Mediators between frustration and aggression in a field experiment

To assess some of the mediators between a frustrating incident and subsequent aggressive behavior in a field situation, 320 male and female subjects were assigned to one of 32 experimental conditions in a 2 × 2 × 2 × 2 × 2 factorial design. Either a male or female experimenter, saying “Excuse me” or not, dressed in high or low status clothing, cut in line in front of the subject, who was standing near the front or back of the line. Verbal and nonverbal aggressiveness were coded and summed to measure total aggression. Subjects near the front of the line or interacting with a low status experimenter were more aggressive than those at the back of the line or seeing a high status experimenter. Less aggression was directed against the female experimenter or one who said “Excuse me,” and there was a strong tendency for subjects to be more aggressive to a same-sex experimenter. It was suggested that further research on instigators to aggression be carried out in such field situations.     

Developmental changes in memory: The effects of processing time and rehearsal instructions

An overt rehearsal procedure was used to investigate the relationship between children's rehearsal strategies and free recall performance. Previous work has shown that developmental differences in rehearsal content, rather than rehearsal frequency, affect recall performance. This experiment investigated the effects of increased processing time and rehearsal training upon recall. Third-grade girls (age 8) were able to use additional processing time to increase the activity of their rehearsal, and they showed corresponding improvement in recall. In contrast, third-grade boys (age 8) and sixth-grade boys and girls (age 12) did not take advantage of a slower presentation rate to rehearse more actively, and their recall did not change. Further, even without additional processing time, both the third-grade boys and girls were able to use an instructed active rehearsal strategy to facilitate their recall. The direct manipulation of rehearsal activity and the resulting improvement in recall provide experimental support for the proposed relationship between rehearsal content and recall from long-term memory store.     

Developmental differences in recall and recognition: The relationship between rehearsal and memory as test expectation changes

An overt rehearsal procedure was used to study the relationship between children's rehearsal strategies and their memory performance under different conditions of test expectation. Previous work has shown that developmental differences in rehearsal content affect recall performance. This study was designed to address the question of why active rehearsal content results in superior recall performance. The equivalence of recognition-memory performance for third- (age 9) and sixthgraders (age 12) suggests that developmental differences in recall are due to the effects of rehearsal content on item retrieval from permanent memory. In addition, the data indicate that third- and sixth-graders can differentiate between expected recall and recognition tests and, with the exception of the sixth-grade boys, use this information to modify their rehearsal content. These differences in rehearsal content, as a function of the type of test expected, corresponded to changes in recall performance.     

Battered women venerating a vicious Virgin: Reconsidering Marianismo at a Bolivian pilgrimage shrine

Scholarly literature on domestic violence in Latin America often relates it to machismo and marianismo. Within this gender paradigm, women are understood to embrace the values of the Virgin Mary as a passive submissive role model. However, these studies omit facts relating to the actual role of the Virgin in daily practices. This article investigates whether women indeed view Mary as encouraging them to passively accept gender-related suffering by relating Bolivian women's experiences of domestic violence to their daily interpretations of the Virgin of Urkupiña in Quillacollo, Bolivia. We have found that the influences of religious syncretism have been largely ignored. In daily religious experiences of battered women the Virgin of Urkupiña's association with Pachamama is of great importance. We argue that women do not accept their situation in a marianistic way. Rather, rage is a central concept in their religious experiences. As their economical, social and physical means are limited, women draw on spiritual powers, among which is the Virgin of Urkupiña. The Virgin of Urkupiña is not only venerated for her capacity to endure suffering, but also as a powerful goddess of vengeance.     

A Lutheran Reflection on The One Mediator,The Saints,and Mary1 in Relation to the Question: How Do Lutherans Understand Prayer for Other People?2

Abstract : In this article, the author offers a critical, appreciative appraisal of The One Mediator, The Saints, and Mary (1992), which was the publication that emerged from the eighth round of the U.S. Lutheran‐Catholic Dialogue. Writing from a Lutheran perspective and using the Joint Declaration on the Doctrine of Justification (JDDJ, October 31, 1999) as a critical hermeneutical lens, the author points to Luther's theological conviction concerning how Mary—the mother of the Lord Jesus Christ—and departed saints are to be regarded. Luther's emphasis on Christ the only Mediator was highlighted. Reflection on this text was done in light of the theme of the dialogue's eleventh round, “The Hope of Eternal Life.” Prayer is always in and through Jesus Christ.     

On the Outskirts of the Canon: The Myth of the Lone Female Philosopher,and What to Do about It

Women philosophers of the past, because they tended not to engage with each other much, are often perceived as isolated from ongoing philosophical dialogues. This has led—directly and indirectly—to their exclusion from courses in the history of philosophy. This article explores three ways in which we could solve this problem. The first is to create a course in early modern philosophy that focuses solely or mostly on female philosophers, using conceptual and thematic ties such as a concern for education and a focus on ethics and politics. The second is to introduce women authors as dialoguing with the usual canonical suspects: Cavendish with Hobbes, Elisabeth of Bohemia with Descartes, Masham and Astell with Locke, Conway with Leibniz, and so on. The article argues that both methods have significant shortcomings, and it suggests a third, consisting in widening the traditional approach to structuring courses in early modern philosophy.     

Portrait of Our Lady: Mary, Piero, and the Great Mother Archetype

Mary the God-bearer is explored symbolically from the perspective of the archetype of the Great Mother as described by Carl Jung and Erich Neumann. Drawing from primordial and collective origins, the dark and the chthonic as well as the light and spiritual aspects of the archetype are considered as represented in the work of fifteenth century Italian painter Piero della Francesca. Piero's images of Mary incorporate body as well as spirit, power as well as vulnerability, death, as well as life and rebirth. The feminine presence of the Great Mother archetype creates a powerful dynamic on an unconscious level in both men and women that culminates in radical transformation.     

A Meditation on Mary, Mother of God

Christians tend to think of themselves as the recipients of God's nurturing. Mary helps us to remember that we are all potential nurturers—even of God.     

Luther and Justification

In this article, I reflect on Luther's doctrine on justification as it came out in different ways in some of his seminal writings between 1518 and 1538, all represented in volume 2 of The Annotated Luther. Discovering the righteousness of God as something already given to humans opened fundamentally new perspectives to Luther.     

Jean-Jacques Rousseau and Mary Wollstonecraft on the imagination

The article compares Rousseau’s and Wollstonecraft’s views on the imagination. It is argued that though Wollstonecraft was evidently influenced by Rousseau, there are significant differences between their views. These differences are grounded in their different views on the faculty of reason and its relation to the passions. Whereas Rousseau characterizes reason as a derivative faculty, grounded in the more primary faculty of perfectibility, Wollstonecraft perceives reason as the faculty defining human nature. It is argued that contrary to what is often assumed, Wollstonecraft’s conception of the imagination is not primarily characterized by its Romantic features, but rather by the close affinity she posits between reason and the imagination. This close affinity has several consequences. One consequence is that she is less worried than Rousseau about the imagination wandering without external constrains, because she believes in reason’s ability to guide the imagination by choosing its objects. Ultimately the difference between Rousseau’s and Wollstonecraft’s views on the imagination helps us understand why she was a passionate philosopher of the Enlightenment while he was one of its first, perceptive and most articulate critics.