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The dissemination of divination in roman republican times

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education. 43 <strong>The</strong>se problems required <strong>in</strong>formation not available to normal human perception.<br />

<strong>The</strong> ma<strong>in</strong> character then consulted a div<strong>in</strong>er described as a specialist among the particular<br />

people. He was considered able to tell the future by the help <strong>of</strong> some pattern, e.g. a pattern <strong>of</strong><br />

stones on the ground.<br />

For each story four different versions <strong>of</strong> the div<strong>in</strong>er's actions to produce the pattern were<br />

given. <strong>The</strong> <strong>in</strong>formation acquired was the same. <strong>The</strong>re were four conditions for action type:<br />

Intentional (INT), Ritualized (RIT), Co<strong>in</strong>cident (COI), and Accidental (ACI). 44 Only the<br />

<strong>in</strong>tentional and ritualized were to be selected for statistical analysis. <strong>The</strong> co<strong>in</strong>cidental and<br />

accidental were <strong>in</strong>troduced to m<strong>in</strong>imize the risk <strong>of</strong> subjects guess<strong>in</strong>g the hypothesis, as they<br />

were “weird” <strong>in</strong> much the same sense as the ritualized. <strong>The</strong> categorization <strong>of</strong> action types<br />

were matched with an <strong>in</strong>dependent rater unfamiliar with the hypothesis, but given an<br />

explanation <strong>of</strong> the difference between the different types <strong>of</strong> action. To test for <strong>in</strong>ter-rater<br />

reliability Cohen's Kappa was calculated yield<strong>in</strong>g 0.75. <strong>The</strong> sequence <strong>of</strong> the four different<br />

conditions was randomized for each <strong>of</strong> the three stories <strong>in</strong>to four different sets.<br />

As a dependent variable two measures were made. <strong>The</strong> first was a question <strong>of</strong> how likely<br />

the participant thought it to be that the ma<strong>in</strong> character undertook action on the basis <strong>of</strong> the<br />

<strong>in</strong>formation acquired (ACC). <strong>The</strong> <strong>in</strong>formation acquired <strong>in</strong> <strong>div<strong>in</strong>ation</strong> was constructed so as to<br />

recommend an action. <strong>The</strong> action was potentially costly (travel<strong>in</strong>g through a dangerous area,<br />

choos<strong>in</strong>g a future career, and buy<strong>in</strong>g costly medic<strong>in</strong>e). This was done under the assumption<br />

that the more costly the action the more certa<strong>in</strong> people would want to be. Consequently the<br />

more likely the ma<strong>in</strong> character was found to undertake action the more credible the<br />

<strong>in</strong>formation was taken to be by the participants. <strong>The</strong> likelihood that the participant thought<br />

the ma<strong>in</strong> character would act on the <strong>in</strong>formation is taken to be a measure <strong>of</strong> the credibility <strong>of</strong><br />

the action. In order to safeguard, one further measure was <strong>in</strong>troduced. This was a question <strong>of</strong><br />

how likely the participant found it that the ma<strong>in</strong> character felt he or she had received good<br />

advice (AD). This was under the assumption that good advice would correlate with the<br />

credibility <strong>of</strong> the <strong>in</strong>formation given.<br />

43 <strong>The</strong> last item is not on the list <strong>in</strong> the ethnographic literature s<strong>in</strong>ce it is tied to a western urban context not<br />

typically studied <strong>in</strong> relation to <strong>div<strong>in</strong>ation</strong>. Choice <strong>of</strong> future education was chosen <strong>in</strong> order to f<strong>in</strong>d an item<br />

match<strong>in</strong>g a central concern <strong>of</strong> many <strong>of</strong> the participants as most were <strong>in</strong> their f<strong>in</strong>al year <strong>in</strong> high school.<br />

Education and career, but not disease or journeys are some <strong>of</strong> the central concerns <strong>of</strong> urban Japanese who<br />

consult div<strong>in</strong>ers (Suzuki 1995). It therefore seems plausible that education is <strong>of</strong> comparable significance <strong>in</strong> an<br />

urban context.<br />

44 <strong>The</strong>se were constructed on the two underly<strong>in</strong>g variables: <strong>in</strong>tention and control (see above). Thus:<br />

Intentional action is +<strong>in</strong>tention +control, Ritualized action is + <strong>in</strong>tention – control, Co<strong>in</strong>cident is – <strong>in</strong>tention +<br />

control and accidental is – <strong>in</strong>tention –control.<br />

71

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