American Psychological Society Research Articles

Remembering and Researching the Old and the New: An Interview with Roddy Roediger

Dr. Henry L. (Roddy) Roediger is the James S. McDonnell Distinguished University Professor in the Psychology Department at Washington University in St. Louis (WUSTL) and a scholar of human memory. He graduated from Washington & Lee University in 1969 and received his PhD in psychology from Yale University. He served as chair of the Psychology Department at WUSTL from 1996 to 2004, when he was named dean of academic planning in Arts and Sciences. Roediger's research interests include such topics as how people can suffer memory illusions and false memories (remembering events differently from the way they happened or remembering events that never happened at all); implicit memory (when past events affect ongoing behavior without one's awareness); and, most recently, applying cognitive psychology to improving learning in educational situations. One primary current interest is why the process of retrieval serves as a powerful memory enhancer. David G. Elmes is professor emeritus of psychology at Washington & Lee University, where he taught for 40 years. He earned undergraduate and graduate degrees from the University of Virginia. Elmes was a research associate at the Human Performance Center of the University of Michigan, and he was a Visiting Fellow of University College at the University of Oxford. He has coauthored or edited four books that focus on research methods and has numerous publications on learning, memory, and olfaction. Elmes served as president of the Council on Undergraduate Research. He is a fellow of the Association for Psychological Science and the Virginia Academy of Science.

Shrinking the Shrinks

Many training programs for clinical psychologists in the United States should be scrapped, an organization of psychologists says. In a report to be released this month, the Association for Psychological Science (APS) calls for more scientific rigor in psychotherapy. “Clinical psychology resembles

The Founding of the Association for Psychological Science: Part 2. The Tipping Point and Early Years.

The founding of the Association for Psychological Science (APS) occurred in the context of longstanding dialectical tensions within organized psychology. It represents the most recent breakaway effort from the American Psychological Association (APA), psychology's parent association in the United States. Beginning in the 1970s, numerous APA committees deliberated the Association's structure, making recommendations designed to appease the various constituencies within the changing organization; all but the last of these proposals were ultimately rejected by the APA Council. In 1987, the Assembly for Scientific and Applied Psychologists (ASAP) formed to encourage APA reorganization, and in early 1988, the APA Council approved a reorganization plan; that plan was, however, rejected by the membership. In August 1988, the ASAP became the APS. The early years of the APS were shaped by challenges and successes that would lay the groundwork for the APS to become a prominent organization in the promotion of scientific psychology. An understanding of these events may provide insight into the nature of organized psychology and its future.

The Founding of the Association for Psychological Science: Part 1. Dialectical Tensions Within Organized Psychology.

The founding of the Association for Psychological Science (APS) did not represent the first time a group of psychologists broke away from the American Psychological Association, the parent association of organized psychology in the United States. In fact, the history of organized psychology is replete with examples of splinter groups that sought to better represent the needs and interests of their specific constituencies. All of these breakaway efforts have occurred amid intradisciplinary tensions-the continual push and pull between unity on the one hand and autonomy on the other-that reflect some of the enduring challenges of the field. A historical examination of this dialectic provides a useful framework within which to understand the founding of the APS, its most recent instantiation.

Is the allure of self-esteem a mirage after all?

Comments on the original article "Do people's self-views matter? Self-concept and self-esteem in everyday life," by W. B. Swann, Jr., C. Chang-Schneider, and K. L. McClarty. Swann et al argued that people's self-views, and their global self-esteem in particular, yield a suite of behavioral effects that are beneficial to the individual and to society at large. The Swann et al article is the latest link in a debate on the causal utility of self-esteem. Specifically, the article is a reply to a report published by the American Psychological Society Task Force on Self-Esteem (Baumeister, Campbell, Krueger, & Vohs, 2003). As members of that task force, the current authors wish to express their broad agreement with Swann et al. At the same time, in the comment presented here, they clarify pockets of disagreement.

Measuring the Immeasurable: Or "Could Abraham Lincoln Take the Implicit Association Test?".

With the Association for Psychological Science's new ethical standards requiring that all research studies include an Implicit Association Test (IAT), forecasters predict that the population of new participants available to take IATs will expire by the year 2023. Shrill, doomsday proposals from IAT experts involve rationing the precious pool of remaining IAT novices or other naive strategies. These solutions demonstrate rigid, scientific thinking, with a distinct lack of the creative flair that makes psychology stand apart from the real sciences. Building on our prior experience of adapting the IAT for measuring infant cognition and rooting out aliens among us, we demonstrate that new pools of participant resourcesmdash;the unborn and passed on-are available, if we take the time to develop the methods to exploit them. Two studies illustrate some of the methodological challenges and opportunities that must be met in order to make better use of the new populations to keep the IAT juggernaut on its path of global (and interstellar) domination.

