Where the "stars" are: The 25 most cited psychologists in Canada (1972–1976).

[Correction Notice: An erratum for this article was reported in Vol 20(3) of Canadian Psychological Review (see record 2007-04327-001). Several corrections should be noted in this article. 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     

Psychology in action: Psychological classics: Older journal articles frequently cited today.

Presents a list of "psychological classics," journal articles published before 1933 which appear from 3-10 times in 18 general psychology textbooks currently in use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The registration of psychologists in Canada.

A review of current statutes indicates that six provinces in Canada now have acts which provide for the registration of psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Number of psychologists in Canada: 1970 estimate.

A survey of registered psychologists, members of psychological associations and faculties or departments of psychology showed that there are now at least 3400 psychologists in Canada. This is more than double the number reported in 1966. It was also found that the number of psychologists in academic settings in Canada has more than tripled in this four year period. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2010 Amendments to the 2002 "Ethical principles of psychologists and code of conduct".

The following amendments to the 2002 “Ethical Principles of Psychologists and Code of Conduct” (the Ethics Code; American Psychological Association, 2002) were adopted by the APA Council of Representatives at its February 2010 meeting. The changes involve the last two sentences of the final paragraph of the Introduction and Applicability section and Ethical Standards 1.02 and 1.03. The amendments became effective June 1, 2010. A history of these amendments to the Ethics Code is provided in the “Report of the Ethics Committee, 2009” in this issue of the American Psychologist (American Psychological Association, Ethics Committee, 2010). Following are a clean version of the revisions and a version indicating changes from the 2002 language (inserted text is underlined; deleted text is crossed out). (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)     

A note on the registration of psychologists in Canada.

In regards to psychologist certification laws, notes that six provinces in Canada have acts which provide for the registration of psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter to the Editor.

What follows is an open letter to the President and Directors, Canadian Psychological Association. This letter addresses the 1972 Survey of Psychologists in the United States and Canada, a survey which emanates from the APA and which has the cooperation of the Canadian Psychological Association. The author of this letter, Susan K. London, Ph.D. believes the willingness of the Board of Directors of CPA to commit Canadian psychologists--without any sort of approval from the CPA membership, which is within your legal rights, but which is nonetheless very disturbing morally--to this sort of thing demonstrates a naiveté if not downright disingenuousness. It is more than time for Canadian psychologists to recognize one of their blindspots. The ordinary Canadian psychologist is usually quite sensitive to political implications--except when it comes to psychology and the United States! When that subject comes up, the usual camouflage is invoked: professionalism, value-free science, the need to rationalize procedures, etc. The most common one, perhaps, is the notion that APA and American psychologists (in the United States and in Canada) only wish to be of help. The camouflage rather reminds me of the squid that emits quantities of ink in the face of danger. It is therefore an indication that the CPA Board of Directors are aware of danger, are in fact acting in full knowledge of that danger. The contradiction is blatant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of rehabilitation psychologists in the treatment of disease and disability.

It is contended that rehabilitation psychologists have remained content to continue using the same techniques for the same types of problems that they used more than a decade ago. Because of a temerity of thought, rehabilitation psychologists have not extended their particular research and technological expertise into the more major areas of health care. Examples are presented in which such psychological techniques as conditioning and biofeedback were employed to treat successfully a variety of serious health problems. Rather than leave the major areas of investigation and treatment to others, as has traditionally been the case, rehabilitation psychologists are urged to utilize their skills in studying and treating the major physical problems of their patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Where have all the students gone? Positions of psychologists trained in clinical/services programs.

