Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research

The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connections are sought with the identity theory of Erikson and with operationalizations of his theory by Marcia and others. The key concepts are ‘exploration’ and ‘commitment’. Religious identity development is seen from a pragmatic perspective in which the transactional relation of individuals and environment is stressed.     

Morphophonological influences on the construction of subject-verb agreement

In three experiments, we investigated whether the production of subject-verb number agreement is affected by the phonological realization of grammatical information. Speakers repeated and completed German or Dutch noun phrases along the lines of The position against the demonstrations. We varied the number of the subject noun (position) and the local noun (demonstrations), as well as the number ambiguity of the subject noun's determiner and the case ambiguity of the local noun phrase. Sentence completions more often contained a verb of the wrong number if the subject and the local nouns mismatched in number than if they matched. Experiments 1 and 2, in German, showed a stronger number mismatch effect if the local noun phrase was ambiguous between the nominative and the accusative cases. Experiment 3, in Dutch, showed a stronger mismatch effect if the subject noun's determiner was ambiguous in number. We conclude that morphophonological factors affect the implementation of agreement during grammatical encoding.     

Does retrieval practice depend on semantic cues? Assessing the fuzzy trace account of the testing effect

Retrieval practice enhances long-term retention more than restudying; a phenomenon called the testing effect. The fuzzy trace explanation predicts that a testing effect will already emerge after a short interval when participants are solely provided with semantic cues in the final test. In the present study, we assessed this explanation by gradually reducing the surface features overlap between cues in the learning phase and the final recognition test. In all five experiments, participants in the control/word condition received as final test cues the same words as in the learning phase. The experimental final test cues consisted of scrambled words, words in a new context, scrambled words in a new context (Experiment 1), synonyms (Experiment 2), or images (Experiments 3, 4a, 4b). A short-term testing effect was only observed for the image final test cues. These results do not provide strong support for the fuzzy trace explanation of the testing effect.