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Journal articles on the topic 'Defining Issues Test'

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Published: 4 June 2021

Last updated: 21 February 2023

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1

Thoma, Stephen J., and Yangxue Dong. "The Defining Issues Test of moral judgment development." Behavioral Development Bulletin 19, no. 3 (2014): 55–61. http://dx.doi.org/10.1037/h0100590.

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2

Rest, James, Stephen J. Thoma, Darcia Narvaez, and Muriel J. Bebeau. "Alchemy and beyond: Indexing the Defining Issues Test." Journal of Educational Psychology 89, no. 3 (1997): 498–507. http://dx.doi.org/10.1037/0022-0663.89.3.498.

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3

Barnett, Robert, Jean Evens, and James Rest. "Faking moral judgement on the Defining Issues Test." British Journal of Social Psychology 34, no. 3 (1995): 267–78. http://dx.doi.org/10.1111/j.2044-8309.1995.tb01063.x.

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4

Boggs, S. A. "Issues in defining a type test for GIS disconnectors." IEEE Transactions on Power Delivery 5, no. 4 (1990): 1839–45. http://dx.doi.org/10.1109/61.103680.

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5

Murk, Donald A., and John A. Addleman. "Relations among Moral Reasoning, Locus of Control, and Demographic Variables among College Students." Psychological Reports 70, no. 2 (1992): 467–76. http://dx.doi.org/10.2466/pr0.1992.70.2.467.

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This study was conducted to examine the relationships among Rest's Defining Issues Test, Rotter's Internal-External Locus of Control Scale, and demographic variables. 205 undergraduates from two secular universities and one religious liberal arts college from the Middle Atlantic states were given the Defining Issues Test, the Internal-External Locus of Control Scale, and a demographic questionnaire. The Pearson correlations indicated significant associations between the Defining Issues Test scored for percentage of principled reasoning about moral dilemmas and five demographic variables. Analysis of variance indicated significant differences between the group means for the Defining Issues Test scores on three demographic variables and between the group means for the Internal-External Locus of Control Scale scores on two demographic variables. A stepwise multiple regression analysis using five variables predicted a significant amount of the variance (25%) in the Defining Issues Test scores and two variables that predicted a significant amount of the variance (7%) in the Internal-External Locus of Control Scale scores. The Defining Issues Test is both a developmental and cognitive measure. In addition, the Internal-External Locus of Control Scale scores showed a significant relationship with religious affiliation and with Defining Issues Test scores.

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6

Staehr, L. J., and G. J. Byrne. "Using the defining issues test for evaluating computer ethics teaching." IEEE Transactions on Education 46, no. 2 (2003): 229–34. http://dx.doi.org/10.1109/te.2002.808274.

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7

Crowson, H. Michael, and Teresa K. DeBacker. "Political Identification and the Defining Issues Test: Reevaluating an Old Hypothesis." Journal of Social Psychology 148, no. 1 (2008): 43–60. http://dx.doi.org/10.3200/socp.148.1.43-60.

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8

Jagger, Suzy, and John Strain. "Assessing students' ethical development in computing with the defining issues test." Journal of Information, Communication and Ethics in Society 5, no. 1 (2007): 33–42. http://dx.doi.org/10.1108/14779960710822674.

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9

Hoffmann, Nils Christian, and Sebastian Müller. "Der Defining-Issues-Tests (DIT) in der wirtschaftswissenschaftlichen Konsumforschung." WiSt - Wirtschaftswissenschaftliches Studium 50, no. 9 (2021): 4–9. http://dx.doi.org/10.15358/0340-1650-2021-9-4.

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Der auf der kognitiven Entwicklungstheorie moralischen Urteilens von Kohlberg basierende Defining Issues Test (DIT) ist eine Methode, mit der sich Aussagen über die moralische Urteilsfähigkeit von Individuen treffen lassen. Mit Hilfe verschiedener Indizes können Handlungsdilemmata empirisch untersucht werden und so neue Impulse für die wirtschaftswissenschaftliche Forschung gewonnen werden.

