The curve is still out there: A reply to Bushman, Wang, and Anderson's (2005) "Is the curve relating temperature to aggression linear or curvilinear?"

This article replies to research conducted by B. J. Bushman, M. C. Wang, and C. A. Anderson (2005) and demonstrates that the results of prior research by E. G. Cohn and J. Rotton (1997) do support the existence of a curvilinear relationship between temperature and aggression when time of day is taken into consideration. The shape of the relationship between temperature and aggression also depends on a number of other factors, including season, amount of social interaction, type of violence, and type of setting. It appears that linear relationships between temperature and aggression identified by B. J. Bushman et al. (2005) are less ubiquitous than might be believed and that the curve is still out there. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and the "woman question."

[Correction Notice: An erratum for this article was reported in Vol 39(1-2) of Canadian Psychology/Psychologie canadienne (see record 2009-19704-001). The name of Kirstin Maxwell was inadvertently omitted from the list of students acknowledged at the end of die article. The corrected list is provided in the erratum.] Explores the "woman question," the 19th century debate about whether the rights and freedoms available to men should be extended to women, within the context of the post-secondary education system. Examples of the historical arguments in support of the exclusion of women are outlined followed by a more contemporary analysis of gender differences in graduate education with a particular focus on access, graduation rates and time to completion of graduate degrees. The "chilly climate" construct is presented as a possible explanation for the alleged gender differential on these latter 2 variables. According to this model, the structures and operation of academic institutions embody significant elements of systemic discrimination and micro-inequities which disadvantage women. A series of 6 studies are described by which various aspects of the chilly climate (i.e., mentoring and supervision, sexual harassment) are explored in terms of the effects on attrition and time to completion. Paradoxically, although the research reveals a failure of educational institutions to fully resolve the woman question, women continue to operate effectively under conditions of inequity. The paper concludes with speculations about the future constructions and deconstructions of this debate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias and obfuscation in Kendler's (2005) "clarification."

Comments on the article "Psychology and Phenomenology: A Clarification" by H. H. Kendler (see record 2005-05480-003). In this article, Kendler misrepresented contemporary existential-humanistic psychology and conventional (or natural) scientific psychology. With regard to the former, he presented a confused, unwittingly biased, and all-too-stereotypic picture. Aside from failing to cite virtually any contemporary existential-humanistic theorists (with the possible exceptions of Polkinghorne and Smith), he profoundly mischaracterized the phenomenological perspective on which existential-humanistic principles are based (e.g., see Cain & Seeman, 2002, Giorgi, 1970, and Schneider, Bugental, & Pierson, 2002, for an elaboration). To cite but a few problems to which Kendler (2005) fell victim, I consider first his characterization of phenomenological philosophy and psychology as "purely subjective" and "free of any scientific consideration or interpretation" (p. 318). With regard to Kendler's (2005, p. 322) characterization of conventional (or natural scientific) psychological inquiry as "objective" and amoral, there are several problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on Simonton's "Cross-sectional time-series experiments: Some suggested statistical analyses."

Suggests that the equation on which multiple time-series analysis is based is applicable to more than experimental and control groups that are identical prior to intervention as D. K. Simonton indicated (see record 1978-00178-001). The present article suggests that the equation is also applicable to cases in which comparable though not identical groups are investigated and in which nonequivalent groups are analyzed. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does reward increase or decrease creativity?": Correction to Eisenberger and Selbst.

Reports an error in "Does reward increase or decrease creativity" by Robert Eisenberger and Michael Selbst (Journal of Personality and Social Psychology, 1994[Jun], Vol 66[6], 1116-1127). In the aforementioned article, Figures 1 and 2 were interchanged. The figures appear with their correct captions in the erratum. (The following abstract of the original article appeared in record 1994-40652-001.) Two studies involving 504 school children investigated why behaviorists and cognitively oriented investigators have come to opposite conclusions about reward's effects on creativity. A monetary reward for a high degree of divergent thought in 1 task (word construction) increased children's subsequent originality in a different task (picture drawing). The same reward, made contingent on a low degree of divergent thought, reduced this generalized originality. These effects were eliminated by using a large reward and were restored by keeping the large reward out of the children's sight. The results suggest that reward training increases generalized creativity when (1) a high degree of divergent thought is required and (2) the reward is presented in not too salient a fashion. The findings are consistent with a 2-factor interpretation of rewarded creativity effects that incorporates learned industriousness and selective attention. [A correction concerning this article appears in Journal of Personality & Social Psychology, 1994(Jul), Vol 67(1), 125. Figures 1 and 2 were interchanged.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comment on Tolman's "Metatheoretical constructivism."

