Mysterium Tremendum

In recent years, interest in the scientific basis of religious experience has resurged. In particular, research and publications by V. S. Ramachandran and by Eugene d'Aquili and Andrew Newberg have sparked considerable curiosity and debate over the reality and basis of religious experience. This article puts such research into a broader context and examines the extent to which scientific research supports or undermines particular religious and theological claims. I argue that such experiments show that religious experience has some biological basis and is not simply a product of cultural suggestion. At the same time, such experiences are not completely self–interpreting, so that cultural context, including theological claims, are needed to make sense of such experiences. By itself, scientific research does not prove or disprove the reality of religious experiences generally, but it does shape how we think of the possibilities and interpretations of such experiences.     

Developmental reversal in classification accuracy due to an increase with age in orientation-free judgments.

A complete developmental reversal in accuracy was obtained in Experiment I in which third graders, sixth graders, and adults judged the class membership of patterns presented in a same-different task. An examination of the task requirements and pattern classes employed led to the hypothesis that the reversal in accuracy resulted from an increase with age in orientation-free judgments. The results of Experiment II, in which adults were told to not rotate the patterns, and Experiment III, which was a replication of Experiment I using symmetric rather than areally skewed pattern classes, provided confirmation for that hypothesis.     

Variants of uncertainty

In contrast to formal theories of judgement and decision, which employ a single notion of probability, psychological analyses of responses to uncertainty reveal a wide variety of processes and experiences, which may follow different rules. Elementary forms of expectation and surprise in perception are reviewed. A phenomenological analysis is described, which distinguishes external attributions of uncertainty (disposition) from internal attributions of uncertainty (ignorance). Assessments of uncertainty can be made in different modes, by focusing on frequencies, propensities, the strength of arguments, or direct experiences of confidence. These variants of uncertainty are associated with different expressions in natural language; they are also suggestive of competing philosophical interpretations of probability.     

History and Method of Charles V. Gerkin’s Pastoral Theology: Toward an Identity-Embodied and Community-Embedded Pastoral Theology,Part I. History

The purpose of this article is to explore the legacy of Charles V. Gerkin’s pastoral theology and to construct a method of pastoral theology. In Part I, I will trace within a larger context of pastoral theology the history of Gerkin’s pastoral theology since his early clinical praxis. In Part II, I will explore his method of developing pastoral theology and construct a renewed critical and constructive method of pastoral theology, reflecting on the implications of exploring the history and method of his pastoral theology.     

Vladimir Alexandrovich Smirnov as a Founder of Research Schools in Logic and Methodology of Science in the USSR and Russia

The article gives a short account of V.A. Smirnovs scientific biography, including his work in Tomsk University in Siberia and in the Department of Logic of the Institute of Philosophy in Moscow.     

Crossed aphasia in an illiterate dextral

An 83 year old illiterate, right-handed woman developed a persistent nonfluent aphasia following a right cerebral infarction (crossed aphasia). Computerized axial tomography localized the lesion to the right posterior frontal lobe.It is suggested that the neural mechanisms involved in learning to read and write may be critical for the complete establishment and maintenance of language dominance in the left hemisphere, and that, in this case, the patient's failure to acquire reading and writing skills altered the normal evolution of language lateralization and resulted in the right hemisphere assuming the dominant role.     

The statistical interaction of cerebral specialization and integration in the interpretation of dynamic brain images

Two constructs of brain function, namely cerebral specialization and integration, have been examined in the analysis of blood flow and metabolic function resulting from dynamic imaging procedures. The purpose of the current paper is to illustrate the interaction of these two constructs at the statistical level. Because of the statistical interaction, it is argued that the currently accepted statistical evidence for cerebral specialization is, in fact, partially a function of the degree of regional cerebral integration. Therefore, found asymmetries of flow or rate may be solely a function of cerebral integration. These points are discussed with respect to developing a better understanding of stimulus/brain/behavior relations.     

How teachers use the group I.Q. test scores

Ninety elementary school teachers, grades 2–6, in two school districts in Ohio were interviewed to obtain information on how they used the results of group IQ tests. Twenty-seven of 90 teachers (30%) reported making “little or no use” of the test scores. Most of these teachers presumably had more faith in their own tools and observations than in the IQ test scores. However, 76 of 90 teachers (84%, including the ones who made little use of the test scores) stated that they used the test scores for one or more purposes. The four most frequently mentioned uses were: (a) “for discussion in parent conferences” (51%); (b) “to know a student's potential and/or determine ability-motivation discrepancy” (42%); (c) “to plan instruction” (39.5%) and (d) “for referral purposes” (29%). The instructional strategies mentioned by the teachers varied and were categorized into 21 categories.