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10

Figueiredo Dalla Costa Ames, Maria Clara, Ana Ester da Costa, Maurício Custódio Serafim, and Daniel Moraes Pinheiro. "DESENVOLVIMENTO MORAL E RACIONALIDADE NAS ORGANIZAÇÕES: ANALISANDO O DEFINING ISSUES TEST – 2." Revista de Empreendedorismo e Gestão de Micro e Pequenas Empresas 04, no. 03 (2019): 128–48. http://dx.doi.org/10.20872/24478407/regmpe.v4n3p128-148.

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11

SAKURAI, IKUO. "Using the Defining Issues Test to Analyze the Development of Moral Judgment." Japanese Journal of Educational Psychology 59, no. 2 (2011): 155–67. http://dx.doi.org/10.5926/jjep.59.155.

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12

Bailey, Charles D. "Does the Defining Issues Test Measure Ethical Judgment Ability or Political Position?" Journal of Social Psychology 151, no. 3 (2011): 314–30. http://dx.doi.org/10.1080/00224545.2010.481690.

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13

Elm, Dawn R., and James Weber. "Measuring moral judgment: The Moral Judgment Interview or the Defining Issues Test?" Journal of Business Ethics 13, no. 5 (1994): 341–55. http://dx.doi.org/10.1007/bf00871762.

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14

King, Patricia M., and Matthew J. Mayhew. "Moral Judgement Development in Higher Education: Insights from the Defining Issues Test." Journal of Moral Education 31, no. 3 (2002): 247–70. http://dx.doi.org/10.1080/0305724022000008106.

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15

Behar-Horenstein, Linda S., and Lissette A. Tolentino. "Exploring Dental Student Performance in Moral Reasoning Using the Defining Issues Test 2." Journal of Dental Education 83, no. 1 (2019): 72–78. http://dx.doi.org/10.21815/jde.019.009.

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16

Bebeau, Muriel J. "The Defining Issues Test and the Four Component Model: Contributions to professional education." Journal of Moral Education 31, no. 3 (2002): 271–95. http://dx.doi.org/10.1080/0305724022000008115.

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17

Chovan, William, and Nancy L. Freeman. "Moral Reasoning and Personality Components in Gifted and Average Students." Perceptual and Motor Skills 77, no. 3_suppl (1993): 1297–98. http://dx.doi.org/10.2466/pms.1993.77.3f.1297.

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101 students, gifted and of average ability in Grades 5, 8, and 10, completed the Defining Issues Test and the Offer Self-image Questionnaire. Significant differences occurred between groups of gifted and average ability on the Defining Issues Test, between the average and gifted girls, and between the boys and girls on Offer's Social Relationships subscale. A regression analysis indicated that the Social Relationships subscale and being gifted were predictors of Rest's p index.

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18

Ji, Chang-Ho C. "Collectivism in Moral Development." Psychological Reports 80, no. 3 (1997): 967–75. http://dx.doi.org/10.2466/pr0.1997.80.3.967.

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This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.

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19

Roche, Cicely, and Steve Thoma. "Insights From the Defining Issues Test on Moral Reasoning Competencies Development in Community Pharmacists." American Journal of Pharmaceutical Education 81, no. 8 (2017): 5913. http://dx.doi.org/10.5688/ajpe5913.

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20

Choi, Youn-Jeng, Hyemin Han, Meghan Bankhead, and Stephen J. Thoma. "Validity study using factor analyses on the Defining Issues Test-2 in undergraduate populations." PLOS ONE 15, no. 8 (2020): e0238110. http://dx.doi.org/10.1371/journal.pone.0238110.

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21

Lawrence, Jeanette A. "Verbal Processing of the Defining Issues Test by Principled and Non-Principled Moral Reasoners." Journal of Moral Education 16, no. 2 (1987): 117–30. http://dx.doi.org/10.1080/03057240.1987.10753559.

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22

Wygant, Steven A. "Moral Reasoning about Real-Life Dilemmas: Paradox in Research Using the Defining Issues Test." Personality and Social Psychology Bulletin 23, no. 10 (1997): 1022–33. http://dx.doi.org/10.1177/01461672972310003.

