Critical history of the acculturation psychology of assimilation, separation, integration, and marginalization.

The psychology of intercultural adaptation was first discussed by Plato. Many modern enculturation theories claim that ethnic minorities (including aboriginal natives, immigrants, refugees, and sojourners) can favor either the dominant culture, or their own minority culture, or both, or neither. Between 1918 and 1984, 68 such theories showed varied and inconsistent terminology, poor citation of earlier research, conflicting and poorly tested predictions of acculturative stress, and lack of logic, for example, 2 cultures in contact logically allow 16 types of acculturation, not just 4. Logic explains why assimilation = negative chauvinism = marginality, why measures of incompatible acculturative attitudes can be positively correlated, and why bicultural integration and marginalisation are confounded constructs. There is no robust evidence that biculturalism is most adaptive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to "Accredited Doctoral Programs" List (2003).

The list of "Accredited Doctoral Programs in Professional Psychology: 2003" (American Psychologist, 2003, Vol. 58, No. 12, pp. 1067-1080) contained an error. On page 1074, the University of Southern California is incorrectly identified (Footnote 7) as no longer admitting students to its doctoral program in clinical psychology. This is not the case. However, the University of Southern California is no longer admitting students to its doctoral program in counseling psychology (listed on page 1078), and the program is being phased out. (The following abstract of this article originally appeared in record 2008-06168-001.) This is the official listing of accredited doctoral programs. It reflects all committee decisions through June 29, 2003. This list also is provided by electronic means (http://www.apa.org/ed/accreditation/doctoral.html), but that listing is for informational purposes only and should not be used for official credential review. The APA Committee on Accreditation has accredited the doctoral training programs in the traditional substantive areas of clinical, counseling, school, or combined professional-scientific psychology representing two or more of those areas listed alphabetically below by their host institutions.. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Lombardo and Foschi (2003).

Reports an error in the original article by G. P. Lombardo and R. Foschi (History of Psychology, 2003, 2, 123-142). In the reference list, several works by Pierre Janet were identified as being Paul Janet. The correct references are provided, where Paul Janet is identified by the initial P. and Pierre Janet is identified by the initials P. M. F.. (The following abstract of this article originally appeared in record 2003-03729-003.) Since the 1920s, the road to the acknowledgment of personality psychology as a field of scientific psychology that has individuality as its object began with the founding of the discipline by Gordon W. Allport. Historians of psychology have made serious attempts to reconstruct the cultural, political, institutional, and chronological beginnings of this field in America in the 20th century. In this literature, however, an important European tradition of psychological studies of personality that developed in France in the 2nd half of the 19th century has been overlooked. The aim of this article is to cast some light on this unexplored tradition of psychological personality studies and to discuss its influence on the development of the scientific study of personality in the United States. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flashbacks in the history of psychology in Canada: Some early "headline" makers.

This paper is about the history of developmental psychology in Canada. Its focus is on individuals who made noteworthy contributions to child psychology in the late-19th and early-20th century. Reference is made to the well-documented work of James Mark Baldwin and William Emet Blatz, but the emphasis is on the careers of less well-known pioneering child psychologists and what they did to earn special recognition. Five persons are profiled: Frederick Tracy, Katherine M. Banham, Samuel Laycock, Florence S. Dunlop, and William Line. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Making the history of psychology clinically and philosophically relevant.

The author discusses ways to make the history of psychology course relevant for a clinical psychology doctoral program within a multidenominational Protestant theological seminary. She uses a personalist orientation to emphasize the need to integrate psychology, philosophy, and theology. She differentiates among the intrapersonal, interpersonal, impersonal, and transpersonal dimensions of experience. She illustrates the rich multidisciplinary historical roots of contemporary psychology by tracing the history of the term psychology and examining its meanings in the existential psychology of S?ren Kierkegaard and in the 19th-century novel. She includes brief histories of the "new psychology" and of the unconscious. She describes how she uses the field of psychotheological integration to illustrate principles of historiography and summarizes resources used to supplement traditional textbooks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The meaning(s) of conditionals: Conditional probabilities, mental models, and personal utilities": Correction to Oberauer and Wilhelm (2003).

Reports an error in "The meaning(s) of conditionals: Conditional probabilities, mental models, and personal utilities" by Klaus Oberauer and Oliver Wilhelm (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2003[Jul], Vol 29[4], 680-693). On page 684, Table 4, all correlations should have been identified as having a p2003-06626-018.) Five experiments were conducted to test the hypothesis that people understand conditional statements ("if p then q") as indicating a high conditional probability P(q|p). Participants estimated the probability that a given conditional is true (Experiments 1A, 1B, and 3) or judged whether a conditional was true or false (Experiments 2 and 4) given information about the frequencies of the relevant truth table cases. Judgments were strongly influenced by the ratio of pq to p?q cases, supporting the conditional probability account. In Experiments 1A, 1B, and 3, judgments were also affected by the frequency of pq cases, consistent with a version of mental model theory. Experiments 3 and 4 extended the results to thematic conditionals and showed that the pragmatic utility associated with believing a statement also affected the degree of belief in conditionals but not in logically equivalent quantified statements. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical psychology training in Canada: Its development, current status, and the prospects for accreditation": Response to Conway.