Relationships between mindfulness, flow dispositions and mental skills adoption: A cluster analytic approach

Objectives This study examines the relationships between mindfulness, flow dispositions and mental skills adoption. Design Cluster analytic approach. Methods Participants in this study were 182 university student athletes. They were administered the Mindfulness/Mindlessness Scale [MMS; Bodner, T., & Langer, E. (2001). Individual differences in mindfulness: The Langer Mindfulness Scale. Poster session presented at the annual meeting of the American Psychological Society, Toronto, Ont., Canada], Dispositional Flow Scale 2 [DFS-2; Jackson, S. A., & Eklund, R. C. (2004). The flow scale manual. Morgantown, WV: Fitness Information Technology] and Test of Performance Strategies [TOPS; Thomas, P. R., Murphy, S. M., & Hardy, L. (1999). Test of performance strategies: Development and preliminary validation of a comprehensive measure of athletes’ psychological skills. Journal of Sports Sciences, 17, 697–711]. Results Four distinctive mindfulness clusters were found based on their response on the MMS using cluster analysis. Marked differences in flow dispositions and mental skills adoption habits were observed between the high and the low mindfulness clusters. Those in the high mindfulness cluster scored significantly higher than the low mindfulness clusters in challenge–skill balance, merging of action and awareness, clear goals, concentration and loss of self-consciousness scores of the DFS-2 [Jackson, S.A., & Eklund, R.C. (2004). The flow scale manual. Morgantown, WV: Fitness Information Technology]. The high mindfulness clusters also scored significantly higher compared to the low mindfulness cluster in terms of attentional control, emotional control, goal setting and self-talk sub-scales of the TOPS. Conclusions This study suggests that athletes’ flow dispositions and mental skills adoption could be differentiated using mindfulness. The findings have implications towards the understanding of flow and mental skills adoption within sport psychology.

An Interview with Bonnie J.F. Meyer

Bonnie J.F. Meyer is Professor of Educational Psychology in the Department of Educational and School Psychology and Special Education at The Pennsylvania State University. She has authored over 85 publications in such areas as reading comprehension, discourse analysis and processing, and learning, memory, and decision-making across the life span. Her 1974 dissertation, which was published as a 1975 North-Holland book, entitled The Organization of Prose on Its Effects on Memory, has been cited 501 times in the Social Science Citation Index. Dr. Meyer has over 1,330 records cited in the Web of Science Citation Index. She has served as Principal Investigator on National Institutes of Health, National Institute of Aging, and Institute of Education Sciences grants (external funding: $2,522,478). She is a Fellow of the American Psychological Society and Divisions 3, 15, and 20 of the American Psychological Association (APA). She has served the APA Division 15— Educational Psychology as treasurer, newsletter editor, twice as member-at-large, and APA council representative and the American Educational Research Association as Division C Secretary and Convention Program Chair. She also has served on editorial boards for Discourse Processes, the Journal of Educational Psychology, the Reading Research Quarterly, Cognition and Instruction, the Educational Psychologist, and the Journal of Literacy Research.

About the editors

Francis J. Yammarino is SUNY Distinguished Professor of Management and director and fellow of the Center for Leadership Studies at the State University of New York at Binghamton. He received his Ph.D. in organizational behavior (management) from the State University of New York at Buffalo. Dr. Yammarino has extensive research experience in the areas of superior–subordinate relationships, leadership, self–other agreement processes, and multiple levels of analysis issues. He has served on the editorial review boards of seven scholarly journals, including the Academy of Management Journal, Journal of Applied Psychology, and the Leadership Quarterly. Dr. Yammarino is a fellow of the American Psychological Society and the Society for Industrial and Organizational Psychology. He is the author of 12 books and has published over 100 articles. Dr. Yammarino has served as a consultant to numerous organizations, including IBM, Textron, TRW, Lockheed Martin, Medtronic, United Way, Skills Net, and the US Army, Navy, Air Force, and Department of Education.

Inside the Psychologist's Studio.

Inside the Psychologist's Studio.

