Are You Sure There Isn't a Monster in the Closet? Regulation of Children's Worrying in Uncertain Contexts

Intolerance of uncertainty and maladaptive information seeking are linked in many models of worry and clinical anxiety. This study aimed to examine children's use of information to regulate negative arousal associated with uncertainty in an exciting or threatening pretend play context. Children were presented with a positively or negatively valenced imaginary creature in a closed box. They were then given visual, verbal, or no reminder as to the pretend status of the entity. Children in the verbal and no information conditions were significantly more likely to spontaneously check as to the presence or absence of the creature during the game. These results confirm that some children react with more intense worry in situations of uncertainty, and that the type of information provided to children is important in assisting them to regulate that emotional response. The study provides analogue experimental support for the value in clinical contexts of direct experience in order to reduce uncertainty regarding imagined possibilities, and, in turn, worrying.     

EMBODIMENT AND REBIRTH IN THE BUDDHIST AND HINDU TRADITIONS

The belief that humans are more than their bodies is to a large extent represented in the Hindu and Buddhist traditions by the notion of rebirth, the main difference being that the former envisages a more corporeal continuing entity than the latter. The author has studied the manner in which exposure to science at a postgraduate level impinges on belief in rebirth at universities and institutes in India and Thailand. Many Hindu and Buddhist scientists tend to believe less in a reincarnating entity because of their scientific work, but Buddhists can point to their empty self doctrine, which has resonances with models of an extended self, rejecting the notion of a core self (anattā) and replacing it with a system of interdependent parts (pa?icca samuppāda), which governs previous and future lives.     

The effect of self-referencing on memory for different kinds of source information

ABSTRACT

Self-referential processing has been proven to be effective in improving source memory. However, it is unclear whether different types of source information would be consistently enhanced when an item is self-referentially processed. In two experiments, the authors examined the influence of the self (compared with other-referencing and semantic processing) as well as learning intention (incidental/intentional learning) on memory for two types of source information (spatial location and colour) that differ in the amount of cognitive resources they require to be encoded in memory. Results show that self-referencing has enhanced memory for spatial location of words whatever this information is learned intentionally or incidentally, whereas it cannot facilitate memory for the colour of words under the intentional learning condition, nor can it under the incidental condition. These findings suggest that self-referential processing is beneficial in memory improvement but not all-powerful, a source self-reference effect is subject to source information type.     

Constraint on the semantic flexibility in visual statistical learning

We examined whether the expression of visual statistical learning (VSL) is flexible at the superordinate-categorical level. In the familiarization phase, participants viewed a sequence of line drawings. In the test phase, participants observed two test sequences (statistically related triplets versus unrelated foils) that consisted of the same objects as those presented during the familiarization phase (the same condition) or different objects that shared the same categorical information with drawings during the familiarization (the different condition). They then decided whether the first or the second sequence was more familiar. The results of Experiment 1 showed greater familiarity above chance levels for statistically related triplets only in the same condition. In Experiment 2, even where the word stimuli representing each superordinate-level category were included in the test phase (the categorical condition), the results showed VSL only in the same condition. Our findings suggest that the semantic flexibility of VSL is limited to the basic-level category.     

Temporal delays can facilitate causal attribution: Towards a general timeframe bias in causal induction

Does reasoning occur on the Wason selection task, or are card selections determined purely on the basis of heuristic processes? To answer this question two relevance-based theories of reasoning are compared: (1) the theory of Evans (1984, 1989; Evans &; Over, 1996), which takes the heuristic viewpoint, and (2) the theory of Sperber, Cara, and Girotto (1995), which takes the reasoning viewpoint. In three experiments, the effect of removing matching cards from the selection task array is examined. It is argued that the Sperber et al. theory makes clearer predictions about the results of these manipulations, which are confirmed, and that the Evans theory can only accommodate them if it allows the operation of reasoning processes. The results are also discussed in relation to Roth's (1979) account of the selection task, mental models theory, and information gain theory.     

Miserliness in human cognition: the interaction of detection,override and mindware

ABSTRACT

Humans are cognitive misers because their basic tendency is to default to processing mechanisms of low computational expense. Such a tendency leads to suboptimal outcomes in certain types of hostile environments. The theoretical inferences made from correct and incorrect responding on heuristics and biases tasks have been overly simplified, however. The framework developed here traces the complexities inherent in these tasks by identifying five processing states that are possible in most heuristics and biases tasks. The framework also identifies three possible processing defects: inadequately learned mindware; failure to detect the necessity of overriding the miserly response; and failure to sustain the override process once initiated. An important insight gained from using the framework is that degree of mindware instantiation is strongly related to the probability of successful detection and override. Thus, errors on such tasks cannot be unambiguously attributed to miserly processing – and correct responses are not necessarily the result of computationally expensive cognition.     

Much Ado About Something: An Ethic of the Common Good for Information Technology

As the culture of information technology grows and with it the exacerbation of associated problems, so does the body of literature that seeks to reflect on its impact and prospects. The advancements in information technology tend to be outpacing critical reflection and solid ethical analysis. The quality of the foundational ethical work done in information technology ethics has been inadequate, consisting of applied ethics or an appeal to law. This article considers how the richer perspective—the common good, as expressed through the lens of the Roman Catholic Church—can serve as a hermeneutic in the field of information technology ethics, offering a more substantial foundation to address pressing controversial issues associated with this burgeoning field and function as a guide for future developments in this industry. The common good can supplement the operative ways of appealing to law and business ethics to address crime and abuse associated with the World Wide Web with a specifically Roman Catholic paradigm and, in turn, offer a broader and richer appreciation of the societal-wide context that information technology impacts.     

Information Needs and Behavior of Catholic Priests in Croatia

This article presents a segment of the results gathered in a doctoral study that investigated information needs and behavior of Catholic priests in Croatia. The study focused on parish priests in particular and their information needs and behavior in the liturgy and care-giving role. The research was conducted with the help of quantitative and qualitative methodology. Print questionnaires were filled out by 327 respondents, while in the follow-up interviews 20 respondents took part. Research results show that respondents, in the care-giving role and liturgy, require information about theology, general culture, psychology, and pedagogy. More than half of respondents find information for liturgy on religious websites and in their personal parish libraries. However, in their care-giving role they seek information most often from their parishers, members in parish pastoral and economic boards, and from colleagues at their regular meetings organized by the (arch)diocese. Both in liturgy and care-giving role, respondents use religious publications to a much larger degree than secular books, magazines, or newspapers. The respondents explained that in liturgy they consult colleagues and parishers in order to exchange advices and ideas, while in the care-giving role some respondents also prefer to seek an advice from an expert in specific field. The results of this study can help Catholic Church and theological faculties when preparing the information literacy courses for future parish priests.     

The Effects of Library User-Education Programmes on the Information-Seeking Behaviour of Brisbane College of Theology Students

ABSTRACT

An increasing proportion of students entering the Brisbane College of Theology (BCT) are adult learners and engaged in theological education for general academic purposes or personal enrichment. In meeting the needs of these students, the user-education programmes conducted by the BCT Libraries endeavour to address the Australian Information Literacy Standards.¹ The literature reveals that information literacy is learned through experience primarily shaped by both librarians and faculty. This case study, which uses an adaptation of Biggs' model of presage, process, and product, looks at the information search process from the perspective of one theological library. As a phenomenographic study, it examines the interconnected theories of students' experience, perception, approach, and learning outcomes in the information search process. It will be shown here that user-education programmes and mediation with the librarian significantly influence the information-seeking behaviour of students.