Awards for Distinguished Contributions to the International Advancement of Psychology: Paul B. Baltes.

Cites Paul B. Baltes for the American Psychological Association's Award for Distinguished Contributions to the International Advancement of Psychology. Baltes is an international psychologist who has held academic and administrative posts all over the world. He had a principal role in the creation of the International Society for the Study of Behavioral Development, which now brings together more than 1,000 scientists from 50 countries. He is recognized for his scholarly and scientific contributions to the history and theory of developmental psychology, and the multidisciplinary study of age and aging, intelligence and personality, the psychology of wisdom, and developmental research methodology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Scientific Award for the Applications of Psychology: Ann L. Brown.

Discusses the contributions of Ann L. Brown, winner of the 1995 Distinguished Scientific Award for the Applications of Psychology presented by the American Psychological Association. Brown is cited for outstanding contributions to the study of cognitive development, learning theory, and educational practice. Her research on Reciprocal Teaching has had wide impact on the teaching of reading, and she has made a major contribution to developing a new methodology for carrying out experimental interventions in schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Melvin R. Novick (1932-1986).

On May 20, 1986, Melvin Novick suffered a major heart attack and died before he reached the hospital. He and his wife were visiting at the time in Princeton, where he had been called on, along with several other professionals, as an expert consultant to lend advice to the staff and management of the Educational Testing Service (ETS) in reviewing matters of philosophy and methodology in examining test items for evidence of sex or ethnic discrimination. Mel Novick's contributions to psychology and measurement are well known and numerous. He was a scholar who insisted that theory must influence practice, and he committed himself to that end. Novick was frequently called on for his advice in measurement and in statistics generally and was known nationally and internationally as a person of exceptional competence in this field. He coauthored books on test theory, statistical methods for psychological research, and Bayesian statistics. His crowning achievement, however, was the production of the 1985 Standards for Educational and Psychological Testing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

1986 CPA award for distinguished contributions to psychology as a science.

The 1986 recipient of the Canadian Psychological Association's Award for Distinguished Contributions to Psychology as a Science is Dr. Ronald Melzack, Professor of Psychology at McGill University. Throughout his distinguished and prolific research career, Dr. Melzack has made fundamental contributions to our understanding of pain. Through careful experiment and innovative theory he has shown that the phenomenon of pain can be understood only in terms of the interaction between physiological processes, mental states, and social beliefs. He is perhaps best known for his "gate control" theory of pain, formulated in conjunction with Patrick Wall in 1965, which provides a theoretical basis for this interaction and which has exerted an immense influence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished career contribution to education and training in psychology: Donald R. Peterson.

Presents an overview of the career and contributions that Donald R. Peterson has made to psychology. For more than thirty-five years Donald R. Peterson has shown exemplary dedication to the education and training of psychologists. He is recognized, and valued, among his colleagues for his dauntless advocacy in behalf of the highest standards for professional psychology programs. He was dean of the first university-based school to award a professional doctorate in psychology. He may well be the only living person who has directed a research-oriented scientist-practitioner program, directed a professional program in an academic department, and also directed a professional school in a major research university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interaction of general, fluid, and crystallized ability and instruction in sixth-grade mathematics.

Three groups of 180 6th graders were measured on fluid and crystallized ability, given instructions capitalizing on 1 of the 2 abilities or no instruction (control), and pre- and posttested for achievement of the 2n subset mathematical rule. In a multiple regression analysis, using coded vectors and an a priori ordering of independent variables, pretest scores, general ability (sum of fluid and crystallized abilities), crystallized instruction, and the interaction of the crystallized treatment with general ability made significant contributions to the variance of the dependent variable. The distinction between the 2 types of ability as conceptualized in this study did not add significantly to the multiple correlation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Charles G. Matthews.

Recognized as one of the foremost clinical neuropsychologists in the world, as evidenced by his election to the presidency of the International Neurological Society and to the presidency of American Psychological Association's Division 40, Charles G. Matthews has made outstanding contributions as an educator. He developed and has directed the foremost postdoctoral training program in clinical neuropsychology in the world and has established standards for the training of clinical neuropsychologists. He has also served as a member of the American Board of Clinical Neuropsychology since its inception in 1981 and has been one of its examiners for the same period of time. For his commitment and dedication to education and training and also to research and clinical work, Charles G. Matthews is honored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal stress and emotional status during the perinatal period and childhood adjustment.

