The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations.

The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Deci and Ryan.

Reports an error in "Facilitating optimal motivation and psychological well-being across life's domains" by Edward L. Deci and Richard M. Ryan (Canadian Psychology/Psychologie Canadienne, 2008[Feb], Vol 49[1], 14-23). Figure 1 on page 17 was incorrect. The correct figure is printed in the text. (The following abstract of the original article appeared in record 2008-03783-002.) Self-determination theory (SDT) differentiates motivation, with autonomous and controlled motivations constituting the key, broad distinction. Research has shown that autonomous motivation predicts persistence and adherence and is advantageous for effective performance, especially on complex or heuristic tasks that involve deep information processing or creativity. Autonomous motivation is also reliably related to psychological health. Considerable research has found interpersonal contexts that facilitate satisfaction of the basic psychological needs for competence, autonomy, and relatedness to enhance autonomous motivation, which comprises intrinsic motivation and well-internalized extrinsic motivation. SDT has been applied in varied cultures and in many life domains, and research is reviewed that has related autonomous and controlled motivation to education, parenting, work, health care, sport, and close relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Teachers’ stressors and strains: A longitudinal study of their relationships": Correction.

Reports an error in "Teachers’ stressors and strains: A longitudinal study of their relationships" by Arie Shirom, Amalya Oliver and Esther Stein (International Journal of Stress Management, 2009[Nov], Vol 16[4], 312-332). In the article, the two co-authors’ affiliations were incorrectly listed. The co-authors’ correct affiliations are as follows: Amalya Oliver, Hebrew University of Jerusalem and Esther Stein, Beit Berl Educational College. They appear correctly in this record. (The following abstract of the original article appeared in record 2009-21667-004.) The authors tested the hypothesized unidirectional or bidirectional effects of 5 types of teachers’ work-related stressors on each of the 4 types of psychological strain: somatic complaints, burnout, and intrinsic and extrinsic job dissatisfaction. The authors used structural regression analyses to analyze the responses of a representative sample of 404 high school teachers who had completed both our T1 (beginning of school year) and T2 (end of school year) questionnaires. The authors found support for the expected unidirectional effects of the T1 work-related stressors on the respondents’ T2 somatic complaints (with baseline somatic complaints controlled for), and also for the expected unidirectional effects of T1 intrinsic and extrinsic job dissatisfaction on the T2 values of the five types of stressors (with baseline stressors controlled for). Only partial support was found for the expected bidirectional relationships between the stressors and teachers’ burnout. The authors suggest that the directionality across time of the relationships between stressors and strains may depend on the intrinsic properties of the strain under consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The effects of cooperation and competition on intrinsic motivation and performance": Correction to Tauer and Harackiewicz (2004).

Reports an error in "The Effects of Cooperation and Competition on Intrinsic Motivation and Performance" by John M. Tauer and Judith M. Harackiewicz (Journal of Personality and Social Psychology, 2004[Jun], Vol 86[6], 849-861). The article contained two errors. On page 853, in Table 1, Study 4, in the Task enjoyment row, the mean for the pure coop-4 condition, which is missing, should be 3.65, and the mean for the individual condition, shown as 3.65, should be 3.63. (The following abstract of the original article appeared in record 2004-14304-005.) The authors examined the effects of competition and cooperation on intrinsic motivation and performance in 4 studies. Across 3 behavioral studies that involved shooting a basketball, no differences were observed between competition and cooperation on task enjoyment or performance. However, the combination of competition and cooperation (intergroup competition) consistently led to higher levels of intrinsic motivation, and in 2 of the 3 studies, performance. In a questionnaire study, the authors replicated the positive effects of intergroup competition on enjoyment and examined process measures that might account for these effects. These findings suggest that competition and cooperation both have positive aspects and that structuring recreational activities to include both can facilitate high levels of both intrinsic motivation and performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"A taxonomy of measurement invariance effect size indices": Correction to Meade (2010).