Comments on J. B. Conway's (see record 1985-10567-001) history of clinical psychology in Canada. The discussion focuses on the sources of support for and opposition to the establishment of applied psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Amphetamine sensitization: Nonassociative and associative components": Correction to Wang and Hsiao (2003).

Reports an error in "Amphetamine sensitization: Nonassociative and associative components" by Ying-Chou Wang and Sigmund Hsiao (Behavioral Neuroscience, 2003[Oct], Vol 117[5], 961-969). The institutional affiliation for Ying-Chou Wang is incomplete. The correct affiliation is Ching Kuo Institute of Management and Health and National Chung Cheng University. (The following abstract of the original article appeared in record 2003-08567-009.) Rats, pretreated with amphetamine (AMPH, 1 mg/kg) or saline for 2 weeks, were challenged with AMPH (0.5 mg/kg) or saline following 1 week of abstinence, and locomotion was measured. In Experiments 1 and 2, the pretreatment occurred in various contexts (home cage, novel box, test box). Sensitization was observed only when pretreatment context and test context were the same; a context switch abolished sensitization. When rats anesthetized with chloral hydrate were pretreated with AMPH, sensitization was completely dependent on the pretreatment, but independent of context. This "zero context" condition isolated the basal level of excitation attributable to unconditioned neural change to determine the role of contextual input to be a modulator that enhances or inhibits sensitization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Subtle mind, open heart: Mike Arons remembered (1929-2008)": Correction to Richards & Whitehouse (2008).

Reports an error in "Subtle mind, open heart: Mike Arons remembered (1929-2008)" by Ruth Richards and Howard Whitehouse (Psychology of Aesthetics, Creativity, and the Arts, 2008[Nov], Vol 2[4], 264-270). There was a printing error in the quoted passage of the poem "Mating of the Gods" by Mike Arons. The correct poem passage is presented in the erratum. (The following abstract of the original article appeared in record 2008-16346-010.) Presents an obituary for Myron Milford Arons, a powerful figure in psychology and an advocate of open inquiry, authenticity, and truth. He was a psychologist, philosopher, existentialist, one of the founders of humanistic psychology, an early scholar of creativity from his dissertation at the Sorbonne and later work with mentor Abraham Maslow, and a strong advocate of qualitative along with quantitative methodologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A history of modern experimental psychology: From James and Wundt to cognitive science.

Reviews the book, A history of modern experimental psychology: From James and Wundt to cognitive science by George Mandler (see record 2007-05052-000). George Mandler, a longtime researcher in the area of memory and cognition, has gathered together his notes and selected bits from previous publications to assemble a new book cast as a brief history of the emergence of cognitive psychology. Mandler draws us to the positive impact Behaviourism had on the development of Cognitive Psychology. Mandler's book stands as an outline of the past, not a history. Its value rests with the perspective that comes from someone who has been thinking, researching and writing about topics central to Cognitive Psychology for over 40 years. He has been a witness to change, someone who has even participated in them, so his insights are valuable and directive. I would have enjoyed Mandler's book to a greater extent if, rather than chronologically reporting events, he had attempted to provide a gestalt of the emergence of cognitive psychology, one that would have located the articulate in the inarticulate of research practise and concept development in societies caught in the rift of redefinition. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Dissociation and the question of history: "What, precisely, are the facts?"

In the wake of interest in the issue of the knowability of history and the rise of clinical and theoretical interest in dissociation, contemporary psychoanalysis continues to struggle with the basic question of what exactly constitutes a "fact" in the psychoanalytic process. This article considers this difficulty in light of the interpenetration of these two issues--dissociation and the question of history. A brief review of the prevailing alternative viewpoints on dissociation reveals how the question of history--the traditional controversy between narrativist and positivist views--re-emerges from it. This is further born out through a rereading of S. Freud's (1918/1955) most famous case of clinical dissociation, the "Wolf-Man" case, in which, as R. May (1990) showed in his critical analysis, the knowability of history emerged as the central problem. An alternative epistemological point of view on the problem of history is then presented that sheds light on the nature of a "fact" in psychoanalysis. This view enables a relational research paradigm for the empirical investigation of the psychoanalytic process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A history of psychology: Original sources and contemporary research, 3rd edition.

