Got a minute? Attentional limits revisited.

Responds to comments by R. C. Tees (see record 1991-03035-001), J. G. Adair (see record 1991-03013-001), J. E. Grusec (see record 1991-03021-001), K. Danziger (see record 1991-03016-001), L. P. Mos (see record 1991-03027-001), H. J. Stam (see record 1991-03033-001), and V. Vikis-Freilbergs (see record 1991-03039-001) on W. Thorngate's (see record 1991-03036-001) contention that the overproduction of psychological literature will lead to fragmentation of the discipline. As the works of psychologists proliterate, their scientific truth may capture less attention than their practical importance or personal interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward an emancipatory psychology.

Responds to comments by W. Mieder (see record 1991-03996-001), K. L. Dion (see record 1991-03991-001), and K. J. Gergen (see record 1991-03993-001) on T. B. Rogers's (see record 1991-03999-001) examination of the role of proverbs in psychology. It is argued that theory is important for the critical social functions it serves, rather than just for the quest for truth. Also, consideration of an emancipatory psychology is recommended, in which psychology is viewed as a socially embedded discipline. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encounter research.

Refers readers interested in the article by D. Hartley et al (see record 1977-01609-001) to 4 articles on encounter research by M. J. Diamond and J. L. Shapiro (see record 1976-05062-001), J. Rowan (see record 1976-02670-001), W. Schutz (see record 1976-02672-001), and P. B. Smith (see record 1976-02673-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

'The structure of phenotypic personality traits": Author's reactions to the six comments.

L. R. Goldberg replies to the comments by R. O. Kroger and L. A. Wood (see record 1994-17497-001), S. Guastello (see record 1994-17488-001), D. R. Comer (see record 1994-17481-001), H. J. Eysenck (see record 1994-17486-001), W. D. Shadel and D. Cervone (see record 1994-17520-001), and H. E. Cattell (see record 1994-17479-001) on Goldberg's (PA, Vol 80:17546) article on the Big Five personality traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to comments on the child-care debate.

Responds to comments by W. B. Johnson and D. Hayes (see record 1993-41125-001), J. E. Maddux (see record 1993-41129-001), K. McCarthey et al (see record 1993-41130-001), the National Institute of Child Health and Human Development Early Child Care Network (see record 1993-41132-001), and N. Shpancer (see record 1993-41138-001) on L. B. Silverstein's (see record 1992-05293-001) original article on child care and maternal employment, noting that the comments go a long way toward expanding the child-care debate, if not transforming it. Silverstein focuses on the role of psychology in policymaking and the responsibility of government in the lives of individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Plasticity, person-context relations, and cognitive training in the aged years: A developmental contextual perspective.

Developmental contextualism focuses on changes in fused relations between developing people and their changing contexts. The presence of these relations means that human development is characterized by the potential for systematic change—for plasticity—across life. Research on training cognitive functioning in the aged years provides evidence about plasticity because such investigations attempt to alter developmental trajectories by introducing a revised regimen of person–context relations into people's lives. Moreover, when research is conducted with people in their advanced adult years, it is often interpreted as constituting a conservative test of plasticity. J. I. Campbell and N. Charness (see record 1991-06940-001), P. Gratzinger et al (see record 1991-07064-001), R. Kliegl et al (see record 1991-06962-001), and S. L. Willis and C. S. Nesselroade (see record 1991-07074-001), in the 4 studies reported in this special section, provide evidence that supports developmental contextual ideas about plasticity and about procedures and policies that might create conditions promoting enhancement of cognitive functioning among the aged. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The neuroscience of education: More research is needed before application.

In reply to H. T. Epstein (see record 1991-12239-001), R. B. McCall maintains that although the recent quantitative EEG data reviewed by W. J. Hudspeth and K. H. Pribram (see record 1991-12210-001) show growth spurts conforming to Epstein's phrenoblysis theory, more research, especially longitudinal and individual difference studies, is needed before application of the theory to educational practice is warranted. Furthermore, gross indices of brain growth (e.g., head circumference) and general mental performance (e.g., mental age or IQ) do not consistently follow the theory, and research should focus on more specific measures. Finally, few data exist demonstrating that brain growth periodization relates to practical mental and educational skills and performance in the same individual children. Such research is needed before alterations in educational curricula are considered and researched. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for scientist-practitioner employment settings.

Comments on C. D. Belar and N. W. Perry's (see record 1992-21285-001), L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001), and J. J. Sullivan and R. P. Quevillon's (see record 1992-21308-001) articles affirming a commitment to the scientist-practitioner model for training practicing psychologists. An important limitation, it is noted, is the lack of postgraduate employment that supports the internalization of the scientist-practitioner role. Organizational models are needed to compliment interdisciplinary work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Purging concepts from the study of marriage and marital therapy.

Responds to J. C. Coyne's (see record 1991-13300-001) comments on the F. D. Fincham et al (see record 1991-13304-001) appraisal of cognition in marriage and marital therapy (MMT). Commonalities and differences are highlighted between the opposing positions concerning the utility of concepts from the cognitive domain for MMT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the logic of logical form: A criticism of Tryon's models of behavior disorder.

