Nine, seven, five, or three: how many figures do we need for assessing body image?

320 Croatian female students (M=20.4 yr.) were recruited to examine the validity and reliability of figural scales using different numbers of stimuli (3, 5, 7, and 9) and different serial presentation (serial and nonserial order). A two-way analysis of variance (4 numbers x 2 orders of stimuli) was performed on ratings of current self-size and ideal size as dependent variables. Analysis indicated a significant main effect of number of stimuli. This, together with post hoc tests indicated that ratings were significantly different for a scale of three figures from scales of more figures, which in turn did not differ among themselves. Main effects of order of stimuli, as well as the interaction, were not significant. The results support the hypothesis that the optimal number of figures on a scale is seven plus (or minus) two.     

Aggressive and nonaggressive antisocial behavior in adolescence

This study examined whether a distinction between aggressive and nonaggressive antisocial behavior can be empirically verified in a large (254 girls and 254 boys) nonclinical (community) sample of Dutch adolescents between 12 and 18 years old. The results of confirmatory factor analysis for both boys and girls shows that aggressive and nonaggressive antisocial behaviors do not represent a single underlying dimension, but two separate constructs with moderate independence among them. These findings suggest that the conceptualization of adolescent antisocial behavior as a one-dimensional phenomenon is of questionable utility and supports growing evidence that aggressive antisocial behavior is distinct from other forms of antisocial behavior.     

A note on sequent calculi intermediate between LJ and LK

We prove that every finitely axiomatizable extension of Heyting's intuitionistic logic has a corresponding cut-free Gentzen-type formulation. It is shown how one can use this result to find the corresponding normalizable natural deduction system and to give a criterion for separability of considered logic. Obviously, the question how to obtain an effective definition of a sequent calculus which corresponds to a concrete logic remains a separate problem for every logic.     

An ethnomethodological clarification of Husserl's concepts of “regressive inquiry” and “Galilean physics” by means of discovering praxioms

This paper offers an ethnomethodological clarification of Husserl's concepts of Galilean physics and regressive inquiry. It employs the reader's textual-practical operationalization of these concepts. With the use of a simple optical prism as a perspicuous case of a scientific instrument, the reader will be asked and instructed to make a self-reflexive inquiry into the practical contingencies of the prismatic field of reflection. The reader will discover that the geometric structures of the reflective field of the prism is an achievement and formalization of the reader's own operatlonalizations. I named these discoverable discovering operationspraxioms or practical axioms — the pre-scientific contingencies of the geometric structures of prismatic reflection.I would like to thank Mike Lynch, Eric Livingston, George Psathas and Shelley Schweizer-Bjelic for their comments.     

Theories and inter‐theory relations in Bošković

During 1745–1755 Bo?kovi? explicitly used the concept of scientific theory in three cases: the theory of forces existing in nature, the theory of transformations of geometric loci, and the theory of infinitesimals. The theory first mentioned became the famous theory of natural philosophy in 1758, the second was published in the third volume of his mathematical textbook Elementorum Universae Matheseos (1754), and the third theory was never completed, though Bo?kovi? repeatedly announced it from 1741 on. The treatment of continuity and infinity in natural philosophy, geometry and infinitesimal analysis brought about inter‐theory relations in Bo?kovi?'s work during his Roman period. The two constructed theories of Bo?kovi?, the theory of forces and the theory of geometric transformations, directly influenced the idea for the construction of his third theory. These written theories refer to understanding and effective application of continuity and infinity in natural philosophy and geometry, and this task, according to Bo?kovi?, requires methodological support from the theory of infinitesimals.     

Differentiating myoclonus from tics

A Myoclonus Versus Tic Checklist facilitates making this vexing differential diagnosis. Although it appears to be a valuable tool for clinical, educational, and research purposes, psychometric characterization of the Myoclonus Versus Tic Checklist is needed.     

Versuche über die Grundlagen der räumlichen Orientierung bei der säugenden Ratte

Ohne ZusammenfassungDie Arbeit wurde in kürzerer Fassung am XVI. Internationalen Kongreß für Psychologie in Bonn 1960 unter dem Titel Räumliche Orientierung der gejungten Ratte vorgetragen.     

Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity

In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized “alternative lectures” as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique “river of experience,” Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.