Response Selection Contributes to the Preparation Cost for Bimanual Asymmetric Movements

Movement preparation of bimanual asymmetric movements takes more time than bimanual symmetric movements in choice reaction-time conditions. This bimanual asymmetric cost may be caused by increased processing demands on any stage of movement preparation. The authors tested the contributions of each stage of movement preparation to the asymmetric cost by using the additive factors method. This involved altering the stimulus contrast, response compatibility, and response complexity. These manipulations changed the processing demands on stimulus identification, response selection, and response programming, respectively. Any manipulation with a larger reaction time cost than control suggests that stage contributes to the bimanual asymmetric cost. The bimanual asymmetric cost was larger for incompatible stimuli, which supports that response selection contributes to the bimanual asymmetric cost.     

Secular humanitarians and the postsecular: reflections on Habermas and the Typhoon Haiyan disaster response

The international humanitarian system aims to save lives and alleviate suffering following disasters worldwide. Secular and faith-based actors make up the system, but the system can operate to a secular standard that may, some have argued, marginalise religious experience and well-being post-disaster. This article assesses what can be learned from examining secular humanitarianism from a postsecular perspective. Debate on secularity in the humanitarian system is reviewed, before Jürgen Habermas’s conception of the postsecular is proposed as a theoretical lens. Habermasian postsecularism invites the secular to take part in a process of ‘complementary learning’ with the religious. Results from interviews and focus groups in the Philippines following Typhoon Haiyan are used. Results show the reflexivity of secular individuals within the humanitarian system, with cases demonstrating co-operation and consideration of other views at the interpersonal level. Yet, at a system-wide level, instances of marginalisation of religion were noted, such as responses to requests for chapel reconstruction and psycho-social assistance. While some organisations made a contextualised decision that either maintained their strict secularity or negotiated a compromise, in other cases, these decisions were based on preconceptions rather than deliberation. Overall, a level of reflexivity required in Habermasian postsecularism was found, but there were also further opportunities for complementary learning.     

It is time for a general comment on children’s spiritual development

Reviewing the general comments by the Committee on the Rights of the Child (CRC) and the state reports to the CRC reveal a mixed picture. How could a general comment by CRC on the right to spiritual development assist states in their policies and programmes? First, current understandings of spiritual well-being – one’s relationship to oneself, others, nature and the transcendent – encompass all relevant dimensions of meaning-making, enhanced awareness and connectedness. Second, the CRC has elaborated on spiritual development in 16 of its 21 general comments, providing sources from which a comprehensive elaboration can be done. Third, the understanding of the term spiritual is diverse among states. Fourth, a general comment will clarify the term spiritual development and inspire and guide relevant policies and programmes.     

Site visits in interfaith and religious studies pedagogy: Reflections on visiting a Hindu temple in central Pennsylvania

Site visits provide an irreplaceable learning experience to students in both religious studies and the emerging field of interfaith studies. The conceptual core of this thesis is the claim, drawn from feminist epistemology, that an embodied pedagogy – a pedagogy which engages students not only intellectually, but as embodied beings who inhabit a space, engage in physical activities, and undergo various sensory experiences – is ultimately more enriching than a pedagogy centered exclusively in the classroom. Factors that make a site visit a successful instance of embodied pedagogy include the provision of sufficient context to students in advance for them to understand and appreciate the experience, an opportunity afterward to reflect on this experience in an intentional way, ensuring the site and the community whose space it is are treated with proper respect, and ensuring that the religious sensibilities of one's students are also similarly respected.     

The Moscow Council of 1917–1918

Following a period of decline beginning in the early eighteenth century, the Orthodox Church in Russia held a general council in Moscow from August 1917 to September 1918. More than 500 clergy and laity met, prayed and discussed numerous issues relating to the church’s life and witness. The Moscow Council was prompted by various trends of renewal which were growing ever stronger among the clergy and laity. Political circumstances at the time also made the Council possible: a preparatory preconciliar process was initiated in 1905, in parallel with the first revolution against Emperor Nicholas II, and the Council itself was convened in 1917, in parallel with the establishment of a Provisional Government. However, it was precisely such political events which led to the premature interruption of the Council. The main items on the Council’s agenda were linked to the reformation of church structures and the implementation of conciliar provisions at every level of church life: parish, deanery, diocese and autocephalous church. Special attention was given to the renewal of the pastoral ministries of priests and bishops, and to that of committed laity. In a way, the Moscow Council was a kind of ‘first encounter’ of Orthodoxy with contemporary societies, secularised or on the road to secularisation. Its legacy is therefore of great interest to all Christianity today. This article aims to analyse the Council and the main decisions made, in the light of ecclesiology, and to provide a primary bibliography at the end of the text.     