Clarifies and corrects misunderstandings of J. R. Royce's (see record 1980-20063-001) article on theory construction in psychology as interpreted by C. Tolman (1980) in his critique of metatheoretical constructivism. Epistemological points to be refuted in Tolman's article are also presented. (French abstract) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Locke's "Revision" of "Job satisfaction reconsidered."

Responds to comments by E. A. Locke (1978) on W. R. Nord's (see record 1978-30586-001) discussion of assumptions underlying job satisfaction research. Locke's comments are said to be a distortion of the original article; however, issues raised by Locke's comments are discussed, including the attention given to the extrinsic reward of pay. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On "Behavior therapy and civil liberties."

Responds to G. C. Davison and R. B. Stuart's (see record 1975-30208-001) article on constitutional rights as they relate to the practice of behavior therapy. Issues such as nonconsensual treatment in behavior-related projects are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum: "Moral Internalization, Parental Power, and the Nature of Parent-Child Interaction."

Reports an error in the original article by M. L. Hoffman (Developmental Psychology, 1975[Mar], 11[2], 228-239). The sentence beginning on the fifth line in the third paragraph, second column, page 233, should read: "An affectionate, trusting child, for example, may be expected to elicit more inductive and less power-assertive discipline than a less affectionate, less trusting child." (The following abstract of this article originally appeared in record 1975-20841-001.) The following arguments are offered for the view that the frequent correlation between discipline and internalization reflects parental influence: (a) Since parental discipline exerts more constraint on the child than the child exerts on the parent, child attributes like internalization that probably derived from behaviors and inner states associated with compliance are more apt to be consequents than antecedents of discipline. (b) Congenital and other factors that may affect discipline do not negate its effects on internalization. It is also hypothesized that discipline is important because it gives children the experience, necessary for internalization, of achieving balance between expressing and controlling desires. The parent-child relation is conceptualized so as to fit the facts of both everyday interaction and long-term effects, especially on the child. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dynamic testing": Erratum.

Reports an error in the original article by E. L. Grigorenko and R. J. Sternberg (Psychological Bulletin, 1998[Jul], Vol 124[1], 75–111). The original article contained a word-processing error that resulted in an incorrect word substitution in the reference list. Corrections to the references are listed. (The following abstract of this article originally appeared in record 1998-04232-004.) This article evaluatively reviews the literature on dynamic testing, a collection of testing procedures designed to quantify not only the products or even the processes of learning but also the potential to learn. The article considers a variety of approaches to dynamic testing and the strengths and weaknesses of each. Moreover, the literature on each approach is reviewed and analyzed in terms of the extent to which it fulfills the claims made for it. In all of these approaches, testing involves learning at the time of test, rather than just static testing of what has been learned before. It is concluded that dynamic testing has great potential for helping to understand people's potentials but that its potential has yet to be realized fully. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marital interaction and depression": Correction to Schmaling and Jacobson.

Reports an error in "Marital interaction and depression" by Karen B. Schmaling and Neil S. Jacobson (Journal of Abnormal Psychology, 1990[Aug], Vol 99[3], 229-236). In this article, the measures in Table 1 were incorrectly listed. The third and fourth measures ought to read "Wife DAS" and "Husband DAS," respectively. (The following abstract of the original article appeared in record 1991-01471-001.) In this article, patterns of marital interaction as a function of depression and marital satisfaction are examined. The purpose of the study was to separate dysfunctional marital interaction patterns that were unique to depression from those that were associated with marital distress. The presence or absence of a depressed wife was crossed with level of marital satisfaction (distressed or nondistressed) to produce four groups of subject couples. Couples in which the wife was depressed exhibited more depressive behavior than did nondepressed couples, but only during discussion of a high conflict (as opposed to neutral) topic. Sex?×?Depression Level?×?Marital Satisfaction interactions were found for aggressive behavior: Depressed women in nondistressed relationships exhibited behavior that was characteristic of maritally distressed couples (high rates of aggression). In contrast, the husbands of these women exhibited behavior that one would expect in happily married couples (low rates of aggression). We failed to replicate previous findings that depressive behavior served a coercive function, although distressed couples, regardless of depression status, exhibited all the usual signs of negative dysfunctional interaction. [An erratum for this article will appear in Journal of Abnormal Psychology, 1990 (Nov), Vol 99(4). The measures in Table 1 were incorrectly listed in the original article.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Empathy and ego development": Correction.