Expanding Your Coverage of Neuroscience: An Interview with Michael Gazzaniga

Erin Rasmussen is an Assistant Professor in the Department of Psychology at Idaho State University where she teaches learning, behavioral pharmacology, senior seminar, and introductory psychology. She received her MS and PhD in experimental psychology (with a minor in behavioral pharmacology and toxicology) from Auburn University. She taught at the College of Charleston for 3 years before joining the faculty at Idaho State. Her past research involved examination of how prenatal exposure to heavy metals affects the behavior of offspring and the role of environmental enrichment in attenuating those effects. Currently, she is examining how prenatal food restriction affects food choices that lead to obesity. Michael Gazzaniga, the David T. McLaughlin Distinguished University Professor at Dartmouth College, is a pioneer in the field of cognitive neuroscience. He received his PhD from California Institute of Technology in psychobiology, where he conducted his famous work with Roger Sperry on the split-brain phenomenon. His research has provided insights on functional lateralization and how the cerebral hemispheres communicate with one another. He has written more than 20 books, many for the lay audience, and has well over 100 publications, including book chapters, interviews, and monographs. Currently, he serves as Director for the Center of Cognitive Neuroscience at Dartmouth. He was elected president of the American Psychological Society in 2004. He manages a summer school program in cognitive neuroscience and conducts many visiting professor seminars.

Innovations and other Findings

ONE OF THE JOYS of my job is having the opportunity to browse through reports and descriptions of initiatives that don't necessarily get a lot of national attention. These documents might present one or two very interesting facts or hold some far-reaching implications. Just because they don't receive major attention from the press or wide distribution doesn't mean they're not important. Let's look at some examples. PREDICTORS OF SUCCESS Connecticut just published a study called First Steps: An Evaluation of the Success of Connecticut Students Beyond High School. The study tracked Connecticut students who took the Connecticut Academic Performance Test (CAPT) in high school in 1996 to see if performance on the test predicted later success. The answer was yes. Performance on the CAPT was an excellent predictor of academic success high school. The study also provided insight into the college enrollment rates of the state's graduates who had completed the CAPT, finding, among other things, that some of the very best high school students (nearly 10% of the highest scorers in the state) never attend college. In addition, many students who attend college out of state are among the highest-scoring students, and this group is likely to enter the state's work force in smaller proportions than those who stay in Connecticut for college. In an article published by the American Psychological Society in Psychological Science in late 2005, Angela Duckworth and Martin Seligman noted, Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline. The study found correlations between self-discipline and most academic performance variables that were significantly higher than (and at least twice as large as) correlations between I.Q. and the same academic performance variables (final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television, and the time of day students began their homework). As Rex Brown, former senior staff member at the Education Commission of the States, once said, Lazy is not a learning style. The study was called Self-Discipline Outdoes I.Q. in Predicting Academic Performance of Adolescents and is available at www.blackwell-synergy.com/doi/ abs/10.1111/j.1467-9280.2005.01641.x. FROM THE HEARTLAND The Iowa Model Core Curriculum Project was developed in response to needs identified by the state department and state board of education through an intensive high school information- and data-gathering process undertaken in the spring of 2005. It came about after the passage of Senate File 245 during the 2005 legislative session, which requires the identification of a model core curriculum and establishes a statewide goal for completion of a core curriculum. S.F. 245 also requires districts to develop for each eighth-grader a core curriculum plan and to report progress on the completion of that plan to parents or guardians annually. The Project Lead Team is charged with leading the effort to identify the essential content and skills of a world-class core curriculum. Representatives of the state board, the Institute for Tomorrow's Workforce, the School Administrators of Iowa, the Iowa Association of School Boards, the Iowa State Education Association, the PTA, area education associations, local education agencies, higher education, the business community, and community colleges all serve on this team. The implementation of S.F. 245 is supposed to address the first recommendation of the Partnership for 21st Century Skills, a national consortium of Fortune 500 employers, the U.S. Department of Education, and others. To develop 21st-century skills, the Partnership recommends that schools do the following: * Emphasize all core subjects beyond basic competency to the understanding of academic content at much higher levels. …

Affirming Psychological Science—For Students, Teachers, and the Larger World: An Interview with David G. Myers

