Dynamics of Religious Group Growth and Survival

We model and analyze the dynamics of religious group membership and size. A group is distinguished by its strictness, which determines how much time group members are expected to spend contributing to the group. Individuals differ in their rate of return for time spent outside of their religious group. We construct a utility function that individuals attempt to maximize, then find a Nash equilibrium for religious group participation with a heterogeneous population. We then model dynamics of group size by including birth, death, and switching of individuals between groups. Group switching depends on the strictness preferences of individuals and their probability of encountering members of other groups. We show that in the case of only two groups—one with finite strictness and the other with zero—there is a parameter combination that determines whether the nonzero strictness group can survive over time, which is more difficult at higher strictness levels. We also show that a high birth rate can allow even the strictest groups to survive. Finally, we consider cases of several groups, gaining insight into strategic choices of strictness values and displaying the rich behavior of the model.     

Race,power and intimacy in the intersubjective field: the intersection of racialised cultural complexes and personal complexes

This paper presents work with a biracial young woman, in the context of a predominantly white Jungian training organisation. The patient's relational difficulties and her struggle to integrate different aspects of her personality are understood in terms of the overlapping influences of developmental trauma, transgenerational trauma relating to the legacy of slavery in the Caribbean, conflictual racial identities, internalised racism, and the British black/white racial cultural complex. The author presents her understanding of an unfolding dynamic in the analytic relationship in which the black slave/white master schema was apparently reversed between them, with the white analyst becoming subservient to the black patient. The paper tracks the process through which trust was built alongside the development of this joint defence against intimacy ‐ which eventually had to be relinquished by both partners in the dyad. A white on black ‘rescue fantasy’, identified by the patient as a self‐serving part of her father's personality, is explored in relation to the analytic relationship and the training context.     

Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach

This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.     

Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method

The authors investigated children’s use of cultural status (i.e., foreign vs. American) and learning method to evaluate informants’ expertise in novel cultural practices. Ninety-six 6- to 9-year-olds heard about a foreign informant (i.e., member of an unfamiliar out-group) and an American informant (i.e., member of the participant’s in-group) who each learned about a novel cultural practice differently (i.e., from a person vs. from a book). Participants decided which informant executed the cultural practice better, which informant they would prefer to learn from, and which learning method they would want to use themselves (i.e., learning method preference). Overall, participants endorsed foreign informants over American informants and foreign informants who learned from a person were generally viewed as the preferred option for imparting information in this context. These findings suggest that during the transition to middle childhood, learning context is an important influence on children’s evaluations of cultural identity and learning methods.     

When culture fails: coping with cultural trauma

The research into the phenomenon of cultural trauma is growing as the effects of historical transformations are recognized and analysed. The concept of cultural trauma and the analytic concept of the cultural complex is a suitable theoretical approach for this research. The Lithuanian experience of cultural trauma after the historical shifts indicates the importance of the interplay between societal and individual factors in coping with trauma. Academic psychotraumatological studies carried out at Vilnius University indicate a stronger traumatic experience by people who are survivors of direct political repression and even intergenerational transmission of trauma, but this group also seems to demonstrate an intergenerational transmission of resilience. Paradoxically, from a long‐term perspective, the victims of direct repression seem to have suffered less than the people who accommodated to the regime, and this applies also to their offspring. Analysis in terms of overcoming cultural trauma indicates that society is gradually integrating historic traumatic experiences, although a healthy cultural identity has not yet been restored.     

No one here gets out alive: the Bluebeard story in therapy and in the culture

In this paper, the Bluebeard story is used to highlight mechanisms underlying an individual analytic case and some cultural phenomena from a Jungian perspective. I describe a patient whose psyche was dissociated into a tormenting monstrous figure and a regressed childish self, which Kalsched explains as activation of the archetypal defence system. As her analyst, I had to survive attacks of the patient's persecuting inner object, which she related to Bluebeard as a representation of relentless murderousness. At the cultural level, Bluebeard pertains to the concept of the totalitarian object (Sebek 1996) and to the pole of grandiosity of the Russian cultural complex.     