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23

van den Enden, Thijs, Jan Boom, Daniel Brugman, and Stephen Thoma. "Stages of moral judgment development: Applying item response theory to Defining Issues Test data." Journal of Moral Education 48, no. 4 (2018): 423–38. http://dx.doi.org/10.1080/03057240.2018.1540973.

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24

Pitt Derryberry, W., Kristy L. Jones, Frederick G. Grieve, and Brian Barger. "Assessing the relationship among Defining Issues Test scores and crystallised and fluid intellectual indices." Journal of Moral Education 36, no. 4 (2007): 475–96. http://dx.doi.org/10.1080/03057240701688036.

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25

Greenfield, Rebekkah, and Paul M. Valliant. "Moral Reasoning, Executive Function, and Personality in Violent and Nonviolent Adult Offenders." Psychological Reports 101, no. 1 (2007): 323–33. http://dx.doi.org/10.2466/pr0.101.1.323-333.

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To evaluate moral reasoning and personality, inmates from a maximum security jail were administered the Porteus Maze, the Defining Issues Test, the Minnesota Multiphasic Personality Inventory-168, and the Test of Nonverbal Intelligence. Scores of 20 violent and 19 nonviolent offenders were compared. The control group consisted of 20 university students who indicated they did not have criminal records. All were over the age of 18. Analysis showed the violent offenders had mature moral reasoning and were more elevated on the Antiestablishment scale of the Defining Issues Test. Furthermore, inmates displayed significantly elevated scores on depression, Psychopathic Deviance, and Social Introversion relative to the control group.

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26

Valliant, Paul M., Derek Pottier, Tanya Gauthier, and Robert Kosmyna. "Moral Reasoning, Interpersonal Skills, and Cognition of Rapists, Child Molesters, and Incest Offenders." Psychological Reports 86, no. 1 (2000): 67–75. http://dx.doi.org/10.2466/pr0.2000.86.1.67.

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54 inmates were subdivided into four groups and classified according to their index offense. The groups included Rapists ( n = 14), Incest Offenders ( n = 9), Child Molesters ( n = 11), General Offenders ( n = 20). Nonoffenders ( n = 20) were included as a control group. Psychometric tests including the Test of Nonverbal Intelligence, the Defining Issues Test, Survey of Interpersonal Values, Porteus Maze, and Minnesota Multiphasic Personality Inventory were administered to all inmate and control groups. Analysis showed the rapists and child molesters scored higher on moral reasoning on the Defining Issues Test; also rapists' scores were more elevated on the Psychopathic Deviate and Paranoia scales of the Minnesota Multiphasic Personality Inventory than those of other offender and control groups. These results imply that rapists and child molesters have the ability to understand moral issues; however, given their personality orientation, they ignore these interpersonal social values.

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27

Ma, Hing-Keung. "Consistency of Stage Structure in Objective Moral Judgment across Different Samples." Psychological Reports 57, no. 3 (1985): 987–90. http://dx.doi.org/10.2466/pr0.1985.57.3.987.

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The consistency of stage structure in Rest's Defining Issues Test was examined in different samples. The responses of 124 Grade 10, 37 Grade 12, and 45 adult subjects were analysed. The Factor 1 loadings of the intermediate stages were the highest in only two of the six sample groups. In addition, the order of the Factor 2 loadings was also consistent in only two groups. Although the findings were not favorable in some subsamples, the over-all results which included a good factor pattern in the largest sample were regarded as providing some moderate support to the claim of an ordered sequence of Kohlberg's stages measured by the Defining Issues Test.

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28

Moon, Yong-Lin. "A Review of Cross-Cultural Studies on Moral Judgment Development Using the Defining Issues Test." Behavior Science Research 20, no. 1-4 (1986): 147–77. http://dx.doi.org/10.1177/106939718602000107.

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29

Emler, Nicholas, Emma Palmer-Canton, and Angela James. "Politics, moral reasoning and the Defining Issues Test: A reply to Barnett et al. (1995)." British Journal of Social Psychology 37, no. 4 (1998): 457–76. http://dx.doi.org/10.1111/j.2044-8309.1998.tb01184.x.