An emerging literature suggests that maternal distress during the prenatal and perinatal period may adversely affect offspring development. The association between maternal stress and emotional status in the perinatal period (defined as 1 month after birth) and adjustment of first-grade children was examined in 948 mother-child dyads from the NICHD Study of Early Child Care using hierarchical multiple regression. Maternal demographic characteristics, including maternal education and income, accounted for 4% of the variance in Child Behavior Checklist (CBCL) externalizing scores when children were in first grade. Maternal stress and emotional status at 1 month accounted for an additional 4% of the variance in CBCL externalizing t scores; statistically significant contributions were made by maternal depression and perceived social support. Maternal depression and parenting stress at 1 month made statistically significant contributions to CBCL internalizing scores at first grade. These findings contribute to a growing body of literature indicating that perinatal maternal adjustment is associated with children's emotional and behavioral functioning years later. Implications for school psychologists' involvement in prevention, assessment, and intervention practices are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Philip E. Vernon: 1905-1987.

Philip E. Vernon, Professor Emeritus of Educational Psychology at the University of Calgary, died on July 28, 1987, after a distinguished career that spanned more than sixty years. Vernon was one of the world's leading authorities on intellectual abilities. He was a prolific scholar and researcher who made original contributions to a number of fields in both theoretical and applied psychology, including personality theory and assessment, personnel selection, test theory, cross-cultural and educational psychology. In Philip Vernon's passing, twentieth-century psychology has lost one of its most important figures. But the values that he communicated to generations of students and colleagues, of rigorous thinking, respect for data, the importance of intellectual labour and integrity, tolerance for opposing ideas, and personal warmth and fairness will live on, as will his ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Scientific Applications of Psychology: David H. Barlow.

David H. Barlow was given the 2000 Award for Distinguished Scientific Applications of Psychology. The award was given for contributions to the understanding of the nature of anxiety and anxiety disorders with the goal of developing reliable and effective psychosocial treatments for anxiety disorders. He has also made notable contributions to the assessment of male sexual arousal and the understanding of the interface of male sexual dysfunction and anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contributions of Canadian community psychology.

The contributions of Canadian community psychologists to ethics, theory, methodology, research, and practise are highlighted in this article. Important debates about ethical issues in psychological research and practise have been advanced by Canadian community psychologists. Canadian community psychologists have also introduced theoretical perspectives (e.g., cognitive community psychology) that have provided an impetus for research and practise, and they have broadened the focus of research in community settings with contributions to participatory action research, program evaluation, and qualitative methods. A variety of substantive contributions have been made to the research literature, especially in the areas of community mental health, prevention, and social inclusion. Finally, Canadian community psychologists have contributed to practise in terms of policy, programs, and social interventions. The article concludes with a discussion of future potential areas of contribution for Canadian community psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished education and training contributions.

Discusses the contributions made by R. M. Suinn and J. N. Reich, the 1993 recipients of the Award for Distinguished Career Contributions to Education and Training in Psychology and the Award for Distinguished Contributions to Education and Training in Psychology, respectively, presented by the American Psychological Association. Suinn is awarded for his advancement of education and training at undergraduate, graduate, and postdoctoral levels. His interests have included internship training, the recruitment of minorities to the profession, and the development of innovative educational materials. He has made contributions on an international level. Reich is recognized for her important role in the area of accreditation and for translating the scientist–practitioner model into a scientist application model for developmental scientists engaged in applied research. A biography of each recipient is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis and the coefficient of determination.

Ozer (1985) discussed several conceptualizations of a coefficient of determination between two variables x and y. He concluded, "The percentage of variance in one variable that can be predicted from a second variable is r–2. The percentage of variance common to two variables is r." By recasting Ozer's algebra in terms of modern factor analysis theory, we extend his analysis to a more general class of situations and suggest some modifications of his conclusions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Environmental and personal determinants of support perceptions: Three generalizability studies.

The extent to which perceived social support reflects characteristics of the environment, the personality of the perceiver, and their interaction is unknown. This article shows how the methods of generalizability theory can be used to address these questions. When participants rate the same targets on the targets' supportiveness, generalizability theory provides methods for determining the extent to which support judgments are determined by effects due to targets (supporters), perceivers, and their interaction. In 3 studies, each source of variance made significant contributions to support judgments, with the Perceivers?×?Supporters interaction, characteristics of supporters, and biases of perceivers making the largest contributions, respectively. The implications for theoretical models of perceived support are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Louis LaForce McQuitty (1910–1986).

