Gender and age differences in spiritual development among early adolescents

ABSTRACT

The current study examined age and gender effects on spiritual development among early adolescents. A total sample of 416 Czech adolescents, age ranged from 11 to 15 years, was analysed for the study. Data was collected employing a non-experimental survey design by utilizing a self-administered questionnaire. A series of independent t-tests were performed to determine whether there were significant age and gender differences across the spirituality indicators: spiritual well-being, spiritual belief, and experiential spirituality. Results indicated that 11-year-old adolescents were more likely to demonstrate a higher level of spiritual well-being and spiritual belief compared with those 15-year-old; while 15-year-old adolescents were more likely to score high in experiential spirituality than their younger counterparts. Regarding gender, girls were more likely than boys to demonstrate a higher level of spirituality score. Practitioners in education and psychology should be mindful of the use of spirituality interventions applying the respective forms and practices according to age and gender to better promote positive youth development.     

Response-compatibility effects in children

The Eriksen Flanker task is a classic paradigm for investigating interference at the level of response compatibility. Several previous studies analyzed the ability of young children (starting at the age of four years) to ignore flanking distractors in children-specific variants of the task. However, in all published studies the interference took place at the perceptual level as well as on the level of response compatibility because the ‘compatible condition’ involved stimulus congruency as well as response compatibility. By confounding stimulus congruency and response compatibility, interference at the level of response programming and priming at the perceptual level cannot be distinguished: the observed flanker effects might not be the result of successfully ignoring but instead might just be explained due to priming. We tested 57 children aged between 7 and 12 years in a flanker variant in which all trials were perceptually incongruent but different at the level of response compatibility (compatible versus incompatible). Children showed a flanker effect (faster reaction times in response compatible trials) that was, however, in terms of the effect size, smaller than flanker effects reported in previous studies.     

Response–effect compatibility of finger–numeral configurations in arithmetical context

Research in experimental economics suggests that decision making in strategic interactions is often guided by a concern for fairness. However, experimental economics studies routinely place participants of equal social status and no prior social history in anonymous interactions, a context that would tend to foster the adoption of an egalitarian fairness norm. Extensive research in anthropology (Fiske, 1991) and psychology (Bugental, 2000) suggests that social norms, including fairness norms, are relationship-specific, raising doubts about whether the concern for egalitarian fairness observed in the experimental economics literature would generalize to a wider range of social relations. In this paper we focus on an alternative social norm characteristic of hierarchical relationships: noblesse oblige—the obligation of high-ranking individuals to act honorably and beneficently towards subordinates. In a series of five experiments, we show that the norm of noblesse oblige predicts tolerance of free riding better than individual self-interest does.     

Response demands and the recruitment of heuristic strategies in syllogistic reasoning

Two experiments investigated whether dealing with a homogeneous subset of syllogisms with time-constrained responses encouraged participants to develop and use heuristics for abstract (Experiment 1) and thematic (Experiment 2) syllogisms. An atmosphere-based heuristic accounted for most responses with both abstract and thematic syllogisms. With thematic syllogisms, a weaker effect of a belief heuristic was also observed, mainly where the correct response was inconsistent with the atmosphere of the premises. Analytic processes appear to have played little role in the time-constrained condition, whereas their involvement increased in a self-paced, unconstrained condition. From a dual-process perspective, the results further specify how task demands affect the recruitment of heuristic and analytic systems of reasoning. Because the syllogisms and experimental procedure were the same as those used in a previous neuroimaging study by Goel, Buchel, Frith, and Dolan (2000), the result also deepen our understanding of the cognitive processes investigated by that study.     

Attentional orientation induced by temporarily established self-referential cues

Self-referential stimuli such as self-face surpass other-referential stimuli in capture of attention, which has been attributed to attractive perceptual features of self-referential stimuli. We investigated whether temporarily established self-referential stimuli are different from other-referential cues in guiding voluntary visual attention. Temporarily established self-referential or friend-referential shapes served as central cues in Posner's endogenous cueing task. We found that, relative to friend-referential cues, self-referential cues induced smaller cueing effect (i.e., the difference in reaction times to targets at cued and uncued locations) when the interstimulus interval was short but larger cueing effect when the interstimulus interval was long. Our findings suggest that temporarily established self-referential cues are more efficient to capture reflexive attention at the early stage of perceptual processing and to shift voluntary attention at the later stage of perceptual processing.     