Reports an error in "A taxonomy of effect size measures for the differential functioning of items and scales" by Adam W. Meade (Journal of Applied Psychology, 2010[Jul], Vol 95[4], 728-743). There was an error in Formula 6 on page 731 for the pooled standard deviation of the ESSD index. The correct formula is given in the erratum. Related to this, in Table 8 on page 739, the ETSSD statistic should have been .094 for the cross cultural comparison and .001 for the Administration Format example. (The following abstract of the original article appeared in record 2010-13313-009.) Much progress has been made in the past 2 decades with respect to methods of identifying measurement invariance or a lack thereof. Until now, the focus of these efforts has been to establish criteria for statistical significance in items and scales that function differently across samples. The power associated with tests of differential functioning, as with all significance tests, is affected by sample size and other considerations. Additionally, statistical significance need not imply practical importance. There is a strong need as such for meaningful effect size indicators to describe the extent to which items and scales function differently. Recently developed effect size measures show promise for providing a metric to describe the amount of differential functioning present between groups. Expanding upon recent developments, this article presents a taxonomy of potential differential functioning effect sizes; several new indices of item and scale differential functioning effect size are proposed and illustrated with 2 data samples. Software created for computing these indices and graphing item- and scale-level differential functioning is described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Supplement to listing of APA-accredited doctoral and predoctoral internship training programs in psychology": Clarification.

Reports an error in the American Psychologist, 1994[Jul], Vol 49[7], 671. The supplement noted the phasing out of the accredited program in clinical psychology at Yeshiva University. However, this notice referred only to Yeshiva's clinical PhD program, not to its clinical PsyD program. (The following abstract of this article originally appeared in record 1994-42940-001.) Reports the changes announced by the American Psychological Association (APA) Committee on Accreditation in the list of APA-accredited doctoral programs in professional psychology and predoctoral internships for doctoral training in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Nudging aside Meehl's paradox": Erratum.

Reports a typesetting error in the original article by L. Leventhal (Canadian Psychology, 1994[Jul], Vol 35[3], 283–298). On page 295, the sentence should read "Compared to the old views, the new views might give less weight to the confidence interval and more weight to the probability value of .007 which indicates that the theory performed far better than chance." (The following abstract of this article originally appeared in PA, Vol 82:8115.) P. E. Meehl (1967) attacked significance tests used to appraise directional theoretical predictions. With perfect statistical power, the probability approaches .5 of significance in the predicted direction, even for meritless theories. Feeble theory corroboration results. This article argues that directional predictions, not significance tests, produce the feeble corroboration. The author reviews previous solutions to Meehl, rejecting all except the multiple corroboration solution by D. T. Lykken (1968) and A. Kukla (see record 1991-31958-001). This solution is defended against Meehl's (see record 1991-31961-001) criticisms and extended.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The effect of motivation of judgment depends on the difficulty of the judgment": Correction.

Reports an error in the original article by B. W. Pelham and E. Neter (Journal of Personality and Social Psychology, 1995[Apr], Vol 68[4], 581–594). The title of the article reported on page 581 was incorrect; however, the title was correct in the table of contents. (The following abstract of this article originally appeared in record 1995-24088-001.) Three studies tested the hypothesis that high levels of motivation facilitate accurate judgments when judgments are relatively easy but debilitate judgments when judgments are relatively difficult. Each study focused on a different judgmental heuristic, and each made use of different motivation and task difficulty manipulations. In all 3 studies, high levels of motivation increased judgmental accuracy in the case of easy judgments and decreased judgmental accuracy in the case of difficult judgments. Theoretical implications and ecological limitations of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Measuring deaf cultural identities: A preliminary investigation": Erratum.

