How Universal Is the Big-Fish-Little-Pond Effect?

Comments on the article by Marsh and Hau (see record 2003-06802-005), who tested the negative effects of attending academically selective schools; that is, a student will have lowered academic self-concept in a selective school than in a nonselective school, a big-fish-little-pond effect (BFLPE). The current author suggests that a major problem of the BFLPE model is that it makes self-appraisals of competencies and changes in self-concept a monotonic function of one's performance relative to a local norm and oversimplifies a more complex process suggested in the social comparison literature. He suggests that the theoretical basis of the BFLPE needs to be broadened in light of the extant social comparison literature. Specifically, it needs to take into account the complexity and multifaceted nature of social comparison and self-appraisal processes; the active, self-regulatory role individuals play; and the ensuing positive as well as negative consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Eating for optimal health: how much should we eat?": Comment.

Responds to commentaries by K. M. Vitousek and J. Gray (see record 2002-12932-011) and F. P. Manke and K. M. Vitousek (see record 2002-12932-012) on the original article (see record 2000-02781-002) that argued that because of the scarcity and unpredictability of food in nature, humans and other animals have evolved to eat to their physiological limits when food is readily available, so that excess energy can be stored in the body as a buffer against future food shortages. The current authors state that neither of the two commentaries challenged the main thesis of their article; they focused instead on its potential implications for good health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further comments toward a dimensional classification of personality disorder.

Responds to the comments by H. N. Garb (see record 2007-19520-012) and A. M. Ruscio (see record 2007-19520-013) on the current authors' original article "Plate tectonics in the classification of personality disorder: Shifting to a dimensional model" (see record 2007-01685-001). Unable to respond to all of Garb's and Ruscio's concerns given space limitations, the current authors attempt to respond to key points regarding their article on integrating the classification of personality disorder with a dimensional model of general personality structure. These points include: clinical judgments; feasibility; communication; thresholds; and validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Questionable validity, not vitality.

Comments on the article by R. W. Robins et al (see record 1999-00297-003) which examines trends in the prominence of 4 major schools of psychology by examining citation index trends and the content of articles in mainstream journals and dissertations. The authors argue that behaviorism is quite healthy and discuss the validity of Robins et al's methodology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The irony of cultural psychology research.

Responds to R. E. Erard's comments (see record 2009-13007-011) on the current authors' original article (see record 2008-12151-002) which reviewed a number of studies that identified cultural differences in the use and effect of different types of social support among Asians and Asian Americans and European Americans. Essentially, in his comment, Erard denied the validity of research examining cultural differences. The authors strongly believe that the issues concerning within-culture variation do not nullify the importance of conducting research on culturally based psychological and behavioral patterns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

It's Not How the Pond Makes You Feel, but Rather How High You Can Jump.

Comments on the article by Marsh and Hau (see record 2003-06802-005), in which they provide an analysis of achievement and academic self-concept in 26 countries. The current authors agree with them on several points but have several concerns about the conclusion that highly selective programs, such as accelerated high schools, should be avoided because these settings may modify student self-concept. They suggest that rather than provide blanket pronouncements about programming options for gifted students, psychologists and educators should consider individual differences in each student's general level of self esteem and mental health, family expectations, the presence or absence of an encouraging environment, the ability of the particular school to meet the particular student's academic needs, the nature of the student body and their acceptance of new students, the student's willingness to leave friends, and so forth. Furthermore, student characteristics should be matched to the characteristics of specific programs for talented students, many of which have a measurable impact on outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Not All Affirmative Action Rewards Merit: Comment.

Comments on the article by Crosby et al (see record 2003-03405-003), which argues that the main reason to endorse affirmative action in education and employment is to reward merit. In this article, the authors propose that, by eliminating prejudicial selection systems and encouraging strategies for identifying qualified women and minorities, affirmative action programs can help ensure that qualified women and minorities are selected. The current author believes that Crosby and colleagues went too far in trying to push their point, however, when they argued that the merit of individuals is not measured well. Discussion focuses on the suggestion by Crosby et al that standardized tests of cognitive ability are biased and lack validity. The author believes that their arguments display a fundamental misunderstanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study.

