and parasympathetic nervous systems

Background and objectives: After a previous report demonstrated blunted heart rate (HR) reactivity in association with adverse childhood experiences (ACEs) [Voellmin, A., Winzeler, K., Hug, E., Wilhelm, F. H., Schaefer, V., Gaab, J.,?…?Bader, K. (2015). Blunted endocrine and cardiovascular reactivity in young healthy women reporting a history of childhood adversity. Psychoneuroendocrinology, 51, 58–67. doi:10.1016/j.psyneuen.2014.09.008], the present analysis aimed at clarifying the role of the sympathetic and parasympathetic branches of the autonomic nervous system in this relationship.

Design and Methods: One hundred eighteen healthy young women provided data on ACEs and underwent psychosocial stress testing. Systolic blood pressure (SBP) and respiratory sinus arrhythmia (RSA, quantified by high-frequency HR variability) were assessed as measures of sympathetic and parasympathetic cardiovascular activity, respectively. A mediation model was calculated to test the indirect effects of ACEs on HR via SBP and RSA.

Results: The effect of ACEs on HR reactivity was mediated by SBP reactivity but not by RSA reactivity. ACEs were associated with reduced SBP at rest.

Conclusions: ACEs were associated with down-regulation in a measure of sympathetic but no alteration in a measure of parasympathetic cardiovascular stress reactivity in adulthood. Future research will need to clarify whether this indicates risk or resilience.     

From philosophy to criticism of myth: Cassirer’s concept of myth

This article discusses the question whether or not Cassirer’s philosophical critique of technological use of myth in The Myth of the State implies a revision of his earlier conception and theory of myth as provided by The Philosophy of Symbolic Forms. In the first part, Cassirer’s early theory of myth is compared with other approaches of his time. It is claimed that Cassirer’s early approach to myth has to be understood in terms of a transcendental philosophical approach. In consequence, myth is conceived as a form of cultural consciousness which is constituted by specific symbolic processes. In the second part, the theoretical assumptions underlying Cassirer’s criticism of myth are discussed and compared with his earlier theory. It is argued that there is a strong conceptual and theoretical continuity between Cassirer’s early views on myth as a symbolic form and his later critique of technological use of myth.