This article presents a variety of findings derived from two outcome studies of psychologists who received their doctorates from clinical/services training programs supported by the National Institute of Mental Health in the years 1968-1980. Comparative data are presented regarding the initial positions and geographical distribution of graduates during this period. Despite some erosion in the market for academic faculty positions, the results show a consistent and extraordinary degree of employment consonant with training and virtually no unemployment. Two thirds of the graduates have jobs in a range of organized settings for service, and over 22% of the remainder are in academic or research positions. The most recent study enables analyses of certain factors influencing the initial location of graduates. Particular attention is paid to three topics of national concern. Criteria are developed for designating rural/small town service providers, and evidence is presented showing that programmatic implementation of this priority in training yields results. The issue of clinical research is discussed; the scope of such research and the extent to which students may be engaged in it are examined. Data are provided on the recruitment of minority students, and factors affecting minority student retention and completion of training are discussed. Outcomes of master's-level training programs are presented separately, and characteristics of training at that level are contrasted with those in doctoral programs. In a concluding section, the findings are discussed in the context of changes in psychology graduate education during the past generation, some current value dilemmas that affect education are explored, and certain implications of the revised national policies for support of clinical training in mental health are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The citation of Soviet scholars by Western psychologists": Reply to Bierschenk.

Reply's to a comment by Bernhard Bierschenk (see record 2009-09661-001) on the current authors original comment in the November 1985 issue of the American Psychologist. Bierschenk has objected to the current author's reference to Marx, Engels, and Zeigarnik as "Soviet scholars." In the case of Marx and Engels, he is absolutely correct—they are not "Soviet scholars" in the literal, geographic sense—and Solo thanks him for his response. However, Solo is defending his labeling of Zeigarnik as a "Soviet scholar." Even though she was an early member of the "Bediner Schule," studied with Lewin, and published some early works in the German Inn mmm% she spent most of her professional life at Moscow State University and other Russian institutions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racism in out midst: Listening to psychologists of color.

How is racism covertly or overtly active in psychological theory, practice, and policy? The field of psychology has given little attention to addressing this question. Using a qualitative interviewing approach, this study assessed racism in psychology from the unique perspectives of 8 psychologists of color. An analysis of in-depth responses to 3 target questions suggested that although participants believed that the field has made gains, negative appraisals very clearly predominated, and covert acts of racism were cited, providing additional evidence that racism is in psychology's midst. Suggestions for addressing racism within psychology are made. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Network interference and number-fact retrieval: Evidence from children's alphaplication": Erratum.

Reports an error in "Network interference and number-fact retrieval: Evidence from children's alphaplication" by D. Jeffrey Graham and Jamie I. Campbell (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1992[Mar], Vol 46[1], 65-91). Figure 1 was inadvertently omitted. Reprints of this article, available from the authors, will include this figure. (The following abstract of the original article appeared in record 1992-42555-001.) Investigated the origins of several phenomena of number-fact retrieval by asking 45 children (aged 8 yrs 2 mo to 10 yrs 7 mo) to memorize alphaplication facts (arithmetic-like memory items composed of letters instead of numbers). Ss' performance in the task showed paralleled aspects of simple arithmetic performance. There was a strong performance advantage for tie over nontie problems on both reaction time (RT) and errors. Specific errors frequently involved operand-related answers. Correct RTs and error rates across problems were closely linked. Correct answers to poorly learned problems tended to be the most common error responses. Performance was not as good for problems that were introduced later in the learning sequence. Results support the network-interference approach to number-fact retrieval of J. I. Campbell and D. J. Graham (see record 1986-16912-001). (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Major depression: A comparison of the routes to prevention": A reply to O'Neill.

Responds to the comments by P. O'Neill (see record 2007-08996-001) on C. G. Costello's original article, "Major depression: A comparison of the routes to prevention" (see record 1986-17712-001). In his comment, O'Neill described the current author's paper as "essentially a polemic against the viability of preventive strategies for alleviating the impact of social problems on psychological well-being." O'Neill asserted that a lack of understanding of how preventive interventions really work is apparent in the hypothetical examples Costello offered. In the response presented here, Costello addresses the criticisms of his paper in their order of presentation in O'Neill's commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources of Comfort and Change in This "Would-Be" Science.