Reports an error in "Measuring deaf cultural identities: A preliminary investigation" by Neil S. Glickman and John C. Carey (Rehabilitation Psychology, 1993[Win], Vol 38[4], 275-283). The article "Measuring Deaf Cultural Identities: A Preliminary Investigation" by Neil S. Glickman and John C. Carey were published in the Volume 38, Number 4, Winter 1993 issue with an excessive number of typographical errors. The publisher apologizes to the Journal's readers, the article authors, and Robert Q. Pollard, Jr., the Guest Editor of the Special Issue on Deafness, for the confusion these misprints caused. A revised reprint of the article may be obtained from the Publisher. (The following abstract of the original article appeared in record 1994-26294-001.) Developed an instrument, the Deaf Identity Development Scale (DIDS), to measure how deaf people identify with the deaf community and deaf culture. An identity development model with 4 different cultural orientations with regard to the deaf community was the basis of the instrument. A 60-item instrument, the DIDS was developed and translated from English to American Sign Language (ASL) on videotape. The ASL version was back-translated into English and the 2 English language versions were checked for equivalency. The DIDS was administered to 105 deaf university students and 56 other deaf Ss (aged 27–75 yrs). Results show stong internal consistency with the scales. Initial use of the DIDS for comparing these 2 samples of deaf Ss suggests the DIDS can be used to distinguish different deaf cultural orientations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"What is learned during automatization? The role of attention in constructing an instance": Correction to Logan and Etherton.

Reports an error in "What is learned during automatization? The role of attention in constructing an instance" by Gordon D. Logan and Joseph L. Etherton (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1994[Sep], Vol 20[5], 1022-1050). In the aforementioned article, the Appendix on page 1050 was incomplete. The complete Appendix is presented in the erratum. (The following abstract of the original article appeared in record 1995-04305-001.) Seven experiments with 372 Ss were conducted to examine the role of attention in automatization. Ss searched 2-word displays for members of a target category in divided-attention, focused-attention, and dual-task conditions. The main issue was whether attention conditions would affect what Ss learned about co-occurrences of the words in the displays. The attention hypothesis, derived from the instance theory of automaticity, predicts learning of co-occurrences in divided-attention and dual-task conditions in which Ss attend to both words but not in focused-attention conditions in which Ss only attend to 1 word. The data supported the attention hypothesis and therefore the instance theory. [A correction concerning this article appears in Journal of Experimental Psychology: Learning, Memory & Cognition, 1994(Nov), Vol 20(6), 1390. The Appendix was incomplete and the complete Appendix is presented.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The tenacity of historical misinformation: Titchener did not invent the Titchener illusion": Correction.

Reports an error in the original article by G. Burton ( History of Psychology, 2001[Aug], Vol 4[3], pp. 228-244). In this article, the author asserted that a motivation textbook by R. C. Beck (see record 1979-32908-000) falsely listed a monkey as one of the objects in which L. Albert was tested for generalization of his supposed fear of fuzzy objects. In fact, Beck accurately indicated that the monkey was used during the pretest to determine Albert's preexisting fears; Beck did not claim that the monkey was used during the generalization phase. (The following abstract of this article originally appeared in record 2001-07674-002.) Some well-known psychological "facts" are actually false, but dispelling them is difficult. One such false fact is that Titchener introduced the illusion depicting a circle ringed by smaller circles, which appears larger than an equivalent circle surrounded by larger circles. A review of contemporary sources indicates that Ebbinghaus probably introduced this illusion in the 1890s, although not in any explicit publication, and Titchener neither had nor asserted any authorship of this figure. There are also 3 other illusions that are sometimes labeled the Ebbinghaus illusion... (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)     

"Evidence for universality and cultural variation of differential emotion response patterning": Correction.

Reports an error in the original article by K. R. Scherer and H. G. Wallbott (Journal of Personality and Social Psychology, 1994[Feb], Vol 66[2], 310–328). On page 325, the 2nd and 3rd terms in the leftmost column of figure 2 should be interchanged. (The following abstract of this article originally appeared in record 1994-29654-001.) Reviews the major controversy concerning psychobiological universality of differential emotion patterning vs cultural relativity of emotional experience. Data from a series of cross-cultural questionnaire studies in 37 countries on 5 continents are reported and used to evaluate the respective claims of the proponents in the debate. Results show highly significant main effects and strong effect sizes for the response differences across 7 major emotions (joy, fear, anger, sadness, disgust, shame, and guilt). Profiles of cross-culturally stable differences among the emotions with respect to subjective feeling, physiological symptoms, and expressive behavior are also reported. The empirical evidence is interpreted as supporting theories that postulate both a high degree of universality of differential emotion patterning and important cultural differences in emotion elicitation, regulation, symbolic representation, and social sharing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Internalization of interpersonal process in time-limited dynamic psychotherapy": Erratum.