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30

Ee, Jessie. "Modifying Defining Issues Test (DIT) as a tool for assessing secondary students’ social–emotional competencies." Asia Pacific Education Review 15, no. 2 (2014): 247–56. http://dx.doi.org/10.1007/s12564-014-9318-9.

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31

Hanlin, Hugh R., and Karl B. Zucker. "Affect and Cognition in Moral Judgment." Psychological Reports 59, no. 3 (1986): 1133–34. http://dx.doi.org/10.2466/pr0.1986.59.3.1133.

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Empirical data for 97 college students are reported which suggest a positive correlation (.41) between moral thinking at a principled level on the Defining Issues Test and positive affect associated with perceptions of others on the Paired Hands Test.

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32

Doyle, Elaine, Jane Frecknall-Hughes, and Barbara Summers. "Research Methods in Taxation Ethics: Developing the Defining Issues Test (DIT) for a Tax-Specific Scenario." Journal of Business Ethics 88, no. 1 (2009): 35–52. http://dx.doi.org/10.1007/s10551-009-0101-5.

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33

Narvaez, Darcia, and Tonia Bock. "Moral Schemas and Tacit Judgement or How the Defining Issues Test is Supported by Cognitive Science." Journal of Moral Education 31, no. 3 (2002): 297–314. http://dx.doi.org/10.1080/0305724022000008124.

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34

Chapelle, Carol A. "An introduction to Language Testing’s first Virtual Special Issue: Investigating consequences of language test use." Language Testing 37, no. 4 (2020): 638–45. http://dx.doi.org/10.1177/0265532220928533.

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Virtual Special Issues are a new resource for Language Testing readers. The Virtual Special Issues will highlight important topics and trends in the field by curating previously published articles that have contributed to defining important and influential issues, methods, and findings on the topics and trends. This Virtual Special Issue presents selected articles from Language Testing on the topic of the consequences, also referred to as washback and impact, of language assessments and tests. The authors of the articles report their investigations of the social functions of tests in teaching and learning as well as in broader structures for attaining opportunities in society. In particular, the articles encompass the examples of social functions that Messick (1989) identified as potentially important in investigating the validity of test use. They also demonstrate a variety of research methods for the study of the consequences of language assessment use in a range of contexts. They vary in the extent to which they interpret results with respect to validity, but the more recent two articles engage explicitly with issues of consequences and validity. Regardless of the role assumed for consequences in validity arguments, these articles demonstrate the importance of investigating consequences in language testing and illustrate methods for doing so.

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35

Kelly, Roger B., and William Chovan. "Yet Another Empirical Test of the Relationship between Self-Actualization and Moral Judgment." Psychological Reports 56, no. 1 (1985): 201–2. http://dx.doi.org/10.2466/pr0.1985.56.1.201.

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The focus of this study was the discrepancy noted in previous investigations of both positive and negative correlations between self-actualization and principled moral judgment when measured on the main scale of the Personal Orientation Inventory and the Defining Issues Tests. The same tests were administered to 90 undergraduate and continuing education students with special attention to the contingent variable, response style. Low correlations resulted.

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36

Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.

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37

Schlaefli, Andre, James R. Rest, and Stephen J. Thoma. "Does Moral Education Improve Moral Judgment? A Meta-Analysis of Intervention Studies Using the Defining Issues Test." Review of Educational Research 55, no. 3 (1985): 319–52. http://dx.doi.org/10.3102/00346543055003319.

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A review was conducted of 55 studies of education interventions designed to stimulate development in moral judgment. All studies used the Defining Issues Test. Various subject groups were involved (junior and senior high school students, college and graduate students, adults), various types of programs were employed (group discussion of moral dilemmas, psychological development programs, social studies and humanities courses), and the duration of the programs varied (a few hours to a year-long program). The principal findings from meta-analysis indicate that the dilemma discussion and psychological development programs produce modest overall effect sizes, that treatments of about 3 to 12 weeks are optimal, and that programs with adults (24 years and older) produce larger effect sizes than with younger subjects; however, significant effect sizes are obtained with all groups.