There is no clam with coats in the calm coast: Delimiting the transposed-letter priming effect

In this article, we explore the transposed-letter priming effect (e.g., jugde–JUDGE vs. jupte–JUDGE), a phenomenon that taps into some key issues on how the brain encodes letter positions and has favoured the creation of new input coding schemes. However, almost all the empirical evidence from transposed-letter priming experiments comes from nonword primes (e.g., jugde–JUDGE). Indeed, previous evidence when using word–word pairs (e.g., causal–CASUAL) is not conclusive. Here, we conducted five masked priming lexical decision experiments that examined the relationship between pairs of real words that differed only in the transposition of two of their letters (e.g., CASUAL vs. CAUSAL). Results showed that, unlike transposed-letter nonwords, transposed-letter words do not seem to affect the identification time of their transposed-letter mates. Thus, prime lexicality is a key factor that modulates the magnitude of transposed-letter priming effects. These results are interpreted under the assumption of the existence of lateral inhibition processes occurring within the lexical level—which cancels out any orthographic facilitation due to the overlapping letters. We examine the implications of these findings for models of visual-word recognition.     

Can the irrelevant speech effect turn into a stimulus suffix effect?

The irrelevant sound effect (ISE) and the stimulus suffix effect (SSE) are two qualitatively different phenomena, although in both paradigms irrelevant auditory material is played while a verbal serial recall task is being performed. Jones, Macken, and Nicholls (2004) Jones, D. M., Macken, W. J. and Nicholls, A. P. 2004. The phonological store of working memory: Is it phonological and is it a store?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30: 656–674. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] have proposed the effect of irrelevant speech on auditory serial recall to switch from an ISE to an SSE mechanism, if the auditory-perceptive similarity of relevant and irrelevant material is maximized. The experiment reported here (n = 36) tested this hypothesis by exploring auditory serial recall performance both under irrelevant speech and under speech suffix conditions. These speech materials were spoken either by the same voice as the auditory items to be recalled or by a different voice. The experimental conditions were such that the likelihood of obtaining an SSE was maximized. The results, however, show that irrelevant speech—in contrast to speech suffixes—affects auditory serial recall independently of its perceptive similarity to the items to be recalled and thus in terms of an ISE mechanism that crucially extends to recency. The ISE thus cannot turn into an SSE.     

Modulation of spatial Stroop by object-based attention but not by space-based attention

Earlier studies have shown that the spatial Stroop effect systematically decreases when a peripheral precue is presented at the same location as the target, compared to an uncued location condition. In this study, two experiments were conducted to explore whether the cueing modulation of spatial Stroop is object based and/or space based. In Experiment 1, we found evidence favouring the view that the cueing modulation of the spatial Stroop effect is entirely object based, as no differences were found in conflict reduction for the same-location and same-object conditions. In Experiment 2, the cue was predictive, and a similar object-based modulation of spatial Stroop was still observed. However, the direction of such modulation was affected by the rectangles' orientation. Overall, the pattern of results obtained favours the object-integration (Lupiáñez & Milliken, 1999; Lupiáñez, Milliken, Solano, Weaver, & Tipper, 2001) and referential-coding accounts (Danziger, Kingstone, & Ward, 2001) and seems to provide evidence against the attention-shift account (Rubichi, Nicoletti, Iani, & Umilta, 1997; Stoffer, 1991).     

Increased Stroop interference with better second-language reading skill

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.     

Questioning implicit motor learning as instantiated by the pursuit-tracking task

The effect of concurrent visual feedback on the implicit learning of repeated segments in a task of pursuit tracking has been tested. Although this feedback makes it possible to regulate the positional error during the movement, it could also induce negative guidance effects. To test this hypothesis, a first set of participants (N?=?42) were assigned to two groups, which performed either the standard pursuit-tracking task based on the experimental paradigm of Pew (1974 Pew, R. W. 1974. Levels of analysis in motor control. Brain Research, 71: 393–400. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; group F-ST), or a task called “movement reproduction” in which the feedback was suppressed (group noF-ST). A second set of participants (N?=?26) performed in the same feedback condition groups but in a dual-task situation (F-DT and noF-DT; Experiment 2). The results appear to confirm our predictions since the participants in groups without feedback, contrary to those in groups with feedback, succeeded with practice in differentiating their performances as a function of the nature of the segments (repeated or nonrepeated) both in simple (Experiment 1) and in dual-task (Experiment 2) situations. These experiments indicate that the feedback in the pursuit-tracking task induces a guidance function potentially resulting in an easiness tracking that prevents the participants from learning the repetition.