A preliminary scale to measure connected and separate knowing: The Knowing Styles Inventory

The present investigation reported the development and validation of the Knowing Styles Inventory (KSI), a scale to measure connected and separate knowing [M. F. Belenky, B. M. Clinchy, N. R. Goldberger, and J. M. Tarule (1986), Women's Ways of Knowing: The Development of Self, Voice, and Mind New York, Basic Books]. In Study 1, principal components analyses for samples of females (N = 300) and males (N = 253) yielded two components, Connected and Separate Knowing. Studies 2 and 3 focused on females exclusively. The results indicated adequate test—retest reliability and internal consistency for both components. Additionally, Connected Knowing was positively correlated with empathic concern, perspective-taking, social desirability, and the femininity factor of the Bem Sex Role Inventory (BSRI). Separate Knowing was positively correlated with the masculinity factor of the BSRI and negatively correlated with social desirability. Suggestions for future research were presented.The authors wish to thank Jill Mattuck Tarule for the insight that she offered in the early stages of this project, and they wish to acknowledge the contribution of Nicole Bressler who participated in item development.     

The moderating influence of variability on belief revision

The variability of the information on which a belief was initially based should moderate the degree to which the belief is revised when new disconfirming information is received. Reasoning from everyday intuitions, psychological theories of concept representation, and a rational mathematical analysis, we inferred that as variability increased, resistance to disconfirming information would also increase. Participants’ judgments of the central tendencies of distributions of numerical information confirmed this prediction.     

When is an easy task difficult and vice versa? A reply to lane

Lane has argued that kantowitz and Knight incorrectly predicted an interaction between primary and secondary task difficulty for the variable-allocation model of attention. It is shown that such an interaction is indeed obtained if task-performance difficulty is defined in terms of capacity and only reasonable transformations of data are permitted. This interaction holds for any set of monotonic resource operating characteristics.     

The emotionally disturbed child: Disturbed or disturbing

The notion that a child's behavior may be more disturbing than disturbed has been of interest to educators of behaviorally deviant children. Behavior indicative of deviance in children was studied with respect to the relative degree of disturbingness which each was judged to reflect. Four factor dimensions of disturbingness were identified and discussed with regard to future research and educational implications.The author wishes to thank Richard Gibson, John Salvia, and James Ysseldyke for their assistance in obtaining portions of the data represented here. A grateful acknowledgment is offered to Ron Eaves, Dave Herr, and John Salvia for their creative contributions.     

Minicomputer presentation of speech stimuli

A brief introduction to minicomputer control of speech stimuli is presented. Several techniques that have proven useful in this area are described.