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38

Sanders, Cheryl E., David Lubinski, and Camilla Persson Benbow. "Does the Defining Issues Test measure psychological phenomena distinct from verbal ability? An examination of Lykken's query." Journal of Personality and Social Psychology 69, no. 3 (1995): 498–504. http://dx.doi.org/10.1037/0022-3514.69.3.498.

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39

McKinney, William R. "Public Personnel Selection: Issues and Choice Points." Public Personnel Management 16, no. 3 (1987): 243–57. http://dx.doi.org/10.1177/009102608701600305.

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This study was undertaken to explore the role of a written selection examination in defining the composition of the workforce while complying with the legislative mandates for validity in the selection decision. Results of the investigation suggest that, in the public domain, two general choices exist with regard to personnel selection: an organization may select job applicants on the basis of raw test scores from the top down; or, it may group the applicants based on race, and then standardize the scores before selection from the top down. Each agency should consider the legal and social implications of the two approaches. The decision taken will reflect each agency's desire for technical expertise, social representation, or both, within its workforce, and for compliance with the law.

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40

Osman, Mohamed El Tahir. "Redefining the Quality of Online Courses: From A Smiley Test To A Seven-Star Rating." European Journal of Humanities and Social Sciences 2, no. 4 (2022): 57–64. http://dx.doi.org/10.24018/ejsocial.2022.2.4.294.

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The past two decades have witnessed an exponential increase of both blended and fully online courses in higher education. Nevertheless, despite the invested efforts in defining and examining quality issues concerning online courses, there seems to be an equal growth in the challenges as well as the boundaries for defining the quality of online courses. According to a large body of literature, it appears that the most common instruments for gauging quality are course evaluations and surveys from the perspectives of instructors, learners, and administrators based on their perceptions, and experiences. In light of the rapidly changing needs of the new generation of “digital” learners, this study aims to redefine the quality of online courses from a comprehensive perspective that would expand the quality standards beyond pedagogical issues to include the hidden aspects of quality such as the instructional design, web design, facilitation and coaching, course presentation, learning experience, as well as service experiences. The study employs a mixed-method research design including, a descriptive-analytic methodology of both quantitative and qualitative approaches, where a triangulated set of data were collected from a diverse sample of Instructional designers, SMEs, and students enrolled in a fully online course at Sultan Qaboos University. The outcomes of this study could be used as a blueprint for designing online courses that respond to learners’ diverse needs.

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41

Shimizu, Alessandra de Morais. "Defining Issues Test-2: fidedignidade da versão brasileira e ponderações acerca de seu uso em pesquisas sobre moralidade." Psicologia: Reflexão e Crítica 17, no. 1 (2004): 5–14. http://dx.doi.org/10.1590/s0102-79722004000100003.

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42

Howieson, Bryan. "Defining the Reporting Entity in the Not-for-profit Public Sector: Implementation Issues Associated with the Control Test." Australian Accounting Review 23, no. 1 (2013): 29–42. http://dx.doi.org/10.1111/auar.12001.

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43

Glover, Rebecca J., Prathiba Natesan, Jie Wang, et al. "Moral rationality and intuition: An exploration of relationships between the Defining Issues Test and the Moral Foundations Questionnaire." Journal of Moral Education 43, no. 4 (2014): 395–412. http://dx.doi.org/10.1080/03057240.2014.953043.

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44

Bay, Darlene D., and Robert R. Greenberg. "The Relationship of the DIT and Behavior: A Replication." Issues in Accounting Education 16, no. 3 (2001): 367–80. http://dx.doi.org/10.2308/iace.2001.16.3.367.

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Accounting ethics instruction, like accounting ethics research, has been strongly influenced by the work of Kohlberg and his stages of ethical development. The Defining Issues Test (DIT), which is based on Kohlberg's theory, has been extensively used to assess level of ethical development of both accounting students and accounting practitioners. Theory suggests that the relationship between p-score on the Defining Issues Test (DIT) and behavior should be linear, i.e., ethical behavior should increase monotonically with level of ethical development. However, Ponemon's (1993a) paper reported a quadratic relationship, meaning that subjects with low scores and those with high scores are more likely to behave unethically. This study replicates Ponemon's (1993a) study. Unobtrusive observation of actual behavior in a laboratory experiment is used to record behavior, which is then related to p-score on the DIT. The results confirm Ponemon's (1993a) finding of a quadratic relationship. However, in this study, the results appear to be driven by the behavior of male subjects; female subjects show a monotonically decreasing level of ethical behavior as p-score on the DIT increases.

