"Meeting current challenges in higher education: The need for more psychologists": Correction.

Reports an error in "Meeting current challenges in higher education: The need for more psychologists" by A. W. Logue (Review of General Psychology, 2007[Dec], Vol 11[4], 381-391). On page 389, right column, last paragraph, the second to last sentence should read "The goal now, however, will be to improve students' success, faculty's scholarship, and the future of their communities". On page 386, right column, third paragraph, line six, "psychologist-administrators" should appear as "psychologist administrators". On page 390, right column, the Logue 2006 reference should read "[Survey of fields of Middle States Commission accredited New York State institutions of higher education chief academic officers and presidents]". (The following abstract of the original article appeared in record 2007-18727-007.) Higher education is currently facing many serious challenges. These challenges derive from the effects of globalization, massification (the wide availability of higher education), competition, expanding technology, regulation, litigation, and tuition increases that are outpacing student aid. Many psychologists possess the skills to overcome these challenges: to facilitate the learning, creativity, and performance of each student, faculty member, and staff member; foster productive group relations; analyze human behavior qualitatively, quantitatively, and experimentally; and generate and steward funds for their institutions. Psychologists are well prepared to lead institutions of higher education through and beyond their 21st-century challenges. Relatively few higher education leaders are psychologists, however. Psychologists should be encouraged to choose administrative career paths and thus greatly benefit our colleges and universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy.

[Correction Notice: An erratum for this article was reported in Vol 100(2) of Psychological Bulletin (see record 2008-10954-001). Several errors went uncorrected. On page 283, the second line of the first full paragraph should read "in Equation 3...." On page 284, in the eighth line of the first full paragraph, the power in the equation should be "1/2," not "12." On page 287, in Table 4, the heading for column 6 should read "Adjusted SS for deletion of X?X?," not just "X?." The heading for column 7 should read "H?: β?=0c, partial F," not "β?." Finally, in line 3 of the table note, "X?X?" should read "X?,X?."] Describes a means for determining circumstances when ordinary least squares/moderated multiple regression (OLS/MMR) may be at risk in moderator applications and suggests an alternative regression procedure that can be used to overcome the threat of Type II error posed by these circumstances. Using field study data on job satisfaction of employees at state institutions for the developmentally disabled, parallel analyses are presented to show how markedly different results can be obtained between OLS/MMR and the remedial procedure. It is suggested that investigators who have reached conclusions with the traditional OLS/MMR approach reexamine their data. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy": Correction to Morris et al.

Reports an error in "Failures to detect moderating effects with ordinary least squares-moderated multiple regression: Some reasons and a remedy" by James H. Morris, J. Daniel Sherman and Edward R. Mansfield (Psychological Bulletin, 1986[Mar], Vol 99[2], 282-288). Several errors went uncorrected. On page 283, the second line of the first full paragraph should read "in Equation 3...." On page 284, in the eighth line of the first full paragraph, the power in the equation should be "1/2," not "12." On page 287, in Table 4, the heading for column 6 should read "Adjusted SS for deletion of X?X?," not just "X?." The heading for column 7 should read "H?: β?=0c, partial F," not "β?." Finally, in line 3 of the table note, "X?X?" should read "X?,X?." (The following abstract of the original article appeared in record 1986-16215-001.) Describes a means for determining circumstances when ordinary least squares/moderated multiple regression (OLS/MMR) may be at risk in moderator applications and suggests an alternative regression procedure that can be used to overcome the threat of Type II error posed by these circumstances. Using field study data on job satisfaction of employees at state institutions for the developmentally disabled, parallel analyses are presented to show how markedly different results can be obtained between OLS/MMR and the remedial procedure. It is suggested that investigators who have reached conclusions with the traditional OLS/MMR approach reexamine their data. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Where the 'Stars' are: The 25 most cited psychologists in Canada": Corrections.

