Social cliques as mental models

The present research investigates how a mental model derived from patterns of sentiment relations (mental clique model) interacts with social background information (membership in social categories). Testing memory for a set of sentiment relations, the data support the assumption that a strongly polarizing categorization interferes with a mental clique model derived from the learning of these sentiment relations. Such interference was claimed to occur whenever sentiment implications from the social categorization would contradict information contained in the mental clique model. In line with this reasoning, balanced triads were selectively impaired in memory as opposed to relations from unbalanced triads which did not allow construction of any clique model and which were not influenced by category interference.     

Generations of Decline: Religious Change in 20th-Century Britain

This article analyzes the best available evidence from the major British social surveys to describe and explain the continuous decline of religion throughout the 20th century. This decline is overwhelmingly generational in nature rather than a product of particular periods such as World War II or the 1960s. Measures of religious affiliation, regular attendance at worship, and religious belief show nearly identical rates of intergenerational decline. Decline has not been offset by any positive age effects in an aging society: Britons do not get more religious as they get older. The intergenerational decline follows clear patterns of transmission of parental religious characteristics to children. Two potential modulators of decline are identified and investigated: immigration of people who are more religious than the existing population and higher fertility rates among the religiously active population. Of these only the former appears of importance. The nonwhite ethnic minority immigrant population is far more religious than the white population; however, the rates of intergenerational decline (between immigrant parents and native-born children) are almost as high as for the white population, leading to an intergenerational convergence of levels of religiosity. Although ethnic minority populations tend to be more religious and have higher fertility rates, there is no differential fertility by religiosity among the population as a whole.     

Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance Between the Views and Practices of Language Teachers

Although creativity has been valued in ancient and contemporary Chinese literature, the degree to which creativity is valued and incorporated into teaching by Chinese language teachers is not known. This information is important given that creativity has been increasingly recognized in the education literature as a component of effective writing. The purpose of this study was to compare the views of Chinese language teachers in Hong Kong about creativity and the acquisition of creative writing skills by primary school children, and their teaching practices. A total of 449 Chinese language teachers, employed at primary schools throughout Hong Kong completed a survey questionnaire. The 14‐item questionnaire focused on teachers' views of creativity, their perceptions of how to develop students' creativity, their awareness of creative writing strategies, and teaching practices related to creative writing. With respect to the definition of creativity, teachers identified imagination foremost, followed by inspiration, and original ideas. Teachers identified developing students' confidence, and providing an open atmosphere as essential means of fostering creativity. Despite the apparent value of creativity expressed by the teachers and their familiarity with methods for enhancing creativity, the majority reported using traditional methods of teaching writing. Strategies are recommended for reconciling this discrepancy, and promoting creative writing skills by primary school teachers in Hong Kong and other Chinese speaking societies.