Reports an error in the original article by A. F. Carlozzi et al (Journal of Counseling Psychology, 1983[Jan], Vol 30[1], 113-116). A sentence was omitted on page 115. The missing sentence is provided. (The following abstract of this article originally appeared in record 1983-10448-001.) Examined the relationship between empathy and ego development to determine whether, as J. Loevinger (1976) suggested, empathy is characteristic of higher levels of ego development. 51 undergraduates (dormitory advisors) completed the Affective Sensitivity Scale (a measure of empathy) and the Loevinger Sentence Completion Test (a measure of ego development). Analysis of test scores indicated that Ss at higher levels of ego development (I-3/4 and above) had significantly higher empathy scores than did those at lower ego levels. Findings have implications for the selection and training of individuals to serve in counseling or quasi-counseling roles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A metacognitive approach to "implicit" and "explicit" evaluations: Comment on Gawronski and Bodenhausen (2006).

Comments on the article by B. Gawronski and G. V. Bodenhausen (see record 2006-10465-003). A metacognitive model (MCM) is presented to describe how automatic (implicit) and deliberative (explicit) measures of attitudes respond to change attempts. The model assumes that contemporary implicit measures tap quick evaluative associations, whereas explicit measures also consider the perceived validity of these associations (and other factors). Change in explicit measures is greater than implicit measures when new evaluative associations are formed and old associations are rejected. Implicit measure change is greater than explicit when newly formed evaluative associations are rejected. When implicit and explicit evaluations conflict, implicit ambivalence can occur. The authors relate the MCM to the associative-propositional evaluation model and explain how the MCM builds on the attitude strength assumptions of the elaboration likelihood model of persuasion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traditional versus "new therapies."

Comments on S. A. Appelbaum's article (see record 1983-13146-001) which discussed new "human potential" therapies. The current author opines that while it is gratifying that Appelbaum (September 1982) could see how psychoanalytic therapy could benefit from some of the criticisms offered by the "new therapies," the assumption in the article that traditional equals psychoanalytic is a disservice to all those nonpsychoanalytic therapies that have been around for many years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The "difference of means" may not be the "effect size".

Comments on J. Cohen's (see record 1995-12080-001) article with the purpose of restraining enthusiasm for the report of effect size in the form of a confidence interval for the differences of means, rather than the null hypothesis significance testing declaration that the effect size is not zero. Three examples are given in which measurement of effect sizes in the scale of the dependent variable tells researchers little that they need to know. It is suggested that better information might be obtained from effect sizes measured using the d statistic. (N. Cliff; see record 1994-08169-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Graduate training in psychotherapy: Are therapy outcomes enhanced?": Comment on Stein and Lambert (1995).

Comments on the article by D. M. Stein and M. J. Lambert (Journal of Consulting & Clinical Psychology, 1995[Apr], Vol 63[2], 182–296). The authors misunderstood the meta-analysis of P. Crits-Cristoph et al (see record 1992-20595-001) as examining the relation of therapist experience to "therapist effects" (i.e., differences between therapists in their average outcomes). The Crits-Cristoph et al results did not show that experienced therapists had better outcomes than less experienced therapists. It is also noted that the data in Table 3 are, in fact, correct. However, these 2 errors do not affect the main findings of Stein and Lambert's article. (The following abstract of this article originally appeared in PA, Vol 82:26915.) Several sources of indirect evidence supporting the value of graduate training in psychotherapy are reviewed here. Training protocols that are known to enhance trainees' skills are briefly discussed, as are conclusions of meta-analytic reviews examining relationships between therapist experience and training, and therapy outcome. An updated meta-analysis of therapy outcome studies involving within-study comparisons of psychotherapists of different levels of training and experience is summarized.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Proneness to shame, proneness to guilt, and psychopathology:" Correction.