Reports an error in "Where the "stars" are: The 25 most cited psychologists in Canada (1972–1976)" by Norman S. Endler (Canadian Psychological Review, 1979[Jan], Vol 20[1], 12-21). Several corrections should be noted. The corrections are as follows: 1) in Table 1, the subheadings "1975 1974 1973 1972" were improperly aligned with the columns, and Kimura's 1976 citation rank should have been 3 instead of 2; 2) in Table 2, the number 1 calling attention to footnote 1 was omitted from the title; 3) in Table 3, an additional heading "Citations" should have appeared over the columns "1975 1974 1973 1972" on the same line as "Publications;" 4) in Table 3, the probability levels should have read '*p 1980-01842-001) and Endler et al's 1978 American Psychologist article (Vol. 33, pages 1064-1082). CPR also extends apologies to Professors Endler, Melzack and Tulving for typographical errors in the spelling of their names as follows: on the front cover, Professor Endler's middle initial should have been listed as S; on page 16, in the last paragraph, in the left hand column, Melzack's name was misspelled; on page 19, in the second paragraph in the right column, Tulving's name was misspelled. (The following abstract of the original article appeared in record 1980-28686-001.) The Social Science Citation Index (SSCI) for 1972-1976 was used as a data source for citation counts, which reflect scholarly impact, and publication counts reflecting productivity, for the 25 most cited psychologists ("stars") for 1972-1976. These 25 "stars" are located primarily at Ontario Universities and McGill and received their graduate training primarily at McGill, Yale, Harvard or the big 10 mid-western universities. Their major research areas appear to be cognitive processes, memory and verbal learning, personality theory and assessment, social processes and physiological psychology. Most of them are in their 40s or 50s, five of them are past presidents of CPA, three of them are currently departmental chairmen, and two are former departmental chairmen. Despite the limitations of the SSCI citation count, it appears to be the best single indicator of research quality and scholarly impact on the field of academic psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errata.

Reports an error in "Alpha-adrenergic receptors in hypothalamus for the suppression of feeding behavior by satiety" by D. L. Margules (Journal of Comparative & Physiological Psychology, 1970[Oct], Vol 73[1], 1-12; see record 1971-03588-001). On page 3, paragraph 1 of the Method section, the angle of implantation of cannulas was 6° from the perpendicular; in paragraph 2 of the Method section, the following sentence was omitted: All rats were maintained on a reversed dark-light cycle (lights off at 0800 hr. and on at 2000 hr. EST) and were drugged in the dark. On page 10, paragraph 6, line 10 of the Discussion section, "abolishes" should read "enhances." In "Precocious mating in male rats following treatment with androgen or estrogen" by Michael J. Baum (Journal of Comparative & Physiological Psychology, 1972[Mar], Vol. 78[3], 356-367; see record 1972-22393-001), on page 367 the date of receipt should read August 24, 1970. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dimensions of career indecision": Correction to Vondracek, Hostetler, Schulenberg, and Shimizu.

Reports an error in "Dimensions of career indecision" by Fred W. Vondracek, Michelle Hostetler, John E. Schulenberg and Kazuaki Shimizu (Journal of Counseling Psychology, 1990[Jan], Vol 37[1], 98-106). Editorial error resulted in several misstatements. On page 98, second column, in the 11th line of the second paragraph, the word students ought to read studies; on page 101, in the 9th line, the word Behaviors ought to read Barriers. On page 102, in line 5 of the first paragraph, the reference ought to be to the top left panel of Figure 2. The second paragraph ought to begin with the reference to the top right panel of Figure 2. Also on page 102, the sentence that begins on line 5 of the first paragraph was intended to read, as follows: Two of the groups of girls changed significantly in the expected direction: Group 2 (decided-undecided) significantly increased and Group 3 (undecided-decided) significantly decreased over time. (The following abstract of the original article appeared in record 1990-13462-001.) Recent studies have clarified the factor structure of the Career Decision Scale (CDS), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychology in Latin America": Errata.