It has been speculated that the big-fish–little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students’ invidious comparisons with their class and (b) coexists with the assimilative and contrastive effects of upward social comparison choices on academic self-concept. These results increase understanding of the BFLPE and offer support for integrative approaches of social comparison (selective accessibility and interpretation comparison models) in a natural setting. They also lend support for the distinction between forced and deliberate social comparisons and the usefulness of distinguishing between absolute and relative comparison-level choice in self-assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

No easy solution to subgroup differences.

Replies to comments by A. G. Bedeian (see record 2002-12457-016), G. Bocknek (see record 2002-12457-017), G. E. Zuriff (see record 2002-12457-018), and J. E. Helms (see record 2002-12457-019) on the article by P. R. Sackett, N. Schmitt, J. E. Ellingson, and M. B. Kabin (see record 2001-00625-002) which posed the dilemma of how to use tests to select for performance without excluding minority group members. The authors argue that it is difficult to envision a university that would ignore cognitive ability when making admissions decisions, as Zuriff advocated. In response to Bocknek, the authors question the validity of individual assessments to index traits such as motivation, perseverance, and problem solving. In response to Bedeian, the authors argue that society and the legal system (as it exists now) force the consideration of ascribed characteristics, and few, if any, good measures of racial identity (or intellectual diversity) exist. Finally, the authors argue that Helm's position that individuals' racial identity must be destroyed in the interest of raising their status in high-stakes testing situation is misguided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Politics and Science: A Combustible Mixture. Comment.

Comments on the article by Crosby et al (see record 2003-03405-003) in which psychological research is brought to bear on an examination of the policy of affirmative action. In their article, Crosby and colleagues cite the current author's paper "The Role of Value in the World of Psychology" (1999; see record 1999-11644-004) to support their contention that "science can never be fully free of values". The current author states that Crosby and colleagues misinterpreted his position. Specifically, the author believes that the question of whether science is value-loaded or value-free is pointless because the scientific enterprise consists of a variety of independent activities. Discussion centers on the implications of the fact/value dichotomy, science and politics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply upon SET research.

Replies to comments by J. S. Armstrong (see record 1998-11971-007), D. Buck (see record 1998-11971-008), and R. E. Redding (see record 1998-11971-010) regarding articles in the November 1997 issues of American Psychologist concerning student evaluations of teaching (SETs) (see records 1997-43129-002, 1997-43129-003, 1997-43129-004, and 1997-43129-005). The current authors contend that the comments made little attempt to relate assertions to a large body of existing SET research. Underlying many concerns seemed to be dubious assumptions that students cannot be trusted to provide valid, useful feedback or simply do not know what is good or them. Such attitudes underlie, for example, the presumptions that less demanding workloads and lenient grading practices will seduce students into giving artificially inflated ratings while reducing their motivation to learn. Marsh and Roche state that the SET research allows psychologists to go beyond untested beliefs and assumptions. They discuss objective measures of student learning and validity, usefulness, and potential biases of grading leniency and low workloads. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What are the fundamental facts of a comparison of two treatments' outcomes?

Responds to comments by Stefan G. Hofmann (see record 2011-19228-003), Edward A. Wise (see record 2011-19228-004), Michael J. Lambert (see record 2011-19228-005), and William H. Gottdiener (see record 2011-19228-006) on the authors original article "Statistical significance testing and clinical trials" (see record 2011-19228-002). The original article is one very narrowly focused effort at studying the implications of relying on the null hypothesis significance test (NHST) for determining which psychotherapy randomized clinical trial (RCT) findings to take seriously for clinical purposes. Although there are several approaches for faulting the NHST, the matter is important and complicated enough to justify dealing, in detail, with one approach at a time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Schools and psychology.

In response to J. Barclay's (see record 1971-31604-001) article on school psychologists (SPs), the authors propose that SPs develop more options for nonconforming students, rather than attempting to make them conform to the range of normal behaviors required for school success. Such a shift in emphasis has implications for greater tolerance for individual differences and for an increase in SP effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emerging Patterns of Practice in the Era of Managed Care: Reply.

Responds to the comments of Crespi (2004), Suarez (2004), and Salyer (2004) concerning the authors' original article (see record 2003-03405-005) examining the implications for psychological practice and training in the era of managed care. In response to Crespi, the authors agree that school psychology is an important area of practice, given the contention that schools are responsible for providing 75% of mental health services to children. Reimbursement within educational contexts was not reviewed, largely because the relevant information was not available within the literature. However, the authors encourage efforts to continue to disseminate information regarding a largely unexplored issue that may have important implications for children. The authors also agree with Suarez and Salyer that the value of direct and personal experience should not be overlooked. Those in private practice may indeed face challenges in dealing with managed care with which the current authors do not have personal experience. However, it should be clear that the aim of the original research was to critically evaluate the current literature and to determine what is known and unknown about managed care and to point out alternative views and systems worthy of consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Knowledge of and compliance with privileged communication and child-abuse- reporting laws": Response to Dr. Perry's Criticisms.

