Religion: Not declining but changing. What do the population censuses and surveys say about religion in Estonia?

Abstract

This paper investigates religious affiliation in Estonia, considered to be one of the most secularized countries in the world and in which less than one third of the population affiliates with a religion on population censuses. Firstly, the article scrutinizes these data methodologically, comparing census results with findings from other survey and opinion polls. It finds that census data correlate with those from face-to-face surveys, while postal surveys tend to show considerably higher rates of religiosity and affiliation. Secondly, the article considers the findings themselves. According to census data, 29 percent of the population remained religiously affiliated between 2000 and 2011. However, the census also captures interesting changes over that period that illuminate the situation further. Significantly, Estonia is the first European country in which the traditional majority church has been usurped by a denomination associated with the largest ethnic minority group and which makes a strong connection between cultural and national identities. The article places this finding in the context of Central and Eastern European census data to argue that religious affiliation tends to remain high in societies where religious and national or ethnic identities have close ties, whereas traditional denominations have been declining in societies where these kinds of connections are weak. This factor helps explain variation between experiences of religious change in post-Socialist contexts.     

数学学习困难初中生的记忆广度特点

记忆广度包括短时记忆广度和工作记忆广度,为揭示数学学习困难学生认知缺损特点,筛选103名初中生（平均年龄12.57岁）,比较数学困难学生（49名）与数学优秀学生（54名）的记忆广度差异,通过词语系列任务、阅读广度任务以及倒背数字任务,分别测查了短时记忆、言语工作记忆以及数字工作记忆。结果发现,数困组与优秀组的学生在词语系列任务中没有显著差异（t＝-1.59, p>.05）,在阅读广度任务中,具有显著差异（t＝-2.38, p<.05）,在倒背数字任务中具有极其显著的差异（t＝-4.69, p<.01）。阅读广度和倒背数字之间具有显著相关(r=.24, p<.05),词语系列任务与阅读广度(r=.19, p>.05)和倒背数字任务(r=.05, p>.05)之间不存在显著相关。研究表明,在具有干扰情况的任务更能有效预测数学成绩,数学学习困难的认知缺损主要是对抗干扰的能力不足,而非简单的短时记忆广度。     

Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports

A dissociation between phonological and visual attention (VA) span disorders has been reported in dyslexic children. This study investigates whether this cognitively-based dissociation has a neurobiological counterpart through the investigation of two cases of developmental dyslexia. LL showed a phonological disorder but preserved VA span whereas FG exhibited the reverse pattern. During a phonological rhyme judgement task, LL showed decreased activation of the left inferior frontal gyrus whereas this region was activated at the level of the controls in FG. Conversely, during a visual categorization task, FG demonstrated decreased activation of the parietal lobules whereas these regions were activated in LL as in the controls. These contrasted patterns of brain activation thus mirror the cognitive disorders’ dissociation. These findings provide the first evidence for an association between distinct brain mechanisms and distinct cognitive deficits in developmental dyslexia, emphasizing the importance of taking into account the heterogeneity of the reading disorder.