Ein zählender Chronograph

Zusammenfassung Ein z?hlender Chronograph¹) wird beschrieben, der Reihen von fortlaufenden und sich überschneidenden Zeitstrecken zu messen gestattet und der ein rasches Bestimmen und nachtr?gliches Kontrollieren der gemessenen Zeiten erlaubt. Es werden Hundertstel-, Zehntel-, halbe und ganze Sekunden (bei Umstellen auf “langsamen Gang” Zehntel- und ganze Sekunden) in unterschiedlicher Weise auf einem Morsestreifen kenntlich gemacht, und zwar durch ein Gangwerk, das von einer Stimmgabel reguliert wird und im hohen Grade unabh?ngig von Schwankungen des Motors ist, der den Chronographen antreibt. Die zu messenden Zeiten werden durch zwei R?dchenschreiber als L?ngsstriche auf dem Morsepapier wiedergegeben. Mit 2 Abbildungen im Text.     

Involutions defined by monadic terms

We prove that there are two involutions defined by monadic terms that characterize Monadic Algebras. We further prove that the variety of Monadic Algebras is the smallest variety of Interior Algebras where these involutions give rise to an interpretation from the variety of Bounded Distributive Lattices into it.Research funded by Fondecyt, project N 764-1987.     

The real and the ideal; gender differences in heterosexual behaviour among Norwegian adolescents

This article focuses on gender differences in early heterosexual behaviour among Norwegian adolescents. The material comprised a random sample of 3000 Norwegian adolescents aged 17–19 years. The response rate was 63%. Data were collected by means of anonymous self-administered questionnaires. Sixty-nine per cent of the girls and 59% of the boys had had sexual intercourse. The majority of the adolescents, and a larger percentage of girls than of boys, had their first intercourse within a relationship of mutual commitment. The boys' first coital partners were 0.2 years younger than the boys themselves and the girls' partners were 2.8 years older than were the girls. Boys had had more coital partners than girls but girls had had intercourse more often than boys. Coital frequency was affected more by how long the adolescents had known the partner than by gender as such. In conclusion, boys and girls aged between 17 and 19 years form part of couples at two different stages of development. For this reason, boys and girls accumulate different sexual experiences in the early stage of their sexual careers.     

Measuring gender differences: The expressive dimension and critique of androgyny scales

This paper calls for a new approach to the measurement of gender similarities and differences in personality. Critiques of current measures that are based on the measurement of stereotypical masculinity and femininity are reviewed, and an alternative measure is presented. It avoids many of the problems in the other scales by measuring expressiveness and instrumentality in such a way that they are not confounded with variables such as independence or autonomy. Results with this measure in five different samples are presented. These confirm our theoretical definitions of expressiveness and instrumentality, and suggest that only the expressive or relational dimension consistently differentiates samples of women and men.We thank Mary Rothbart for her insightful and constructive comments on an earlier draft; Leisha Sanders, Marcia DeCaro, Vickie Van Nortwick, and Lyn Cogswell for their clerical assistance; the Center for the Study of Women in Society for financial support; and Liza Kuecker and Patricia Gwartney-Gibbs for providing data used in the analysis. An earlier version of this paper was presented at the 1984 annual meeting of the Pacific Sociological Association.     

The early development of empathy: Self-regulation and individual differences in the first year

A longitudinal study of 45 mothers and their first-born infants was conducted to identify developmentally meaningful, individual differences in children's primitive empathic responding at 12 months of age, and to determine whether differences in self-regulatory skills assessed at 4 months might underlie any differences in empathic responding observed. Personal distress responses analogous to those observed in older children and adults were identified in one-third of the sample at 12 months of age. These distress responses were associated with indices of poorer self-regulatory skills in social contexts at 4 months of age. The results are interpreted within the broader framework of the development of self-regulatory strategies in the early childhood years.This research was supported by grants from the Australian Research Council, the National Research Fellowship Scheme, and the Macquarie University Research Grant Scheme. We thank Judy Chan, Alison Malbourne, Sylvana Sturevska, and Lorraine Smith for their assistance in data collection and analysis.     

Extensionality, underdetermination and indeterminacy

I am grateful to Burton Dreben, Warren Goldfarb, Don Gustafson, Jim Higginbotham, Jerrold Katz, Joe Levine, Ted Morris, Nick Pappas, Hilary Putnam, Georges Rey and Bob Richardson for helpful discussions and comments on the issues discussed in this paper. Also I thank an anonymous reviewer for Erkenntnis for helpful comments.     

Judging a book by its cover: Interpretative effects of content on problem-solving transfer

We examine how cover stories of isomorphic problems affect transfer. Existing models posit that people retain content in problem representations and that similarities and differences between the “undeleted” cover stories might interfere with recognition of structural similarities.We propose that cover stories can affect transfer in another way—by inducing semantic knowledge that modifies problem structures. Two experiments examined how people represent and solve permutation problems dealing with random assignment of elements from one set to elements from another set. Although the problems were structurally isomorphic, cover stories involving different pairs of element sets led subjects to abstract different “interpreted structures.” Problems involving objects and people (e.g., prizes and students) led subjects to abstract an asymmetric structure (“get”) and problems involving similar sets of people (e.g., doctors and doctors) led subjects to abstract a symmetric structure (“pair”). Transfer was mediated by similarities and differences between the interpreted structures of the learned and the novel problems.