David G. Myers received a BA in chemistry, magna cum laude from Whitworth College and an MA and PhD in psychology from the University of Iowa. Since 1982 he has been the John Dirk Werkman Professor of Psychology at Hope College. He is best known for his authorship of Psychology (2004), now in its 7th edition, and Social Psychology (2005a), now in its 8th edition. He is also the author of The Pursuit of Happiness: Who Is Happy—and Why (1992), Intuition (2002), and What God Has Joined Together: A Christian Case for Gay Marriage (2005b). With his wife Carol, he endowed the American Psychological Society Fund for Teaching and Public Understanding of Psychological Science. Harold L. Miller, Jr. received a BS degree in psychology from Arizona State University and a PhD in experimental psychology from Harvard University. He joined the psychology faculty at Brigham Young University (BYU) in 1975, where he is professor of psychology and associate chair. He has served as dean of General and Honors education at BYU and is an associate editor of the Journal of the Experimental Analysis of Behavior.

Teaching Students about Stereotypes, Prejudice, and Discrimination: An Interview with Susan Fiske

Susan T. Fiske is professor of psychology, Princeton University (PhD, Harvard University; honorary doctorate, Université Catholique de Louvain-la-Neuve, Belgium). She wrote Social Cognition (with Taylor) on how people make sense of each other. Currently, she investigates emotional prejudices (pity, contempt, envy, and pride) at cultural, interpersonal, and neural levels. She won the American Psychological Association's Early Career Award for Distinguished Contributions to Psychology in the Public Interest for antidiscrimination testimony and the Society for the Psychological Study of Social Issues' Allport Intergroup Relations Award for ambivalent sexism theory (with Glick). She edits the Annual Review of Psychology (with Schacter and Kazdin) and the Handbook of Social Psychology (with Gilbert and Lindzey). She just finished Social Beings: A Core Motives Approach to Social Psychology and a year as President of the American Psychological Society. Amy Hackney received her BA in psychology from Indiana University and her MS and PhD in social psychology from Saint Louis University. She began her career as an assistant professor of psychology at Georgia Southern University in the Fall of 2003. She teaches courses in social psychology, psychology and law, psychology of gender, and research methods. She conducts research on racial and gender stereotypes and prejudice. She is particularly interested in how stereotypes and prejudice affect jury decision making and how minority members experience and cope with prejudice.

Genetic testing for cancer. Psychological approaches for helping patients and families. Written by Andrea Farkas Patenaude. American Psychological Society, 2005. $59.95 (hardback). 312pp. ISBN: 1-59147-110-9

Genetic testing for cancer. Psychological approaches for helping patients and families. Written by Andrea Farkas Patenaude. American Psychological Society, 2005. $59.95 (hardback). 312pp. ISBN: 1-59147-110-9

An Interview with Deanna Kuhn

Deanna Kuhn is Professor of Psychology and Education at Teachers Col lege, Columbia University. She holds a Ph.D. in developmental psychology from University of California, Berkeley, and was previously on the faculty at the Graduate School of Education at Harvard University. She is a fel low of the American Psychological Society and American Psychological Association, a board member of the Cognitive Development Society, and a member of numerous other organizations in psychology and education. She is former editor of Human Development and is coeditor of the Cognition, Perception, and Language volume of the Handbook of Child Psychology, fifth edition, and the forthcoming sixth edition. She has published widely in the fields of psychology and education in outlets ranging from Psychological Science and Psychological Review to Harvard Educational Review and Liberal Education.

Ira J. Hirsh and the Acronyms of Auditory Perception

In a career that spans more than 50 years to date, the name of Ira J. Hirsh has been associated with significant scientific contributions to psychoacoustics, outstanding mentoring of research scientists, and dedicated service to the fields of acoustics, audiology, and psychology. It is a career that can be traced by acronyms that are part of the daily vocabulary of hearing scientists. These include acronyms of location: the Psychoacoustics Laboratory at Harvard (PAL), the Central Institute for the Deaf (CID), and Washington University (WashU); acronyms of professional societies that have honored him: Acoustical Society of America (ASA), International Congress of Acoustics (ICA), American Psychological Association (APA), American Psychological Society (APS), American Speech-Language-Hearing Association (ASHA), and American Academy of Audiology (AAA); acronyms of his service to the National Academy of Science: National Research Council (NRC), Commission on Behavioral and Social Science and Education (CBASSE), and Committee on Hearing, Bioacoustics, and Biomechanics (CHABA); and acronyms of his contributions to psychoacoustics: masking level difference (MLD) and temporal order judgments (TOJ). In large part, these acronyms are part of our vocabulary because of Hirsh's contributions, and tracing them during the last half century yields a substantive look at the development of the field of hearing science.