Responds to the commentary by John Perry (see record 2005-09247-004) who commented on a previous article by J. S. Swoboda et al (see record 1980-24066-001). These authors disagreed with Perry's criticism of their article that their refusal rate and the fact that the sample was restricted to eastern Nebraska cause the validity of their results to be so questionable as to make the printing of the article "irresponsible." They listed the reasons for their disagreement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Potential Role of Drug Onset Cues in Drug Dependence and Withdrawal: Reply to Bardo (2004), Bossert and Shaham (2004), Bouton (2004), and Stewart (2004).

In responding to commentaries (M. Bardo, see record 2004-10475-002; J. Bossert and Y. Shaham, see record 2004-10475-003; M. Bouton, see record 2004-10475-004; J. Stewart, see record 2004-10475-005) on their original article (see record 2004-10475-001), the authors agree that the basic mechanisms underlying intra-administration associations may be extensible to a much wider range of phenomena, including both other examinations of conditioned drug effects (e.g., conditioned place preference) and human psychological disorders. The authors also address the concerns of a number of the commenting authors regarding discrepancies in the literature concerning the effects of drug priming in both human and animal studies of reinstatement of drug self-administration. Finally, the authors accept and endorse the calls by several of these commenting authors for further studies required to generate additional support for their model of conditioned drug effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hunter and Hunter (1984) revisited: Interview validity for entry-level jobs.

Provides a reanalysis of the employment interview for entry-level jobs that overcomes several limitations of J. E. Hunter and R. F. Hunter's (see record 1984-30168-001) article. Using a relatively sophisticated multidimensional framework for classifying level of structure, the authors obtained results from a meta-analysis of 114 entry-level interview validity coefficients suggesting that (1) structure is a major moderator of interview validity; (2) interviews, particularly when structured, can reach levels of validity that are comparable to those of mental ability tests; and (3) although validity does increase through much of the range of structure, there is a point at which additional structure yields essentially no incremental validity. Thus, results suggested a ceiling effect for structure. Limitations and directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical claims necessitate basic research: Reply to Gawronski, Lebel, Peters, and Banse (2009) and Nosek and Greenwald (2009).

The authors of this reply article note that B. Gawronski, E. P. LeBel, K. R. Peters, and R. Banse (see record 2009-05290-002) (a) expressed agreement in their comment with the analysis put forward in the target article (J. De Houwer, S. Teige-Mocigemba, A. Spruyt, & A. Moors) (see record 2009-05290-001) and (b) pointed to a further implication for the way in which the implicitness of a measure should be examined. The current authors note that B. A. Nosek and A. G. Greenwald (see record 2009-05290-003), on the other hand, raised questions in their comment about the definition of the concept “implicit” in the target article, arguing for a fundamentally different approach to measurement that emphasizes not theoretical understanding but usefulness for predicting behavior. In this reply, the current authors respond to these comments and argue that when theoretical claims are made about measures, these claims should be backed up with appropriate evidence. In the absence of basic research, measures and their relation to behavior can only be described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wishing away history.

Responds to the comment by M. F. Hoyt (see record 2001-18061-014) on the article by P. Gilford and P. Cushman (see record 2000-05933-002). It is argued that Hoyt did not grasp the synchronistic connection between managed care's practices and its implications for current understandings of human being. The authors believe that either Hoyt did not fully understand their concerns or he is unable to apply them to his own theory. It is maintained that Hoyt's comments demonstrate how difficult it is for psychologists to think historically and critically about their practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A closer look at Galbraith's "closer look."

Responds to comments by R. C. Galbraith (see record 1982-11821-001) on the mathematical properties and empirical basis of R. B. Zajonc and G. B. Markus's (see record 1975-09290-001) confluence model of sibling spacing and intellectual development. The present authors contest Galbraith's critique of the model's internal consistency and predictive validity, and state that if Galbraith's data on Mormon college students are analyzed properly, they may shed light on within- and between-families factors affecting intellectual development. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)