A method for obtaining an ordered metric scale

A method is presented for collecting data which will yield a scale on which the entities are ranked in preference (ordinality), the distances between the entities on the scale are ranked (ordered metric), and all combinations of the distances are ranked (higher-ordered metric). The sources drawn upon are von Neumann and Morgenstern (9), and lattice theory. An empirical example is given in which a higher-ordered metric scale is derived.I am grateful to Professor William L. Lepley (Department of Psychology) and Professor Jack R. Tessman (Department of Physics) for their critical reading of this paper. Paul Hurst and Robert Radlow participated in many discussions on the form of measurement discussed in this paper, and assisted in collecting data. I am also grateful to Professor T. C. Benton (Department of Mathematics) for certain source materials.     

Relations Between the Development of Teaching and Theory of Mind in Early Childhood

The relations among children’s theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game, and their teaching strategies and levels of contingent teaching were recorded. There were developmental changes in the children’s understanding of teaching as an intentional activity. When teaching their peers, 3-year-olds used demonstration, whereas 4- and 5-year-olds added verbal explanations and began to adapt contingently to the learners’ changing knowledge level. Relations among ToM, understanding of teaching, and teaching level were found. The results suggest that the development of children’s teaching strategies and their contingency are closely tied to the development of ToM.     

Mystics and Sufi masters: Thomas Merton and dialogue between Christians and Muslims

The Cistercian, Trappist monk Thomas Merton (1915–1968), author of numerous books on Christian spirituality, monasticism and social commentary, was a forerunner in popular inter‐religious dialogue in the twentieth century. In this connection, he is best known for his sympathetic explorations of themes from Asian religions, particularly Zen and other forms of Buddhism. This article calls attention to his studies in Islam, initially under the guidance of Louis Massignon (1883–1962), and particularly in Sufism. It highlights his interactions with a number of contemporary Muslim thinkers, and describes his decade‐long correspondence with a Pakistani Muslim student of Sufi texts, a unique instance of a sustained dialogue in letters on religious themes between a Muslim and a Christian in modern times. The article also calls attention to the ways in which Merton took inspiration from Islamic sources in the development of his own spiritual teaching.     

Developmental differences in error-related ERPs in middle- to late-adolescent males

Although there are some studies documenting structural brain changes during late adolescence, there are few showing functional brain changes over this period in humans. Of special interest would be functional changes in the medial frontal cortex that reflect response monitoring. In order to examine such age-related differences, the authors analyzed event-related potentials following errors in a visual flanker task and a go/no-go task in adolescent males, 15-16 and 18-20 years old. Response times and accuracy were comparable between groups on each task, but the younger group made more go/no-go errors, suggesting this task was more difficult. Error-related negativity, thought to be generated in the anterior cingulate cortex (ACC), had greater amplitude for the older adolescents on both tasks; thus the increased errors are not simply due to performance level differences. Results from this study suggest that the ACC, which supports response monitoring, is late to mature due to age-related structural or neurochemical changes.     

Maintained attitudinal changes in nursing personnel after a brief training on suicide prevention

Nursing personnel (N = 317) working at a general hospital attended a 6-hour training program on suicide prevention. They answered anonymously pre- and post-training the Suicide Behavior Attitude Questionnaire (SBAQ), which comprises 21 visual analogue scale items divided in three factorial subscales. The results indicated there were positive changes in the attitudes and these gains were significantly maintained at the 6-month follow-up evaluation. Improvement was in the Feelings and Professional Capacity subscales (ANOVA; p = 0.0001 and 0.01, respectively). There was no change on the Right to Suicide subscale. Because attitudes influence the effectiveness of health care personnel interventions, our findings may have important implications for the development of suicide prevention programs.     

Psychometric analysis of the Stunkard-Messick Eating Questionnaire (SMEQ) and Comparison with the dutch Eating Behavior Questionnaire (DEBQ)

The factor structure of the Stunkard-Messick Eating Questionnaire (SMEQ) differs from that of the Dutch Eating Behavior Questionnaire (DEBQ). Using students and members of a weight watchers club, we factor-analyzed responses to the SMEQ and produced a solution which was different from that obtained by Stunkard and Messick, but which had some similarities to the factor structure of the DEBQ. “External” taste items and “internal” hunger items loaded on the same factor, a finding inconsistent with externality theory but consistent with the common sense notion of appetite strength. Although our finding suggests factor instability of the SMEQ, the stability of the DEBQ appears to be the consequence of a restricted range of DEBQ items compared with SMEQ items. Financial support for this research was given by Lilly Industries.