The interactive effect of neuroticism and extraversion on the daily variability of affective states

The interaction between neuroticism and extraversion is thought to predict affective variability. In this study, neuroticism and extraversion were assessed with questionnaires, and affects were measured by experience sampling, with five daily assessments over 2 weeks. Affective variability was studied within a three-dimensional affective space whose three axes were oriented along the main affective dimensions: positive affect, negative affect, and activation. Quantile regression mixed-effects models allowed predicting zones in which affective states were most likely to occur according to personality. Beyond the well-known effect of personality on affect level, high neuroticism and/or high extraversion were accompanied by heightened affective variability. Results were interpreted as potentially reflecting positive feedback loops oriented toward negative affect for neuroticism, and toward positive affect and activation for extraversion.     

Dynamics of postural control during bilateral stance – Effect of support area,visual input and age

The present study investigated the effect of support area, visual input and aging of the dynamics of postural control during bilateral stance. Fifteen young (22.1 ± 1.7 years) and fifteen older (68.3 ± 2.7 years) individuals completed four different 90 s bilateral stance trials: 1) shoulder wide feet distance with eyes open, 2) shoulder wide feet distance with eyes closed, 3) narrow feet distance with eyes open, and 4) narrow feet distance with eyes closed on a force plate form. The anterior (AP) and mediolateral (ML) center of pressure (COP) trajectories were calculated from the middle 60 s of the ground reaction forces and moments. Sample entropy (SaEn), correlation dimension (CoD), the largest Lyapunov exponent (LyE) and entropic half-life (ENT½) were calculated for the COP in both directions. In young individuals, a narrower support area resulted in a restricted movement solution space with lower SaEn, lower LyE and longer ENT½ in the executed motor control strategy, whereas it increased the CoD in the older individuals. During the eyes closed trials, SaEn, CoD and LyE increased and decreased ENT½ for both groups in the AP direction and increased SaEn and LyE in the ML direction for the older individuals alone. This indicates that aging is associated with direction- and task-dependent changes in the dynamics of the executed COP movements during postural stance tasks.     

Thriving and Ethnic Discrimination: A Mixed‐Methods Study

Using mixed methodology, the authors examined facilitators to psychological thriving—or positive changes after adversity—in the context of ethnic discrimination among Latina/o adults. Several themes emerged from qualitative interviews (n = 10), including proving others wrong, ethnic identity, and community involvement. Quantitative analyses (n = 97) indicated that U.S. identity moderated the relationship between ethnic microaggressions and thriving such that high levels of U.S. identity were associated with lower thriving. Implications and future directions are discussed. Usando una metodología mixta, los autores examinaron los facilitadores de la prosperidad psicológica (o cambios positivos tras la adversidad) en el contexto de la discriminación étnica en personas latinas adultas. Varios temas surgieron de las entrevistas cualitativas (n = 10), entre los que se incluyen demostrar que otros estaban equivocados, la identidad étnica y la implicación de la comunidad. Los análisis cuantitativos (n = 97) indicaron que la identidad estadounidense moderó la relación entre las microagresiones étnicas y la prosperidad de tal modo que unos altos niveles de identidad estadounidense se asociaron con una baja prosperidad. Se discuten las implicaciones y direcciones futuras.     

Parents’ perceptions of children’s executive functions across different cities

Culture is thought to strongly influence the development of executive functions (EF), such that ethnic groups with similar cultural origins are generally assumed to exhibit comparable levels of EF performance. However, other characteristics, such as urbanization and Westernization, may also affect EF performance in societies comprising different ethnic groups, even if the ethnic groups share a similar cultural origin. The present study aimed to compare the perceptions of parents in three cities [China–Shenzhen (ZH group), China–Hong Kong (HK group), and Singapore (SG group)] regarding the EF performances of their children, all of whom share the same genetic and cultural (i.e., Chinese) origin. The study recruited 95 children aged 5–6 years (ZH group = 32; HK group = 32; SG group = 31). Their parents were invited to complete the Behavior Rating Inventory of Executive Function (BRIEF). The ZH group had significantly lower BRIEF scores compared to both the HK and SG groups. However, the BRIEF scores of the HK and SG groups only differed significantly in terms of the Organization of Materials domain. The results suggest city-related differences in parents’ perceptions of their children’s EF performances, despite their similar genetic and cultural backgrounds. We additionally discuss further interpretations of our results and the limitations of this study.