Responds to comments made by numerous authors (see records 2004-14303-014, 2004-14303-015, and 2004-14303-016) on the current author's original article (see record 2003-05602-002), which presented an account of why psychologists have almost continuously invoked Kuhn since the 1970s to justify a wide array of the discipline's historical developments and epistemological proclivities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists on psychology: The inquiry beliefs of psychologists by subdiscipline, gender, and age.

Three hundred six psychologists, all members of the American Psychological Association, responded to a questionnaire on which they rated various theoretical-philosophical statements concerning the conduct of psychological inquiry. Results were considered in relation to the subdiscipline of psychology to which respondents belonged, their gender, and their decade of birth. Results for subdiscipline indicated progressively weaker relative support for naturalism, reductionism, empiricism, and experimentalism as the context of subdisciplinary inquiry became increasingly broad. Women were less attached to experimental methods than men and displayed a stronger belief in the importance of political factors in research than did their male counterparts. Finally, younger psychologists believed more strongly in the importance of presentation skills such as good writing and rhetoric with respect to research and academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Illusory correlation in the perception of group attitudes": Corrections to Spears et al.

Reports an error in "Illusory correlation in the perception of group attitudes" by Russell Spears, Joop van der Pligt and J. Richard Eiser (Journal of Personality and Social Psychology, 1985[Apr], Vol 48[4], 863-875). In the article, several important corrections and additions were not made in the course of the production process. The corrected entries are included in the erratum. (The following abstract of the original article appeared in record 1985-20035-001.) 126 undergraduates with pro- or anti-attitudes toward nuclear power and 15 local members of a campaign for nuclear disarmament viewed opinion statements supposedly made by residents of 2 towns. One town was larger and statements from it occurred frequently, the other was small and statements from it were infrequent. Statements expressed either pro- or anti-attitudes to the building of a nuclear power station, in which one position was in a majority over the other. Despite the fact that the proportion of pro- and anti-statements was the same for both towns, it was predicted that the most statistically infrequent category, minority position/small town, would appear most distinctive and receive greatest encoding, leading Ss to overrepresent this category. It was also hypothesized that attitude-congruent positions would appear more salient than others because of their self-relevance, resulting in enhanced illusory correlation for minority-congruent attitude holders (distinctiveness plus salience). Futhermore, it was predicted that salience and therefore illusory correlation would increase as a function of attitude extremity for these Ss. All 3 predictions were supported, replicating the findings of D. L. Hamilton and R. K. Gifford (1976) that distinctiveness, operationalized as statistical infrequency, mediated an illusory correlation effect. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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

[Correction Notice: An erratum for this article was reported in Vol 12(1) of Review of General Psychology (see record 2008-02668-007). 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]".] 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)     

"Neuropsychological assessment of memory in the elderly": Erratum.

Reports an error in "Neuropsychological assessment of memory in the elderly" by Donald E. Read (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1987[Jun], Vol 41[2], 158-174). On p. 171: The last sentence of the first paragraph should read "This finding has now been replicated in a follow-up study with the same subjects (Read, 1986)." (The following abstract of the original article appeared in record 1988-30166-001.) Administered 3 tests designed for the neuropsychological assessment of older people. The tests focus on evaluating the storage abilities of the brain for both explicit and implicit aspects of memory. Ss were volunteers in 3 age groups: 89 males and 153 females (aged 50–59 yrs); 122 males and 181 females (aged 60–69 yrs); and 77 males and 112 females (aged 70–79 yrs). The tests were (1) the Supermarket Test, designed to measure both immediate and delayed episodic memory for test items, plus episodic recall of the spatial location of the same items; (2) the Visual Closure Test, designed to measure implicit and explicit memory; and (3) the Sequential Geometric Design Test, designed to measure visuoperceptual ability and nonverbal memory. Findings show the tests to work well with patients suffering from mild to severe memory loss and with those in the early stages of dementia. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)