Reports an error in "Internalization of interpersonal process in time-limited dynamic psychotherapy" by R. Steven Harrist, Stephen M. Quintana, Hans H. Strupp and William P. Henry (Psychotherapy: Theory, Research, Practice, Training, 1994[Spr], Vol 31[1], 49-57). This article contained, as Figure 1, an SASB model. The authorship and copyrights for the model were not acknowledged. The following acknowledgement should have been included: "Adapted from Benjamin (1984). Principles of Prediction using Structural Analysis of Social Behavior (SASB). In R. A. Zucker, J. Aronoff, and A. J. Rabin (Eds.), Personality and the Prediction of Behavior (pp. 121- 174). New York: Academic." An apology is offered to the author, Dr. Lorna Smith Benjamin. The particular version used in the article was developed in collaboration with Clinton W. McLemore. (The following abstract of the original article appeared in record 1994-46214-001.) Investigated the internalization of positive aspects of therapist–patient (TP) interactions among 70 patients and their 16 therapists who participated in a 5-yr study (H. H. Strupp et al, unpublished) of time-limited dynamic psychotherapy. Patients sought help for anxiety, depression, or other problems with a clear interpersonal component and qualified for an Axis I or Axis II diagnosis on the DSM-III. Instruments included the Structural Analysis of Social Behavior and outcome measures of depression, anxiety, and psychological functioning. Patients' intrapsychic functioning became more similar to interpersonal activity in the TP relationship over the course of psychotherapy. Intrapsychic movement toward interpersonal activity in the TP relationship was associated with positive outcome on measures of depression, anxiety, and on independent clinician ratings of patient psychological functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The effect of infant irritability on mother-infant interaction: A growth-curve analysis": Correction.

Reports an error in the original article by D. C. van den Boom and J. B. Hoeksma (Developmental Psychology, 1994[Jul], Vol 30[4], 581-590). A paragraph was taken from an article by M. L. Riese (see record 1987-18448-001) without proper citation or quotation. (The following abstract of this article originally appeared in PA, Vol 81:37174.) To further understanding of temperament–interaction relationships, patterns of interactive behavior were observed longitudinally (at 1, 2, 3, 4, 5, and 6 mo) in 30 lower-class dyads (15 irritable, 15 nonirritable). Frequency data were analyzed by using multilevel analysis to assess the changing nature of the behaviors. Findings revealed that irritable infants differ from nonirritable infants both in amount and growth trajectory of positive and negative emotionality and in amount of environmental interest. Mothers of irritable infants differ from those of nonirritable infants in both amount and growth trajectory of visual contact, effective stimulation, physical contact, soothing, noninvolvement, and responsiveness to positive signals. Maternal behavior was systematically more positive in nonirritable compared with irritable infants.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Making Psychology a Household Word": Erratum.

Reports an error in "Making Psychology a Household Word" by Ronald F. Levant (American Psychologist, 2006[Jul-Aug], Vol 61[5], 383-395). This erratum clarifies the APA Council of Representatives response to the PENS Task Force Report at its August 2005 meeting. (The following abstract of the original article appeared in record 2006-08928-002.) This article addresses Ronald F. Levant's four APA presidential initiatives for 2005. "Making Psychology a Household Word" was both the general theme for his presidency as well as an initiative in its own right. The other three initiatives were "Promoting Health Care for the Whole Person," "Enhancing Diversity Within APA," and "Developing an APA Position on Evidence-Based Practice in Psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)