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Exploring the Evocation of Verbal Perspective Taking Using a Linguistic Relational Triangulation Questionnaire (RTQ-MST9)

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Abstract

The present article exhibits the use of a linguistic multiple-choice questionnaire format for evoking relational triangulation performances while examining whether between-subject variability in such performances might be adequate to relate to variability in other perspective-taking performances and proclivities. Verbally competent adults (N = 32) were administered a pilot nine-item linguistic relational triangulation questionnaire (RTQ-MST9) with three three-item subscales pertaining to triangulations of material, spatial, and temporal perspectives. Nonlinguistic behavioral measures of perspective-taking training fluency and derivation performances were drawn from an operant, match-to-sample (MTS), visuospatial relational triangulation perspective-taking protocol (RT-PTP). Participants also completed the linguistic Barnes-Holmes Perspective Taking Protocol (BH-PTP) to evoke verbal perspective taking performances in terms of deictic relational framing. Participants furthermore completed the linguistic Interpersonal Reactivity Index (IRI), a widely used self-report measure of general perspective taking proclivities. Whereas the material subscale of the RTQ-MST9 did not evidence associations in correlational analyses, the spatial and temporal subscales were associated with certain aspects of perspective taking on the RT-PTP, BH-PTP, and IRI. The number of observed significant correlations was reliably above what would be expected on the basis of chance alone. However, it must be cautioned that the particular correlational results of this study should be held lightly as the present sample size is limited and there were no corrections for familywise error rate. Instead, the findings suggest in general terms that linguistic questionnaires of relational triangulation may be a viable methodology for evoking and measuring variable performances in verbal perspective taking in future studies.

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Data Availability

Data and materials are available from the first author upon request.

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Notes

  1. The RT framework is here refined to posit that any two sides of a perfect relational triangle jointly entail the third, such that a person with a relational triangulation repertoire can derive an unknown side (e.g., spontaneously take someone’s perspective) with exact specification given any two known sides (e.g., one’s own perspective and one’s relationship with the other whose perspective is to be taken). In an imperfect relational triangle, two sides will jointly entail a third, whereas a different two sides may not jointly entail the remaining third or only partially jointly entail the remaining third, limiting possible derivations. For example, in the bottom panel of Fig. 1, knowing that “The relationship between Apples and Fruit is hierarchy” and knowing that “The Cat–Fruit relationship is different from the Apple–Fruit relationship” does not fully specify an exact Cat–Fruit relationship (e.g., distinction, at least in some contexts); all that can be derived is that this relationship is not hierarchy. All other relational triangles in Figs. 1, 2, 3 and 4 are perfect relational triangles.

  2. Interpersonal alignment can be thought of as being one’s perspective on another person. In general, interpersonal alignments and perspectives can be attributed to nonsentient animals and nonbehaving objects (e.g., a toy doll, a plant, DNA) during acts of anthropomorphization.

  3. Accurate verbal perspective taking through relational triangulation is an inherently probabilistic endeavor, meaning triangulations can be coherent without being accurate. Consider the relational network inherent in the propositions and conclusion “Schnauzers are a kind of cat. All cats chirp. Do schnauzers chirp?—Yes.” Allowing for a bit of ontology (cf. behavior analytic treatments of “true vs. false memory”; Guinther & Dougher, 2010, 2014), this network is perfectly coherent but unsound, because the premises and hence conclusion do not correspond to reality (i.e., we would accurately track that schnauzers are a kind of dog rather than a kind of cat, and that cats meow rather than chirp, and then reach a different conclusion as to whether schnauzers chirp). Likewise, relational triangulations can proceed with coherence without producing accurate perspective taking if stimulus control is inadequate or inappropriate. That is, sometimes we are wrong about what another person is thinking even if our conclusions about the other person’s perspective were based on (contingencies that control) valid reasoning. Indeed, a child may receive reinforcement for concluding that a toy doll “thinks” something, when in fact inanimate objects do not behave. Relational triangulation need only probabilistically produce reinforcement or cohere with other verbal networks to be maintained as a repertoire, and sometimes this reinforcement may come from accurately predicting the behavior of others.

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Funding

General umbrella funding of the Psychology Department and IRB was provided by the National University of Ireland, Galway. There was no grant funding.

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Authors and Affiliations

  1. Anchor and Arrow Behavioral Health, Portland, OR, USA

    Paul M. Guinther

  2. National University of Ireland, Galway, Ireland

    Vasileios Vlachodimos & Ian Stewart

Authors
  1. Paul M. Guinther
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  2. Vasileios Vlachodimos
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  3. Ian Stewart
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Contributions

Paul Guinther, PhD, made conceptual contributions, conducted final data analyses, wrote revisions, and wrote the final article. Vasileios Vlachodimos, MSc, collected data, conducted preliminary data analyses and wrote a manuscript. Ian Stewart, PhD, made conceptual contributions and supervised the research activities of his graduate student, Vasileios Vlachodimos, MSc.

