Reliability of interviewers using the Seven-Day Physical Activity Recall

The Seven-Day Physical Activity Recall interview is commonly used in epidemiologic research, but the methods of training and certifying interviewers have not been studied or standardized. The purpose of this study was to examine the reliability of the Seven-Day Physical Activity Recall interviews after a structured training program. Twenty-one volunteer interviewers participated in a five-session group training program that targeted standardized interview techniques and scoring procedures. Interviewers scored eight videotaped interviews on two occasions to assess scoring skills. Across all videotapes and interviewers, the test-retest reliability was .99. Two interviewers independently interviewed the same person on the same day, and the reliability of kilocalorie expenditure across interviewers was .86. It was concluded that naive individuals can be taught to reliably conduct and score the Seven-Day Physical Activity Recall interview in a brief training program.     

The natural sciences: Trouble ahead? Yes

This essay expands a talk given by Professor Gross at the annual meeting of the American Academy for Liberal Education, held at St. John’s College, Santa Fe, New Mexico, October 29–30, 1993.     

Guilt in young children: development, determinants, and relations with a broader system of standards

In this comprehensive study of the early development of guilt, 106 children were observed in laboratory paradigms in which they were led to believe that they had damaged valuable objects, during two separate sessions at each of the assessments at 22, 33, and 45 months. The behavioral and affective components of guilt cohered significantly across the sessions, converged with each other, were stable across all the assessments, and corresponded modestly with maternal reports. Most components decreased with age, except for bodily tension, which increased. At 33 and 45 months, girls displayed more guilt than did boys. Children who were more fearful in typical fear-inducing paradigms also displayed more guilt. Children of mothers who relied on more power-assertive discipline, observed and self-reported, displayed less guilt. Guilt related positively to the development of self at 18 months and to moral self at 56 months. Children who displayed more guilt were less likely to violate rules of conduct at 56 months. A mediational model was supported: Fearful temperament contributed to guilt proneness, which in turn served to inhibit children's tendency to violate rules.     

Helping,Sharing, and Comforting in Young Children: Links to Individual Differences in Attachment

Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality.     

Age‐Related Changes in Spreading Activation During Infancy

The concept of spreading activation describes how retrieval of one memory cues retrieval of other memories that are associated with it. This study explored spreading activation in 6‐, 12‐, and 18‐month‐old infants. Infants (n = 144) learned two tasks within the same experimental session; one task, deferred imitation (DI), is typically remembered longer than the other task, visual recognition memory (VRM). At all ages, retrieval of the DI memory facilitated retrieval of the VRM memory, but the conditions under which this spreading activation occurred changed as a function of age. The implications of these findings are discussed in relation to the development of mnemonic networks during infancy and the value of studying infants for our understanding of memory more generally.     

Self-Control in School-Age Children

Conflicts between immediately rewarding activities and more enduringly valued goals abound in the lives of school-age children. Such conflicts call upon children to exercise self-control, a competence that depends in part on the mastery of metacognitive, prospective strategies. The process model of self-control organizes these strategies into five families corresponding to sequential phases in the process by which undesired and desired impulses lose or gather force over time. Situation selection and situation modification strategies involve choosing or changing physical or social circumstances. Attentional deployment and cognitive change strategies involve altering whether and how objective features of the situation are mentally represented. Finally, response modulation strategies involve the direct suppression or enhancement of impulses. The process model of self-control predicts that strategies deployed earlier in the process of impulse generation and regulation generally will be more effective than those deployed later. Implications of this self-control perspective for school-age children are considered.     

Islamic education and the challenge of democratic citizenship: a critical perspective

This article analyzes how concepts of liberal and progressive Islam, which have been developed in the political and theological academic literature, may inform the curriculum of Islamic education and the practice of religious educators in Islamic schools in the US. We investigate the meaning of in-faith Islamic education and how it can conform to the life in a democratic, multicultural, and multi-faith society. Liberal Islam challenges the transmission-oriented and rigid interpretations of Islam and seeks to appreciate and to contextualize the religious claims which are compatible with ideals of reflective education, rational thinking, mutual respect, and equal citizenship. It suggests that students become critical ‘consumers’ of Islam, its moral and civic purposes, and the cultural politics of religious interrogations.     

Tourists of History: Memory,Kitsch, and Consumerism from Oklahoma City to Ground Zero,by Marita Sturken

Cultural and Scientific Speech Education Today. Compiled and Edited By W. Aethur Cable. Expression Company, Boston 1930, pp. 206; $2.00.

Contemporary Speeches. Compiled by James M. O'Neill and Floyd K. Riley. New York: The Century Company, 1930; pp. xviii, 558.

Modern Literature for Oral Interpretation (Revised Edition). By Gertrude E. Johnson. New York: The Century Company, 1930; pp. 638; $2.50.

Influencing Behavior Through Speech. By Howard Hubert Higgins. Boston: The Expression Company, 1930: pp. ix, 346; $2.50.

Strategy in Handling People. By Ewing T. “Webb and J. B. Morgan. Boulton, Pierce and Company, 232 East Erie Street, Chicago, 1930; pp. 260; $3.00.

Ralph Dennis

The Story of the Drama (Beginnings to Commonwealth). By Joseph Richard Taylor. Boston: The Expression Company, 1930; pp. xxv, 555.

Medieval Rhetoric and Poetic. By Charles Sears Baldwin. New York: Macmillan, 1928, pp. xi, 321, $2.50.

Greek Rhetoric and Literary Criticism. By W. Rhys Roberts. New York: Longmans, Green and Co., 1928, pp. 164.

Acting, Its Theory and Practice. By Lane Crauford. New York: Richard R. Smith, Inc., 1930: pp. xiii, 248; $3.00.

The American Public Mind. By Peter Odegard. New York: Columbia University Press, 1930; pp. 308. Teachers are always being told that “here is a book that must

David Lloyd George. By J. Hugh Edwards, M. P. New York: Sears and Co., 1929, 2 vols.

Evangelized America. By Grover C. Loud. New York: Lincoln McVeagh, 1928.

The Stammering Century. By Gilbert Seldes. New York: John Day Co., 1928.

Conversation. By Andre Maurois ; translated by Yvonne Dufour. New York: E. P. Dutton &; Company, 1930; 82 pp.     

Reflective Teaching as a Path to Religious Meaning-Making and Growth 1

This qualitative study examines how respondents evaluate the influence of their teachers upon the formation of their religious discourse in terms of content, process, and structure. This study addresses the educational-value aspect of religious schooling, as distinct from the instructional aspect, as an integral part of the school curriculum. The findings show that the role of teachers in the construction of their students’ religious world is limited. The style of most of the teachers in Religious Education is instrumental; only a small minority utilizes reflective strategies. However, these teachers had a meaningful impact on their students’ religious socialization processes.