Reviews the book, A history of psychology: Original sources and contemporary research, 3rd edition by Ludy T. Benjamin Jr. (see record 2008-08540-000). This book joins recent scholarship in the history of psychology with an assortment of classic articles and texts in the field. Published primarily as a reader or companion text, it offers a collection of 44 articles, 20 of which are primary source material; the remainder are more recent secondary sources from well-established authors in the area. In this third edition, Benjamin has made some editorial changes from previous versions of this popular text. For example, the number of chapters has been reduced from 16 to 11 in order to make it a more suitable companion to a traditional textbook on the history of psychology. While there are some wonderful articles here, the reviewer notes a general lack of critical perspective in both Benjamin’s narratives and his choice of secondary sources which prevents him from giving this review the glow that one would normally associate with such esteemed authors and scholarship. His main concerns are that, first, the epistemic and ontological perspectives offered are largely those of professional psychologists rather than those of historians, reflecting a field where researchers already struggle with the notions of interpretation and context, all set within a self-imposed framework of empirical science and objectivity. Second, as a result of this, the future of the history of psychology course is in peril because of its own popularity as a capstone course, where it seems to serve, by and large, the ceremonial and disciplinary function of codifying psychology’s scientific identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Learning myopia: An adaptive recency effect in category learning": Correction to Jones and Sieck (2003).

Reports an error in "Learning myopia: An adaptive recency effect in category learning" by Matt Jones and Winston R. Sieck (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2003[Jul], Vol 29[4], 626-640). On page 633, Table 2, the values in columns (T, P) and (P, T) in the dual condition row incorrectly read .10 and .90, respectively. The correct values are .90 and .10, respectively. (The following abstract of the original article appeared in record 2003-06626-013.) Recency effects (REs) have been well established in memory and probability learning paradigms but have received little attention in category learning research. Extant categorization models predict REs to be unaffected by learning, whereas a functional interpretation of REs, suggested by results in other domains, predicts that people are able to learn sequential dependencies and incorporate this information into their responses. These contrasting predictions were tested in 2 experiments involving a classification task in which outcome sequences were autocorrelated. Experiment 1 showed that reliance on recent outcomes adapts to the structure of the task, in contrast to models' predictions. Experiment 2 provided constraints on how sequential information is learned and suggested possible extensions to current models to account for this learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Grief as pathology: The evolution of grief theory in psychology from Freud to the present.

The emergence of grief as a topic worthy of psychological study is an early 20th century invention. Freud published his influential essay on mourning and melancholia in 1917. Since he proposed the concept of “grief work,” contemporary psychologists have examined his theory empirically and have claimed that grief is a pathology that should be included within the psychological domain. How, and why, has grief theory evolved within the discipline of psychology in this way? In what ways do these changes in the understanding of grief coincide with other historical developments within the discipline? In this article, I trace the development of grief, originally conceived by Freud within a psychoanalytic and nonpathological framework, to the current conceptualization of grief within the disease model. I show how grief theory has evolved within the discipline of psychology to become (a) an object worthy of scientific study within the discipline, and subsequently, (b) a pathology to be privatized, specialized, and treated by mental health professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychobiography and the psychology of science: Understanding relations between the life and work of individual psychologists.

This paper presents initial interpretive hypotheses about connections between the life and work of a number of eminent psychologists: Sigmund Freud, Karen Horney, Henry Murray, B. F. Skinner, and Paul Meehl. Each of these interpretations can be critically evaluated, revised and improved, leading to incrementally more adequate understanding of individual lives, interacting with advances in psychological theory and research. Psychobiographical studies of individual scientists are a valuable complement to experimental and correlational lines of research in the psychology of science. In the "Science Wars" of the 1990s, there was an apparent conflict between scientists and those in social studies of science. The psychology of science can contribute to this debate, exploring the ways in which scientific inquiry, social-political worlds, and personal-experiential processes construct each other over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The course in the history of psychology: Present status and future concerns.

The present study provides a turn-of-the-century status report on the teaching of the history of psychology in colleges and universities in the US. The data indicate that the course is offered regularly-in most departments of psychology and is frequently required of majors; these findings are consistent with earlier research. Most instructors teach the course largely out of personal interest and self-taught expertise with their primary teaching and research commitments to other areas of psychology. Few instructors engage in publication of research and scholarship in the history of psychology, although there are 2 journals in the field that provide an outlet for scholarship. The few positions that allow for primary commitment to teaching and research in the history of psychology is a possible cause of concern for the future of the course and for its place in the education of psychologists in the 21st century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Content analysis of Consulting psychology journal: Practice and research (Volumes 44-59).

[Correction Notice: An erratum for this article was reported in Vol 60(4) of Consulting Psychology Journal: Practice and Research (see record 2008-17523-003). The title of the journal was printed incorrectly on page 257 as "Counseling Psychology Journal: Practice and Research." The correct title of the journal is Consulting Psychology Journal: Practice and Research.] A content analysis of articles published in Consulting Psychology Journal: Practice and Research was performed from 1992 (Vol. 44) through 2007 (Vol. 59). A total of 342 articles were categorized into 21 derived content categories and an "Other" category. Results show that the leading categories for publication were Coaching, Development and Training, and History of Consulting. The content was fairly stable over time. The journal does appear to be meeting its primary mission of disseminating information pertinent to the field of consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)