Comments on the model of behavior disorder of W. W. Tryon (see record 1977-04654-001), agreeing that a systematic examination of the binary combinations of P. J. Woods's (see record 1975-00351-001) taxonomic classes of operant conditioning is of potential profit. However, Tryon has leapt from this beginning far too rapidly into models of behavior disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor discrimination against women: Additional information.

Replies to M. L. Smith's (see record 1979-29888-001) and to T. E. Nygren and K. F. Widaman's (see record 1979-27728-001) criticisms of the author and J. W. Costar's (see record 1978-24142-001) finding that counselors discriminate against women. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Convergent and discriminant validity of selected assertiveness measures.

Used D. T. Campbell and D. W. Fiske's (see record 1976-20103-001) multitrait-multimethod design and D. N. Jackson's (see record 1976-00077-001) multimethod factor analysis to investigate the convergent and discriminant validity of selected assertiveness measures as compared with those of aggression and dominance. The selected assertiveness measures were the College Self-Expression Scale (J. P. Galassi et al; see record 1974-30156-001), the Wolpe-Lazarus Assertiveness Questionnaire (J. Wolpe and A. Lazarus, 1966), and global self-ratings of assertiveness. 159 undergraduates served as Ss. Results provide strong support for the convergent and discriminant validity of the assertiveness measures. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epstein's self-theory undergoes an identity crisis.

Notes that S. Epstein (see record 1974-01073-001) proposed that the self-concept can be reconceptualized as a personal self-theory. W. J. McKeachie's (see record 1977-28568-001) attribution of the idea of self as a theory to O. G. Brim (1976), is criticized. A reply by McKeachie follows. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A disclaimer.

Responds to the exchange between J. W. Osborne (see record 1982-29343-001) and J. G. Greeno (see record 1982-29237-001) on the hegemony of natural scientific conceptions of learning, dissociating A. P. Giorgi's interpretation of phenomenology from that of Greeno. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obesity and protection from risk.

Responds to W. B. Webb's (see record 1987-26955-001) and H. E. Yuker's (see record 1987-26956-001) comments on the present authors and J. Plotkin's (see record 1986-12806-001) study of human Ss review board decisions by affirming the need for human Ss review boards and by defending the study's distinction between sensitive and nonsensitive forms of discrimination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neural nets for generalization and classification: Comment on Staddon and Reid (1990).

The neural net model of J. E. R. Staddon and A. K. Reid (see record 1991-03032-001) explains exponential and Gaussian generalization gradients in the same way as the diffusion model of R. N. Shepard (1958). The "cognitive" generalization theory of Shepard (see record 1988-28272-001), which also has been implemented as a connectionist network, goes beyond both of these models in accounting for classification learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of age-extended norms for the Wechsler Adult Intelligence Scale—Revised in patients with Alzheimer's disease.

Recent studies by R. J. Ivnik et al (see record 1993-04116-001), J. F. Malec et al (see record 1993-04120-001), and J. J. Ryan et al (see record 1991-08835-001) have provided age-extended norms for the Wechsler Adult Intelligence Scale—Revised (WAIS—R). The current study compared IQ scores based on these newer age-extended norms in 216 elderly Alzheimer's disease (AD) patients. Results showed that when the norms from Ryan et al were used, IQ scores were consistently the same as or higher than when WAIS—R manual norms were used. When the norms provided by Ivnik et al and Malec et al were used, IQ scores tended to be lower than WAIS—R manual norms for younger patients with more intellectual impairment. Results illustrate the importance of reporting the normative sample upon which IQ test scores for older adults are based and provide guidelines for selecting which set of age-extended WAIS—R norms to use with cognitively impaired elderly Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpreting the magnitudes of correlation coefficients.

Discusses empirical guidelines for interpreting the magnitude of correlation coefficients, a key index of effect size, in psychological studies. The author uses the work of J. Cohen (see record 1987-98267-000), in which operational definitions were offered for interpreting correlation coefficients, and examines two meta-analytic reviews (G. J. Meyer et al., see record 2001-00159-003; and M. W. Lipsey et al., see record 1994-18340-001) to arrive at the empirical guidelines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Revealed, concealed, congealed, curdled: A reply to Pomichalek, Lamb, and Denner.

Replies to M. Pomichalek's (see record 1992-19269-001), S. Lamb's (see record 1992-19263-001), and B. Denner's (see record 1992-19257-001) remarks on P. Cushman's comments (see record 1991-17982-001) on D. Stern's (1985) study. Cushman defends constructionist research by maintaining that it can acknowledge and interpret ideology and thereby the moral framework in which the study is embedded. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unsuccessful redefinitions of the term placebo..

Argues that J. W. Critelli's (see record 1986-12543-001) modifications of his earlier definition of the term placebo in response to the present author's (see record 1986-01780-001) comment on Critelli and K. F. Neumann's (see record 1984-26517-001) article on placebo effects render it impossible to decide whether a given procedure should be assigned the placebo label. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)