Feedback for the lecturer.

Indicates that the usual lecture course provides little feedback to the lecturer, particularly the immediate and specific feedback that is useful in facilitating corrective action. A method of bringing feedback into the lecture room is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Between practice and theory: Melanie Klein, Anna Freud and the development of child analysis

An examination of the early history of child analysis in the writings of Melanie Klein and Anna Freud reveals how two different and opposing approaches to child analysis arose at the same time. The two methods of child analysis are rooted in a differential emphasis on psychoanalytic theory and practice. The Kleinian method derives from the application of technique while the Anna Freudian method is driven by theory. Furthermore, by holding to the Freudian theory of child development Anna Freud was forced to limit the scope of child analysis, while Klein's application of Freudian practice has led to new discoveries about the development of the infant psyche.     

Baseline conditions in structural induction: Comment on Pitt, Smith, and Klein (1998).

M. A. Pitt, K. L. Smith, and J. M. Klein (see record 1998-11401-003) claimed that a baseline condition is necessary in experiments using the structural induction paradigm (S. A. Finney, A. Protopapas, & P. D. Eimas, [see record 1996-07006-008]; C. Pallier, N. Sebastián-Gallés, T. Felguera, A. Christophe, & J. Mehler, [see record 1993-40045-001]) to correctly interpret interaction effects. In this article it is shown that this constitutes a misunderstanding of the interpretation of statistical interaction and that a baseline condition offers little unless comparisons between cells of different target types within induction conditions are necessary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the Ethics Committee, 1997.

Presents the 1997 annual report of the Ethics Committee. Significant activities in 1997, in addition to the processing of cases, included meetings of the Board of Directors Ad Hoc Committee on Ethics Procedures (CEP) and the Ethics Code Task Force (ECTF), as well as revision of the Board of Director's resolution regarding barring resignations during ethics investigations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Commitment and the role of ability in motivation: Comment on Wright, O'Leary-Kelly, Cortina, Klein, and Hollenbeck (1994).

Wright, O'Leary-Kelly, Cortina, Klein, and Hollenbeck (1994) claim that Tubbs (Tubbs & Dahl, 1991; Tubbs, 1993) has advocated the personal-goal–assigned-goal discrepancy as being the best measure of commitment, whereas they argue that a self-report assessment such as the one they have developed is the superior measure. However, because several conceptually distinct motivational concepts have been confused in the literature on commitment, the idea that any one measure can cover all of the discussed issues is inadequate. Further, although Wright et al. are correct that understanding and modeling the role of ability in motivation is an important concern, the solution they suggest is inappropriate. Future research should more clearly distinguish the several, often confused, concepts in the literature on commitment and more carefully consider both the manner in which motivation and ability influence behavior and the means by which we empirically model these relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural career psychology: Comment on Fouad, Harmon, and Borgen (1997) and Tracey, Watanabe, and Schneider (1997).

This article uses the theoretical framework of cultural validity and cultural specificity in career psychology proposed by F. T. L. Leong and M. Brown (1995) to comment on the theoretical and methodological issues raised by N. A. Fouad, L. W. Harmon, and N. H. Borgen (1997) and T. J. G. Tracey, N. Watanabe, and P. L. Schneider (1997) in the Special Section on Cross-Cultural Career Psychology. In terms of theoretical issues, the important distinction between etic and emic approaches to cross-cultural research is discussed, as well as the role of the cultural context in understanding vocational behavior. Methodologically, the specific issues surrounding the problem of equivalence of measurement (functional, conceptual, linguistic, and metric equivalence) as it relates to the two studies are discussed. Finally, the importance of studies of both internal and external validity as means of advancing cross-cultural career psychology is highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promise and problems in theory and research on women's career development: Comment on Lucas (1997), Richie et al. (1997), McCracken and Weitzman (1997), Rainey and Borders (1997), and Schaefers, Epperson, and Nauta (1997).

The articles by M. Lucas, B. S. Richie et al., R. S. McCracken and L. M. Weitzman, L.M. Rainey and L.D. Borders, and K. G. Schaefers, D. L. Epperson, and M. M. Nauta (see records 84-22118, 22345, 22343, 22131, and 24623, respectively) in the Special Section on Women's Career Development are considered within the context of prospects and problems in the empirical and theoretical literature. Promising trends include an increasing convergence on core themes such as gender role attitudes, relational and family issues, multiple role dilemmas, cultural influences, and the effects of support and barriers on women's career development. Methodological and theoretical issues are also examined and discussed. Primary among the concluding recommendations are the need for comparative model testing and the integration of important new constructs into existing conceptual models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)