The Motherhood of the Church in Henri de Lubac and John Calvin

Both Henri de Lubac and John Calvin described the Church as ‘mother’. From the patristic tradition, the motherhood of the Church had two dimensions: (i) the Mother Church as an institution delimited by the episcopacy of which inclusion was a necessity for salvation; and (ii) the Church as the mother of believers through whose ‘motherly’ care of bringing to life, nourishing and teaching through the sacraments God makes provision for his children. Both de Lubac and Calvin stress the maternal functions of the Church, but differ over how the Church’s motherhood relates to its visible identity and why inclusion in the Church is necessary for salvation. This article argues that this connection represents a rich theme for ecumenical ecclesiology. Despite divergent ecclesiological grammars and themes, Catholic and Reformed traditions are drawing from a shared patristic inheritance which gives good ground for dialogue for respective ecclesial self-understandings.     

Metaphors can give life meaning

Conceptual metaphor theory offers a perspective on how and when people find meaning in life. Whereas life’s meaning can be difficult to grasp, metaphor compares life to a relatively more concrete and structured concept. Supporting this account, American adults (Study 1) and German undergraduates (Study 2) who framed life as a journey reported more meaning in life. The journey metaphor was particularly beneficial for individuals with low levels of perceived coherence in life (Study 2). Study 3 further explored this pattern of moderation: An accessible metaphor, compared to other life framings, benefited participants who lack a strong meaning framework. Study 4 focused on the mechanism behind metaphor’s influence. Participants who imagined events from their life journey perceived stronger interrelatedness among those events as measured with an analog spatial organization task. Perceived interrelatedness in turn predicted meaning in life, particularly for individuals with a strong preference for well-structured knowledge. Finally, participants who applied their own metaphor to life expressed greater meaning (Study 5), especially those high in personal need for structure (Study 6). An internal meta-analysis of these findings provides cumulative evidence for metaphor’s influence on perceived meaning in life and reveals moderating features of the individual.     

自适应分组认知诊断测验设计及其选题策略

应用OMST在线装配模式,提出自适应分组认知诊断测验（CD-AMGT）。由于知识状态的先决关系是偏序关系,而且构成格（lattice),利用知识状态当前估计值在格中的上下确界对被试真实知识状态的可能范围进行界定,由此装配下一分组,分组中结合PWKL策略或SHE策略进行选题以兼顾诊断精度、效率和安全性。模拟实验表明,CD-AMGT与PWKL、SHE对比,当题目类型丰富时,以分类准确率略微降低为代价,其题库使用均匀性和计算用时均表现出较大优势。     

三类多层中介效应分析方法比较

比较了贝叶斯法、Monte Carlo法和参数Bootstrap法在2-1-1多层中介分析中的表现。结果发现：1)有先验信息的贝叶斯法的中介效应点估计和区间估计都最准确;2)无先验信息的贝叶斯法、Monte Carlo法、偏差校正和未校正的参数Bootstrap法的中介效应点估计和区间估计表现相当,但Monte Carlo法在第Ⅰ类错误率和区间宽度指标上表现略优于其他三种方法,偏差校正的Bootstrap法在统计检验力上表现略优于其他三种方法,但在第Ⅰ类错误率上表现最差;结果表明,当有先验信息时,推荐使用贝叶斯法;当先验信息不可得时,推荐使用Monte Carlo法。     

非工作时间使用通信技术处理工作的“双刃剑”效应及心理机制

在当前的互联网时代下,个体“在非工作时间使用通信技术处理工作”的现象已经非常普遍,并因其对个体日常工作生活适应可能产生的深远影响而受到研究者的广泛关注。基于对该领域已有研究文献的全面回顾,本文着重探讨了非工作时间使用通信工具处理对个体工作生活适应的“双刃剑”效应及效应发生的心理机制,并对该领域未来的研究方向进行了针对性的展望。