Support of Theological Education in a Cross‐cultural Setting

Based on recent reports on the global status quo of theological education, including a mapping of Danish organizations supporting theological education in a cross‐cultural setting, the paper asks how theological education is best supported. It argues that theological education, while referring to a historical heritage and sacred text, is also exposed to developments in church and society. Stretched between the historical and contemporary perspective, theological education includes a cultural component that we need to consider when discussing development and support. The paper argues further that support of theological education offered in a cross‐cultural setting is susceptible to failure if the cultural aspect is not considered, primarily through engaging in the cultural background of the supporting agencies. As a help to identifying the cultural element, the paper proposes four indicators, challenging agencies of the global North to face latent aspects of culture and secularization, presenting a global and social perspective of theological education. The cultural component visualized in cross‐cultural support reveals that we must complement the classical notion of theological education as Christian leadership training with an understanding of formation, where spiritual and cognitive aspects accompany social and cultural critique of totalitarian regimes both inside and outside churches. Critique in this setting is not a matter of giving in to secularization, but rather expresses an openness to historical and contemporary perspectives and a commitment to the sources of faith.     

Differentiating the effects of anger and sadness: A perspective of spontaneous trait inference

In the present research, three experiments were conducted to examine the effects of anger and sadness on spontaneous trait inferences (STIs). Using a probe recognition paradigm, Experiment 1 revealed that angry participants made more errors in response to probes following trait‐implying behaviours than sad participants did. Using a false recognition paradigm, Experiments 2 and 3 revealed that angry participants made more errors in response to systematic pair trials than sad participants did. The three experiments provided convergent evidence that angry individuals were more inclined to form STIs than sad individuals were. The current research first demonstrated the different effects of specific negative mood states (anger vs. sadness) on STIs, providing further insight into the relationship between mood and STIs.     

Repression and splitting: towards a method of conceptual comparison

An attempt is made to compare two psychoanalytic concepts which by ‘belonging’ to different psychoanalytic groups have come to be defined and used differently. The paper is also an inquiry into the possibility of a comparative psychoanalytic method. The two concepts are ‘repression’ and ‘splitting of the ego’ and an examination is made of the semantic similarities and differences. Some clinical material is offered that adds indicative clinical evidence to test the semantic comparison. The aim is to answer the question: Are the terms simply alternative ones for similar clinical phenomena? The paper offers one method which could provide an answer. It represents a general method for clarifying and maybe reconciling the differing points of view of competing psychoanalytic schools.     

Get angry, get out: The interpersonal effects of anger communication in multiparty negotiation

Research on multiparty negotiation has investigated how parties form coalitions to secure payoffs but has not addressed how emotions may affect such coalition decisions. Extending research on bilateral negotiations which has generally argued that it is beneficial to communicate anger, we argue that it constitutes a considerable risk when there are more than two people present at the negotiation table. Using a computer-mediated coalition game we show that communicating anger is a risky strategy in multiparty bargaining. The main findings of three studies were that participants: (1) form negative impressions of players who communicate anger and therefore (2) exclude such players from coalitions and from obtaining a payoff share, but (3) make considerable concessions on those rare occasions that they choose to form a coalition with an angry player, or (4) when they had to form a coalition with an angry player. We discuss the implications of these results for theorizing on emotions, negotiations, and coalition formation.     

How extraverted is honey.bunny77@hotmail.de? Inferring personality from e-mail addresses

Computer mediated communication (CMC) plays a rapidly growing role in our social lives. Within this domain, e-mail addresses represent the thinnest slice of information that people receive from one another. Using 599 e-mail addresses of young adults, their self-reported personality scores and the personality judgments of 100 independent observers, it was shown that personality impressions based solely on e-mail addresses were consensually shared by observers. Moreover, these impressions contained some degree of validity. This was true for neuroticism, openness, agreeableness, conscientiousness, and narcissism but not for extraversion. Level of accuracy was explained using lens model analyses: Lay observers made broad use of perceivable e-mail address features in their personality judgments, features were slightly valid and observers were sensitive to subtle differences in validity between cues. Altogether, even the thinnest slice of CMC—the mere e-mail address—contains valid information about the personality of its owner.     

Intermediaries and intervenients in normative systems

Many concepts in legal texts are “intermediaries”, in the sense that they serve as links between statements of legal grounds, on one hand, and of legal consequences, on the other. In our paper, an algebraic representation of normative systems is used for distinguishing between different kinds of intermediaries and making the idea of a joining between grounds and consequences more precise.In Section 1, the idea of intermediaries is presented and earlier discussions of the subjects are outlined. In Section 2, we introduce the algebraic framework and develop the formal theory. After introducing our approach to the representation of a normative system, we here present a theory of “intervenients”, seen as a tool for analysing intermediaries. In Section 3, dealing with applications, after presenting a model of the formal theory, suited for the analysis of concepts in normative systems, we apply the theory to a number of examples, introduced in the first part. Finally, in Section 4, we make some remarks on the methodology of intermediate concepts.     

情色文字与图片对大学生性倾向印象形成的启动差异

128名大学生被平均分成四个组,分别接受情色文字刺激、非情色文字刺激、情色图片刺激与非情色图片刺激,考察不同材料的情色信息会对性倾向印象形成产生怎样的启动效应。结果表明:情色文字对性倾向印象形成产生显著的正向启动效应,而情色图片对性倾向印象形成的启动没有呈现出单一方向的显著效应;男性对他人的性倾向印象形成要显著高于女性,但性别因素不对启动效应产生中介影响;接触容易令人产生性联想的情色刺激会导致个体更倾向于以性的或情色的眼光看待他人。     

Some technical implications of Klein's concept of 'premature ego development'

In this paper, the author revisits the problem of 'premature ego development' first introduced by Melanie Klein in 1930. She also highlights several developments in post-Kleinian thinking since the publication of that paper, which can be seen as offshoots of or complements to Klein's work. The author proposes a link between this category of precocious development and the absence of the experience of what Bion termed the 'containing object.' She puts forward several technical considerations relevant to analytic work with patients who suffer as a result of early developmental failures and presents various clinical vignettes in order to demonstrate the ways in which these considerations take shape in the analytic setting.     

The semantic/episodic distinction: The case for social information processing

The directed-forgetting paradigm was used in order to dissociate episodic from semantic processes in an impression formation task. Results demonstrate that incongruent behaviors are more prone to manipulations that disrupt episodic memory, whereas congruent behaviors are unaffected by such manipulations. The results suggest that the distinction between episodic and semantic memory processes is central for the understanding of social information processing. An explanation is put forward according to which the incongruency effect, a signature effect of impression formation, is due to an episodic encoding advantage for incongruent behaviors because of their semantically isolated nature, and their impoverished semantic encoding.