Reports an error in the original article by Ruben Ardila (American Psychologist, 1968[Aug], 23[8], 567-574). The next to the last sentence in the first column on page 573 should read "In Table 5 I have listed 39 Latin American journals of psychology." On page 568 of the same article corrections for Table 1 are noted, and the corrected Table 1 listing the number of South American psychologists in 1941 and 1968 is given. (The following abstract of this article originally appeared in record 1969-01690-001.) Psychology in Latin America began as a practical discipline related to medicine, education, and philosophy. Scientific psychology started in 1898 with the foundation of the 1st laboratory of experimental psychology in Buenos Aires. Today there are departments of psychology in the majority of the Latin American countries, the main areas of interests being clinical psychology, cross-cultural research, psychometrics, operant conditioning, etc. Clinical psychology is growing as a profession, and in most of the countries there are professional associations of psychologists. Most psychological journals are devoted to general and applied psychology. Research and its applications are in progress, showing that psychology is a growing science and profession in Latin America. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum.

In the article by Zenon Pylyshyn in the July 1973 issue (see record 1974-00324-001), the last paragraph in the first column on page 15 should read: "Intuitively, it seems clear that at least part of what we know when we have learned a concept includes a set of specific procedures for determining whether a particular token is an instance of the concept as well as a set of rules governing the use of the concept in a variety of specific situations." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of career indecision.

[Correction Notice: An erratum for this article was reported in Vol 37(2) of Journal of Counseling Psychology (see record 2008-10626-001). Editorial error resulted in several misstatements. On page 98, second column, in the 11th line of the second paragraph, the word students ought to read studies; on page 101, in the 9th line, the word Behaviors ought to read Barriers. On page 102, in line 5 of the first paragraph, the reference ought to be to the top left panel of Figure 2. The second paragraph ought to begin with the reference to the top right panel of Figure 2. Also on page 102, the sentence that begins on line 5 of the first paragraph was intended to read, as follows: Two of the groups of girls changed significantly in the expected direction: Group 2 (decided-undecided) significantly increased and Group 3 (undecided-decided) significantly decreased over time.] Recent studies have clarified the factor structure of the Career Decision Scale (CDS), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Attitudinal Orientations and Cognitive Functioning Among Adolescents:: Erratum.

Reports an error in the original article by Amos Handel (Developmental Psychology, 1975[Nov], Vol 11[6], 667-675). On page 667, the sentence beginning on the fourth line in the third paragraph should read: "This trend focuses on process variables, that is, the actual experiences of children which contribute to their cognitive growth, rather than on status variables (social class, race), which are presumed to represent only surface characteristics of the environment (Wolf, 1964,1966).'In Table 1 on page 670, the first entry under the fourth column ("Progressive Matrices") should read: '-05." In Table 2 on page 671, the third entry under the first column ("Independent variable") should read: "C = A + B = background." (The following abstract of this article originally appeared in record 1976-06752-001.) Examined the pattern of relations of attitudinal orientations to cognitive functioning in 950 Israeli 7th graders. Following the 1966 study by J. S. Coleman et al, attitudinal orientations were represented by measures of locus of control, self-concept, and educational aspirations. Multiple regression analyses showed that 18.1-31.6% of the total variance in 4 measures of cognitive functioning was associated with attitudinal orientations, while only 10.6-18.9% of the total variance in these measures was associated with socioeconomic background variables. In the least economically advantaged group, locus of control was the most potent attitude variable; in the complementary 2 groups of higher socioeconomic status, more of the variance in cognitive functioning was associated with self-concept and aspirations than with locus of control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal Encoding in Fear Conditioning Revealed Through Associative Reflex Facilitation.