Reports an error in the original article by J. P. Tangney et al ( Journal of Abnormal Psychology, 1992, Vol 101[3], 469–478). The squared multiple correlation data in Tables 3 and 4 were misplaced. The corrected tables are given. (The following abstract of this article originally appeared in record 1992-43157-001). Examined the links between shame, guilt, and psychopathology. In 2 studies, 245 and 234 undergraduates completed the Self-Conscious Affect and Attribution Inventory, the SCL-90, the Beck Depression Inventory, the State-Trait Anxiety Scale, and the Attributional Style Questionnaire. Results failed to support H. B. Lewis's (1971) notion that shame and guilt are differentially related to unique symptom clusters. Shame-proneness was strongly related to psychological maladjustment in general. Guilt-proneness was only moderately related to psychopathology; correlations were ascribable entirely to the shared variance between shame and guilt. Although clearly related to a depressogenic attributional style, shame accounted for substantial variance in depression, above and beyond attributional style. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reply to Mace and Pittenger on "Directly perceiving Gibson".

A reply to Mace and Pittenger on "Directly Perceiving Gibson" (see record 2005-09162-001). W. M. Mace and J. B. Pittenger address themselves to a false issue when they argue that J. J. Gibson has both a theory of stimulus structure and a theory of attention. The point of the 1972 article by J. W. Gyr is that these two theories are not as well integrated as they might be or as integrated as Gibson intended them to be. Moreover, a point also stressed by Gyr and overlooked by Mace and Pittenger is that Gibson's findings of stimulus structure are also consistent with theories that are not theories of direct visual perception, and therefore such findings by themselves cannot be used to support Gibson's theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Male gender role conflict: Psychometric issues and relations to psychological distress:" Correction.

Reports an error in the original article by G. E. Good et al (Journal of Counseling Psychology, 1995 [Jan], Vol 42 [1], 3-10). On page 6, the numbers on line 2 for the Tucker-Lewis fit index should be .827 (Sample 2) and .830 (Sample 3). (The following abstract of this article originally appeared in record 1995-15746-001.) Two distinct deficits in research on male gender role conflict are addressed: (a) lack of psychometric information and (b) lack of research involving clinical samples. First, using 1,043 men across 3 samples, the psychometric properties of the Gender Role Conflict Scale (GRCS) were examined through confirmatory analyses, internal consistency estimation, and construct validation. Next, using 130 male university counseling center clients across 2 samples, the relation between gender role conflict and psychological distress was examined. The GRCS demonstrated good internal consistency and was best modeled as 4 intercorrelated factors, as originally proposed by J. M. O'Neil, B. Helms, R. Gable, L. David, and L. Wrightsman (1986). Construct validity was supported through correlations with attitudes about masculinity, fear of intimacy, and social desirability in expected directions. However, male gender role conflict was significantly related to psychological… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"APA-accredited predoctoral internships for doctoral training in psychology: 1996": Correction.

Reports an error in "APA-accredited predoctoral internships for doctoral training in psychology: 1996" by (American Psychologist, 1996[Dec], Vol 51[12], 1287-1305). In the original article, Central Louisiana State Hospital was incorrectly listed under Programs Withdrawing From Accreditation at the End of Training Year 1995-1996 on page 1305. The correct listing is provided in the erratum. (The following abstract of the original article appeared in record 1996-06917-011.) Lists the agencies whose predoctoral internship training programs in psychology were accredited by the American Psychological Association's (APA's) Committee on Accreditation. For each program, the date of accreditation and the date for the next regularly scheduled site visit are listed. Programs listed as accredited have been judged by the Committee to be consistent substantively and procedurally with the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" in a satisfactory manner. (A correction concerning this article appears in American Psychologist, 1997[Jan], Vol 52[1], 31. On page 1305, Central Louisiana State Hospital was incorrectly listed under "Programs withdrawing from acceditation at the end of training year 1995–1996." It should have been included in the list of APA-accedited professional internships.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)