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45

Passini, Stefano, and Paola Villano. "Judging Moral Issues in a Multicultural Society." Swiss Journal of Psychology 72, no. 4 (2013): 235–39. http://dx.doi.org/10.1024/1421-0185/a000116.

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People’s reactions to crimes sometimes change depending on whether the perpetrators are members of their own ingroup or an outgroup. This observation results in questions concerning how moral reasoning works in intergroup situations. In this research, we analyzed the combined effect of the nationality of the protagonist in a moral dilemma and the participant’s social dominance orientation (SDO) attitudes on the participant’s level of moral reasoning. A total of 230 Italian participants responded to two moral dilemmas taken from the Defining Issues Test, which had been modified so that one was about an Italian and the other about a Romanian. The results showed a significant interaction between the dilemma, the protagonist’s nationality, and the participant’s SDO: The P scores (postconventional reasoning) of low-SDO participants were on the same level when they were judging people of either nationality, while high-SDO participants tended to have a higher P score when judging Italians as opposed to Romanians.

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46

Lin, Chieh Yu. "Multicultural Experiences and Moral Development: an Empirical Study of Purchasing Managers." Social Behavior and Personality: an international journal 37, no. 7 (2009): 889–94. http://dx.doi.org/10.2224/sbp.2009.37.7.889.

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This study was an investigation of the relationship between multicultural experiences and moral development. A sample of 227 purchasing managers was assessed in relation to their multicultural experiences and moral development as measured by the Defining Issues Test (Rest, 1979). Results indicated that moral development is significantly positively related to multicultural experiences, particularly the depth of the experiences.

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47

Joo, Sunghak. "An Analysis of Ethical Principles of Jainism for Moksha(Liberation) and Moral Development of Jains Using Defining Issues Test." Mission and Theology 48 (June 30, 2019): 397–426. http://dx.doi.org/10.17778/mat.2019.06.48.397.

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48

Lin, Chieh-Yu. "An empirical investigation of the moral judgment development of Taiwanese procurement executives." Social Behavior and Personality: an international journal 37, no. 1 (2009): 95–104. http://dx.doi.org/10.2224/sbp.2009.37.1.95.

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The issue of ethical behavior in procurement has become increasingly critical to many organizations. A sample of 213 procurement executives from large Taiwanese companies was assessed in terms of their moral judgment development measured by the Defining Issues Test (Rest, 1979). The findings indicate that Taiwanese procurement executives focus more on the conventional level than on the postconventional level of moral judgment development. Taiwanese procurement personnel at a higher management level will have higher overall scores for moral judgment development than those at a lower management level, and upper management focus less on mutually satisfying outcomes and group harmonization than do middle or lower levels.

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49

Hildebrand, Doris. "Using Conjoint Analysis for Market Definition: Application of Modern Market Research Tools to Implement the Hypothetical Monopolist Test." World Competition 29, Issue 2 (2006): 315–35. http://dx.doi.org/10.54648/woco2006020.

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Market definition is instrumental to the assessment of market power and central to competition policy. Until recently, the assessment of market boundaries has been primarily a qualitative judgemental process. However, the past years have not only seen the development of new quantitative methods of defining markets, but also a growing demand for these econometric methods. This article discusses some of the issues arising in the empirical implementation of the Hypothetical Monopolist Test by econometric tools. In particular, the article shows how a certain empirical methodology which has found broad acceptance in market research, Conjoint Analysis, can be applied to market definition

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50

Rizzo, A. M. "Comparing the Stewart-Sprinthall Management Survey and the Defining Issues Test-2 as Measures of Moral Reasoning in Public Administration." Journal of Public Administration Research and Theory 14, no. 3 (2004): 335–48. http://dx.doi.org/10.1093/jopart/muh021.

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