[Correction Notice: An erratum for this article was reported in Vol 118(3) of Behavioral Neuroscience (see record 2007-16851-001). The article contained several errors. On page 396, second paragraph, the sentence beginning on line 6 should read as follows: "Having a stable baseline is critical for studies of reflex facilitation because the experimental designs invariably entail repetitive CR testing, if only to achieve reasonable statistical power (see Choi et al., 2001b; Lindquist & Brown, 2004)." On page 400, the first heading should read as follows: "Comparison of New and Old Reflex Facilitation Procedures". On page 400, the first sentence under the abovementioned heading should read as follows: "We decided not to use the original measure of reflex facilitation, developed by J. S. Brown et al. (1951), because it suffers from severe interpretational limitations, elaborated in detail elsewhere (Choi et al., 2001b; Leaton & Cranney, 1990; Lindquist & Brown, 2004)."] Temporal encoding in Pavlovian fear conditioning was examined through conditional facilitation of the short-latency (Rl) component of the rat eyeblink reflex. Rats were fear-conditioned to a tone conditional stimulus (CS) with either a 3- or 9-s interstimulus interval (ISI) between CS onset and the onset of the grid-shock unconditional stimulus (US). Rl facilitation was tested over 2 days, in counterbalanced order, at a latency of 3 s and 9 s from CS onset. CS-produced Rl facilitation, the conditional response (CR), was 3-4 times larger when the test latency equaled the conditioning ISI. These results, coupled with the known neurophysiology of Rl facilitation, suggest that this CR could disclose differences in the time course of CS-generated output from the amygdala when driven by cortical versus subcortical CS-CR pathways. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Rawlins et al.

Reports an error in "The Hippocampus, Collateral Behavior, and Timing" by J. N. P. Rawlins, Gordon Winocur, and Jeffrey A. Gray (Behavioral Neuroscience, 1983, Vol. 97, No. 6, pp. 857-872; see record 1984-19857-001). On page 816 there are several errors. All degrees of freedom presently given as 896 or 840 should be 816. In addition, in the second paragraph "the fifth block of days" should read "the first block of days." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychologist supply, managed care, and the effects of income: Fault lines beneath California psychologists": Erratum.

Reports errors in the original article by D. Pingitore et al (Professional Psychology: Research and Practice, 2001, Vol 32[6], 597-606). In the first paragraph on page 601, lines 5-10 should read: "Net income for psychologists aged 40-54 years was significantly greater than for psychologists 39 years and younger (pt test for income differences by age group should be pp>.05). (The following abstract of this article originally appeared in record 2001-05464-006.) Data from the 2000 California Survey of Psychological Practice (D. Pingitore, R. Scheffler, M. Haley, T. Sentell, & D. Schwalm, 2001) were used to measure psychologists' income variation associated with demographic characteristics, managed care participation rate, and mental health workforce supply concentrations. A 10% increase in the supply of psychologists in a psychologists' market of practice resulted in a $1,749 reduction in income compared with a $1,330 income reduction due to a 10% increase in managed care participation... (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Overinclusive thinking in process and reactive schizophrenics: Erratum.

Reports an error in the original article by Thomas S. Eliseo (Journal of Consulting Psychology, 27[5] 1963, 447-449). The quotation from column one, paragraph two on page 448, "the median, 25... higher" should read as follows, "the median, 25, was selected as the separation point for Re (scores of 24 or less) and Pr (scores of 26 or higher)." (The following abstract of this article originally appeared in record 1964-04599-001.) Previous research has indicated that schizophrenics show more overinclusive thinking (i.e., failure to exclude behavior unrelated to a task) than do "normals." 17 reactive schizophrenics, 29 process schizophrenics, and 21 chronic general medical-surgical patients, equivalent in vocabulary knowledge and education, were compared on the Epstein Inclusion Test. Contrary to the prediction that the process schizophrenics would commit more errors, no significant differences were found between the groups. It is possible that overinclusion is a characteristic of depression or chronic illness in general, rather than specific to the schizophrenic disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Ewart and Suchday (2002).

Reports an error in the original article by C. K. Craig et al (Health Psychology, 2002[May], 21[3],254-262). The article "Discovering How Urban Poverty and Violence Affect Health: Development and Validation of a Neighborhood Stress Index," contained two errors: On page 259, Table 3, column 3, row 4, ".16**" should be "-.16*". On page 259, Table 4, column 2, ">.02" should be ".02". (The following abstract of this article originally appeared in record 2002-12662-005.) Health problems of the urban poor have been attributed to psychosocial effects of environmental stress. Testing such models requires an ability to measure neighborhood characteristics that make life stressful. The City Stress Inventory (CSI) uses self-report to assess perceived neighborhood disorder and exposure to violence. Data from an interracial sample of urban adolescents show the CSI to be internally consistent, stable, and correlated with census indices of social disadvantage. Validity for stress research is indicated by correlations with trait depression, anger, hostility, self-esteem, and mood changes during a debate with an unfamiliar peer. The CSI can be completed by persons with an 8th-grade education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Nature and Nurture of Creative Talent": Erratum.

