By any other name.

Announces that beginning with this issue the Canadian Psychologist/Psychologie Canadienne becomes the Canadian Psychological Review/ Psychologie Canadienne to cap an editorial policy shift which has been in process over several years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rose by any other name.

Discusses J. Block's (see record 1972-03015-001) critique of an article by the authors (see record 1972-03014-001) hypothesizing separate processes of acceptance acquiescence and agreement acquiescence. A number of logical contradictions in Block's arguments are noted, including his strong advocacy of methodological control of response styles, while simultaneously denying their existence or importance. In addition, his technical comments regarding factor analysis are found to be in error and his conjectures regarding the nonsignificance of factors not supported. In contrast to Block's denigration of the value of studies of the nature of obscuring variance, it is recommended that acquiescence processes and other response styles require investigation, understanding, and control for the optimal measurement of personality. (27 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rose by any other name….

Argues that 2 attitudinal shifts are necessary to effectively use individuals trained at the subdoctoral level in psychology. These individuals must not be relegated to 2nd-class status, and psychological specialists, particularly those in service roles, should be trained to function relatively independently within their specialty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative psychology: Is there any other kind?

It is argued that any psychology aspiring to be truly scientific must be a comparative psychology in the sense of providing an evolutionary explanation for the objects of its investigation. By the same token, comparative psychology must, in the last analysis, be a human psychology in the sense that it is charged with providing the evolutionary explanation for the unique mental capacities that characterize the human species. The history of this idea is sketched, and its current revival in Leontyev's activity theory is described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

University productivity rankings: A psychologist by any other name.

Refuted W. M. Cox and V. Catt's (see record 1978-21651-001) findings on productivity ratings of graduate psychology programs based on publication in American Psychological journals. Records from the University of Wisconsin—Madison (UW) for authors whose departmental affiliations were not specified in the various journals were examined. Instead of 8.6%, 40% of the articles associated with UW came from nonpsychology departments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unlike other chemicals, etoposide (a topoisomerase-II inhibitor) produces peak mutagenicity in primary spermatocytes of the mouse

The cancer chemotherapy agent, and topoisomerase-II inhibitor, etoposide (VP-16) produced both recessive mutations at specific loci and dominants at other loci with peak frequencies in primary spermatocytes, a cell type in which the topo-II gene has been shown to be activated. Etoposide thus differs from all other chemicals whose germ-cell-stage specificity has been analyzed. No effects of etoposide exposure of spermatogonial stem cells ( approximately 15, 000 offspring scored) were detectable by either mutagenicity or productivity endpoints. The significant mutagenic response that followed exposure of poststem-cell stages ( approximately 25,000 offspring scored) showed a clear peak, with three of four specific-locus mutants, and three of four dominant mutants conceived during weeks 4 or 5 (days 22-35) post-injection, a period that also encompassed the dominant-lethal peak. For this period, the induced specific-locus rate (with 95% confidence limits) at a weighted-average exposure of 75.1 mg etop/kg was 59.5 (14.6, 170. 9)x10-6/locus. At least 3 of the 4 specific-locus mutations were deletions, paralleling findings with etoposide or analogs in other test systems where a recombinational origin of the deletions has been suggested. Because, unlike other chemicals that induce deletions in male germ cells, etoposide is effective in stages normally associated with recombinational events, it will be of interest to determine whether this chemical can affect meiotic recombination.     

More children are unable to get dental care than any other single health service

True congenital peripheral aneurysms of the cerebral arteries are rare and may constitute a special entity. We report a rare case of nonmycotic peripheral aneurysm of the posterior cerebral artery (PCA) found in association with aneurysms of distal middle cerebral artery (MCA), junction between basilar artery (BA) and superior cerebellar artery (SCA) and MCA trunk. Our present case was a 37-year-old man with a history of abrupt loss of consciousness. Cerebral angiography revealed a right PCA aneurysm originating at the junction between the trunk of the PCA and the posterior temporal branch, and also aneurysms of the right distal MCA, at the right BA-SCA junction and at the trunk of right MCA just distal to the anterior temporal artery. Distal PCA aneurysm causing subarachnoid hemorrhage was successfully clipped and all the other aneurysms were treated in a one-stage procedure. Pathological examination of the surgically excised distal PCA aneurysmal sac demonstrated no infectious etiology. There have not been any similar cases showing an association of vascular anomalies with distal PCA aneurysm. This is the only reported case with the association of nonmycotic peripheral aneurysms involving the MCA and PCA.     

"University productivity rankings: A psychologist by any other name": Reply.

Responds to the report by J. Levin et al (1978) of inconsistencies between data reported by W. M. Cox and V. Catt (see record 1978-21651-001) and that of J. Levin et al regarding productivity ratings of graduate psychology programs based on publication in American Psychological Association journals. A reexamination of Cox and Catt's tabulations suggests that the inconsistencies are in fact errors of J. Levin et al. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A patient by any other name . . . : Clinician group difference in labeling bias.

Assessed the effect of labels on clinicians' judgments in a 2 * 2 design. Clinicians (N = 40) representing behavioral and analytic schools of thought viewed a single videotaped interview between a man who had recently applied for a new job and one of the authors. One-half of each group was told that the interviewee was a "job applicant," while the remaining 1/2 was told that he was a "patient." At the end of the videotape, all clinicians were asked to complete a questionnaire evaluating the interviewee. The interviewee was described as fairly well adjusted by the behavioral therapists regardless of the label supplied. This was not the case, however, for the more traditional therapists. When the interviewee was labeled "patient," he was described as significantly more disturbed than he was when he was labeled "job applicant." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rose by any other name . . . : Labelling bias and attitudes toward behavior modification.

Investigated the effect of presentation labels upon Ss' evaluation of behavior modification in 2 experiments with a total of 194 college students. In Exp I, 2 groups of undergraduates were shown identical videotapes of a teacher using reinforcement methods. In the 1st group the videotape was described as illustrative of "behavior modification," whereas the tape was labeled as "humanistic education" in the 2nd group. A questionnaire that required the Ss to evaluate the teacher and the lesson was then administered. Identical procedures were repeated in Exp II, which studied graduate students. For both samples, when the events on the videotape were described as illustrative of humanistic education, (a) the teacher received significantly more favorable ratings and (b) the teaching method was seen as significantly more likely to promote academic learning and emotional growth. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)