Corresponding author

Correspondence to Paul M. Guinther.

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Appendix

Appendix

RTQ-MST9

  1. 1.

    You, Lindsay, and Paul are tasting different candies. You like the first candy, Lindsay likes the first candy, and Paul dislikes the first candy. You dislike the second candy, Lindsay dislikes the second candy, and Paul likes the second candy. Lindsay tells you she likes the third candy. You dislike the fourth candy. Given what you know about Paul’s likes and dislikes, which candy or candies should you recommend to Paul?

  1. a.

    Only the third candy

  2. b.

    Only the fourth candy

  3. c.

    Both the third and fourth candies

  4. d.

    Neither the third nor fourth candies

  1. 2.

    You are sitting at a square table that seats four, one person per side. Brian is seated to your right. There is a candle and matches on the table. Brian says “Elizabeth is seated to my right.” Brian also says, “The matches are behind the candle.” Where will Elizabeth say the matches are?

  1. a.

    “The matches are to the left of the candle.”

  2. b.

    “The matches are to the right of the candle.”

  3. c.

    “The matches are in front of the candle.”

  4. d.

    “The matches are behind the candle.”

  1. 3.

    The local events page in an old newspaper reports that “The opera will have its opening night tomorrow.” Today’s newspaper says that the opening night was three days ago, and that there was a record setting hailstorm four days ago. What does the old newspaper report about the hailstorm?

  1. a.

    “There was a record setting hailstorm two days ago.”

  2. b.

    “There was a record setting hailstorm yesterday.”

  3. c.

    “There was a record setting hailstorm today.”

  4. d.

    “There will be a record setting hailstorm tomorrow.”

  1. 4.

    Colleen, Sarah, Tom, and Zack are watching a football game between two rival teams, the Timbers and the Sounders. Colleen cheers and Sarah boos when the Timbers defense is playing well. Tom cheers and Zach boos when the Sounders offense is playing well. When the Timbers score a goal, who will cheer?

  1. a.

    Colleen and Zack

  2. b.

    Colleen and Sarah

  3. c.

    Tom and Zack

  4. d.

    Sarah and Tom

  1. 5.

    Scott, Shadee, and Melissa sit down at a square table that seats four, one person per side. Shadee sits to Scott’s left. Shadee says, “Melissa is sitting across from me.” Melissa says “I see the back of the kettle.” What side of the kettle does Scott see?

  1. a.

    The front side

  2. b.

    The back side

  3. c.

    The right side

  4. d.

    The left side

  1. 6.

    Luke says “Tomorrow Mac is going to announce that he will be hosting a party three days from today.” What will Mac’s announcement be?

  1. a.

    “I’m having a party today.”

  2. b.

    “I’m having a party tomorrow.”

  3. c.

    “I’m having a party in two days.”

  4. d.

    “I’m having a party in three days.”

  1. 7.

    You and David try on some clothes at the store that come in the colors red, blue, green, and yellow. You like the red and blue jackets, and David likes the green and yellow jackets. You like the red and green pants, and David likes the blue and yellow pants. You like the blue and green pants, and David likes the red and yellow pants. You like the green and yellow hats. What color hats does David like?

  1. a.

    Green and yellow

  2. b.

    Blue and green

  3. c.

    Red and yellow

  4. d.

    Red and blue

  1. 8.

    James, Nick, and Scott are sitting at a square table that seats four, one person per side. There is a pencil and a book on the table. James says “The pencil is further than the book.” Nick says, “The pencil is to the left of the book.” Scott says “The pencil is to the right of the book.” Where is Scott seated?

  1. a.

    On James’s right

  2. b.

    On James’s left

  3. c.

    On Nick’s right

  4. d.

    On Nick’s left

  1. 9.

    An entry in Pamela’s diary says Jennifer’s birthday is in two weeks. Jennifer’s birthday was three weeks ago. When did Pamela make her diary entry?

  1. a.

    Two weeks ago

  2. b.

    Three weeks ago

  3. c.

    Four weeks ago

  4. d.

    Five weeks ago

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Guinther, P.M., Vlachodimos, V. & Stewart, I. Exploring the Evocation of Verbal Perspective Taking Using a Linguistic Relational Triangulation Questionnaire (RTQ-MST9). Psychol Rec 72, 429–447 (2022). https://doi.org/10.1007/s40732-022-00520-2

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