Reports an error in the original article by D. W. Mackinnon (American Psychologist, 1962, Vol 17[7], 484-495. The last sentence of the fourth paragraph, page 487, should read as follows: "The mean rating of creativity for each of the three groups-the ratings having been made on a seven-point scale..." (The following abstract of this article originally appeared in record 1963-04959-001): "Creativity... is a process extended in time and characterized by originality, adaptiveness, and realization." Except for mathematicians "where there is a low positive correlation between intelligence and the level of creativeness, we have found within our creative samples essentially zero relationship between the two variables." A research study of the characteristics and background of creative architects is extensively discussed. Implications of the nature of creative talent for the nurturing of it in school and college through the processes of education are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Role of analogical reasoning in the induction of problem categories": Correction.

Reports an error in the original article by D. D. Cummins (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1992[Sep], Vol 18[5], 1103–2124). On page 1111, there are labeling errors in 2 figures. In Figure 1c, problem 11 should have a "V' in the topic column; that line should read "11 V Fl.' In Figure 1d, problems 2 and 4 should have "CU' in the structure column; those lines should read "2 T CU' and "4 T CU,' respectively. Also in that figure, problems number 8 and 13 should have "Fl' in the structure column; those lines should read "8 V Fl' and "13 W Fl.' (The following abstract of this article originally appeared in record 1993-04297-001.) In 3 experiments, novices were required to answer questions while reading a series of problems. The questions required them either to analyze individual problem structures (intraproblem processing) or compare problem structures (analogical comparison processing) to derive answers … (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socially mediated reduction of isolation distress in rat pups is blocked by naltrexone but not by Ro 15-1788.

[Correction Notice: An erratum for this article was reported in Vol 104(4) of Behavioral Neuroscience (see record 2008-10515-001). On page 462, the last paragraph of the first column was incorrect. The corrected paragraph is provided in the erratum.] The presence of a single anesthetized littermate significantly reduced the rate of ultrasonic vocalization by 10-day-old pups isolated in a novel environment. Naltrexone (1.0 mg/kg) returned the vocalization rate to the level of pups tested alone and disrupted the maintenance of body contact between the test pup and a companion. This suggests that the companion exerts comforting effects through endogenous opioid mechanisms. Although chlordiazepoxide is as effective as morphine in the quieting of isolation distress, the benzodiazepine (BDZ) antagonist Ro 15-1788 (5, 10, or 20 mg/kg) was ineffective in blocking the comfort effect and facilitated quiet contact with the companion. In isolated pups, Ro 15-1788 caused a significant, but not a dose-related, decrease in vocalization, a possible indication of the displacement of an endogenous anxiogenic ligand at the BDZ receptor complex. [An erratum for this article will appear in Behavioral Neuroscience, 1990 (Aug), Vol 104:4. The erratum concerns an error in the last paragraph of the first column on page 462.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnostician, EdS, and PhD programs for school psychologists in Michigan: A correction and an addition.

Reports an error in "State Certification of School Psychologists" by Walter L. Hodges (American Psychologist, 1960[June], Vol 15, 346-349; see record 1961-02947-001). In Table 1 on page 347, for the University of Michigan, items are listed incorrectly. This article provides the corrections, and points out the rather effective compromise on the much debated problem of teacher certification and teaching experience. We believe that there are two good routes to becoming a school psychologist, one through psychology and the other through education, but course work is necessary in both. We now have a new academic degree, Specialist in Education (EdS), awarded by the Graduate School of the University of Michigan. This requires the completion of a carefully prepared program of studies leading to specific occupational opportunities. We do not refer to those who complete the diagnostician or EdS program as school psychologists, however they may be designated by employing institutions. We reserve this title for those who have completed the doctorate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)