Predicting Memory for Childhood Sexual Abuse: “Non-Significant” Findings with the Potential for Significant Harm

In the March 2003 issue of Psychological Science, the flagship journal of the American Psychological Society, Goodman et al. (2003) reported on a prospective study that examined memory for childhood sexual abuse. The authors interviewed adolescents and young adults who had been victims of documented childhood sexual abuse that led to criminal prosecution for the perpetrator. This sample was a subset of those who had previously (approximately

Fostering the work motivation of individuals and teams

Performance ImprovementVolume 42, Issue 3 p. 21-29 Masters Series Fostering the work motivation of individuals and teams Richard E. Clark CPT, Richard E. Clark CPT Richard E. Clark's interest is in the translation of research on learning, motivation, and organizational change into a more user-friendly form for solving learning and performance problems in work settings. He is the mentor of the Human Performance at Work doctoral program in the Rossier School of Education at the University of Southern California. Dick also manages Atlantic Training Inc., a company that offers workshops and consulting on performance improvement in North America and Europe. His most recent books include; Turning Research into Results: A guide to selecting the right performance solutions (2002, CEP Press) with Fred Estes and Learning from Media: Arguments, analysis and evidence (2001, Information Age Publishers). In 2002, he was awarded the Thomas F. Gilbert Distinguished Professional Achievement Award and a Presidential Citation for Intellectual Leadership from ISPI. Dick is an elected Fellow of the American Psychological Association (Division 15, Educational Psychology), a Fellow in the Association of Applied Psychology, and a Founding Fellow of the American Psychological Society. He may be reached at clark@usc.edu.Search for more papers by this author Richard E. Clark CPT, Richard E. Clark CPT Richard E. Clark's interest is in the translation of research on learning, motivation, and organizational change into a more user-friendly form for solving learning and performance problems in work settings. He is the mentor of the Human Performance at Work doctoral program in the Rossier School of Education at the University of Southern California. Dick also manages Atlantic Training Inc., a company that offers workshops and consulting on performance improvement in North America and Europe. His most recent books include; Turning Research into Results: A guide to selecting the right performance solutions (2002, CEP Press) with Fred Estes and Learning from Media: Arguments, analysis and evidence (2001, Information Age Publishers). In 2002, he was awarded the Thomas F. Gilbert Distinguished Professional Achievement Award and a Presidential Citation for Intellectual Leadership from ISPI. Dick is an elected Fellow of the American Psychological Association (Division 15, Educational Psychology), a Fellow in the Association of Applied Psychology, and a Founding Fellow of the American Psychological Society. He may be reached at clark@usc.edu.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930420305Citations: 30 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume42, Issue3March 2003Pages 21-29 RelatedInformation

The Roots and Evolution of Child Psychology: An Interview with Lewis P. Lipsitt

Ted Bosack is professor of psychology and chair of the department at Providence College. His teaching is in the areas of child development and experimental child psychology, and his areas of particular interest are children's memory and suggestibility and learned helplessness. He participated in founding the Council of Undergraduate Psychology Programs in 1988, was president of the New England Psychological Association (NEPA), and continues to work toward the goals of the National Forum on Psychology Partnerships Project in which he took part. Many years ago, as a graduate student, he worked with Lew Lipsitt gathering data from some of the newborns who are participants in Lipsitt's long-term longitudinal study. Lewis P. Lipsitt is professor emeritus of psychology, medical science, and human development at Brown University where he continues as research professor, directing a long-term longitudinal study begun at Brown in 1959. He was the founding director of Brown's Child Study Center from 1966 to 1991. He is the founder of the journal, Infant Behavior and Development, and of the Advances in Child Behavior and Development series. He currently coedits Advances in Infancy Research . Professor Lipsitt was chair of the steering committee, for 5 years, of the well-known National Child Care Project sponsored by the National Institutes of Health. He is codirector of the Lee Salk Center of KidsPeace, a national communications helpline for wayward and needy youth. A few of his many organizational honors include the presidencies of Eastern Psychological Association and of two American Psychological Association (APA) divisions, Developmental Psychology and General Psychology; Fellow status in APA and American Psychological Society; three terms on the APA Council of Representatives; chair of the APA Board of Scientific Affairs; and executive director of the Science Directorate. He has won the Nicholas Hobbs Award for “science in the service of children,” the American Association for the Advancement of Science Lifetime achievement Award, and the Distinguished Contribution Award of NEPA.