Louis McQuitty was born in Curran, Illinois, on January 29, 1910. He died on October 8, 1986, in Florida. McQuitty earned his undergraduate degree at the University of Florida (Gainesville) and his master's and doctoral degrees at the University of Toronto, in 1933, 1934, and 1937, respectively. The title of his PhD dissertation, "An Approach to the Measurement of Individual Differences in Personality," forecast his creative exploration of quantitative methods during the remainder of his life. These explorations of innovative analytic methods are the subject of many articles and his posthumous book: Pattern-Analytic Clustering: Theory, Methods, Research, and Configural Findings, (1987). Added to his many other activities were roles in the American Psychological Association. He served on the Council of Representatives, 1960-1962; Board of Professional Affairs, 1960-1962; and Education and Training Board, 1965-1968. He also served as president of Division 5, 1964-1965. In 1960-1961, Lou was president of the Michigan Psychological Association. The innovative, challenging contributions that McQuitty made to the area of methodology remain to be assimilated and evaluated. He sought to produce quantitative methods to support a scientific rather than an intuitive approach to the study of personality. Whatever form the incorporation takes, he should receive credit for his pioneering contributions and for the perseverance he showed in his self-chosen assignment, to which he was so deeply committed. With Lou's death, psychology has lost a strong contributor and valued colleague. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Contribution for Applications in Psychology Award for 1978: Alphonse Chapanis.

Alphonse Chapanis was presented the Distinguished Contribution for Applications in Psychology Award for his contribution as a founder of the field of engineering psychology and for his pioneering research and leadership in the field over a 35-year period. He was the senior author (with Wendell Garner and Clifford Morgan) of the first systematic book to cover the field of engineering psychology, and he wrote the first important methodology text in the field. The enormous range of his contributions includes his early studies on basic visual mechanisms, his research on workstation design and man-machine systems relations, and his more recent studies on information processing and telecommunications. He has provided numerous insights on ways to apply sound psychological research to societal problems in a technological age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The organization of behaviour revisited.

Provides an overview of major themes in D. O. Hebb's thought in behavioural neuroscience. Hebbs saw psychology as a biological science, but one in which the organization of behaviour must remain the central concern. Through penetrating theoretical concepts, including the "cell assembly," "phase sequence," and "Hebb synapse," he offered a way to bridge the gap between cells, circuits and behaviour. He saw the brain as a dynamically organized system of multiple distributed parts, with roots that extend into foundations of development and evolutionary heritage. He understood that behaviour, as brain, can be sliced at various levels and that one of the challenges is to bring these levels into both conceptual and empirical register. He could move between theory and fact with an ease that continues to inspire both students and professional investigators. Although facts continue to accumulate at an accelerating rate in both psychology and neuroscience, and although these facts continue to force revision in the details of Hebb's earlier contributions, his overall insistence that we look at behaviour and brain together, within a dynamic, relational and multilayered framework, remains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished contribution to psychology in the public interest: Durand F. Jacobs.

Presents the citation, biography, and selected bibliography of Durand F. Jacobs, one of the recipients of the American Psychological Association's Awards for Distinguished Contribution to Psychology in the Public Interest. From the awardee's citation: "For his lifetime dedication to innovative techniques in rehabilitation psychology and to assuring the humane treatment of the elderly, and for his many contributions in promoting human welfare through rigorous research. For three decades, Jacobs has been in the forefront of research on pathological gambling, defining it as an addiction and organizing effective treatment modalities for those pathologically addicted. He has also been a leader in the definition and organization of disaster relief responses, developing the California model plan adopted by the APA Council of Representatives. His contributions have made a significant difference in countless individual lives and have advanced the role and perception of our discipline as contributing to human welfare in real and direct ways." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emory L. Cowen.

Presents an overview of the career contributions of Emory L. Cowen. For his remarkable contributions to conceptual, empirical and human service advances in the fields of community and clinical psychology, community mental health and education. He has been instrumental in the creation of a field for an entire generation of psychologists. His work has changed public schools throughout the United States. His ideas, research, model programs, program evaluations, and workshops have inspired others to generate new programs that provide affordable human services to thousands of children who are otherwise unlikely to receive help. He pioneered early detection and secondary prevention research. His clear thinking and conceptual challenges have fostered the study of primary prevention and wellness in mental health, both as a field for research and as a social policy. His tireless efforts as President of APA's Division of Community Psychology, a member of the Prevention Task Panel of the President's Commission on Mental Health, and the APA Task Force on Promotion, Prevention and Intervention Alternatives in Psychology are examples of his energetic contributions to psychology in the public interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ronald E. Fox.

While maintaining an active career as a scholar, teacher, and administrator, Ronald E. Fox has made important contributions to the field of education in professional psychology. Key among his contributions have been his work in establishing the Association of Psychology Internship Centers, organizing the National Council of Schools of Professional Psychology, and establishing a university-based school of professional psychology as a viable alternative to the graduate education models based in traditional departments of psychology. Fox is, perhaps, most noted for the various educational initiatives for which he has been responsible here at the American Psychological Association (APA). While he was recording secretary and member of the Board of Directors of APA, he was the key, central figure in the creation of the Education Directorate. This new directorate is now firmly established and will shape APA's actions regarding education and training for many years to come. For his commitment and dedication to the field of education in psychology, we honor Ronald E. Fox. He is this year's recipient of the award for Distinguished Education and Training Contributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)