Evolutionary cyber-psychology: Applying an evolutionary framework to Internet behavior

An evolutionary psychological perspective has much to offer the study of Internet behavior. However, cyber-psychologists have hitherto neglected this rich theoretical tradition and evolutionary psychologists have been slow to apply their perspective to computer-mediated behavior. This paper applies an evolutionary perspective to the study of Internet behavior in four relevant domains: (1) mating and sexual competition, (2) parenting and kinship, (3) trust and social exchange, and (4) personal information management. Both general and specific evolutionary theories are explored in relation to online behavior in each domain, with an emphasis on generating testable hypotheses for future research.     

Abstracts of the 2009 CSBBCS Annual Meeting.

Provides abstracts from posters, papers, and a symposium presented at the 2009 CSBBCS Annual Meeting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Jewish quotas in clinical psychology?: The Journal of Clinical Psychology and the scandal of 1945.

In 1945 Frederick Thorne, editor of the Journal of Clinical Psychology, proposed to limit the acceptance of Jewish applicants to clinical psychology graduate schools. A public scandal erupted over this proposed limit, which was modeled on Jewish quotas in medical education. Criticized by the mass media and most psychologists, Thorne’s proposal was repudiated by the Eastern Psychological Association and the Society for the Psychological Study of Social Issues. Using private correspondence, oral histories, and published articles, this mostly forgotten episode in the history of clinical psychology is recreated. It is argued that the 1945 campaign against Jewish quotas prepared activists for the 1950s campaign against racial segregation and the Brown v. Board of Education Supreme Court case. Because the participants in 1945 came from all specialties in psychology, it is suggested that this story is of significance to the field as a whole, rather than just to historians of social issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An example of psychological science’s failure to self-correct.

This paper illustrates the impact of the human element in the scientific process by presenting the history of Broverman, Broverman, Clarkson, Rosenkrantz, and Vogel (1970), one of the most highly cited papers in psychology. Broverman et al. stimulated remarkable interest in sex bias among mental health professionals. Several articles published in major psychology journals demonstrated the paper’s fatal flaws in the 2 decades following its publication. Nonetheless, Broverman et al. was accepted with little resistance. Broverman et al. continues to be cited as empirical support for the sex bias hypothesis among mental health professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The practice of psychological science: Searching for Cronbach’s two streams in social–personality psychology.

The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences largely conform to social and personality researchers’ stereotypes about each subgroup; (c) despite their methodological and philosophical differences, the 2 subgroups study many of the same research topics; and (d) the structure of social–personality research practices can be characterized as having 2 independent factors, which closely correspond to L. J. Cronbach’s (1957) correlational and experimental “streams of research.” (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of cult in the teaching of psychology of religion and spirituality.

The word cult has many conflicting definitions across scholarly fields, yet instructors commonly use it in the teaching of psychology. Distinctions between cults and other groups are differences of degree and often rest on a group’s size, the unusualness of its beliefs, the outcomes of its actions, and the perceived role of its leader. Use of cult by teachers of psychology suggests that cults are categorically distinct from other groups and brings negative connotations to cults, their members, and former members. Teachers of psychology should explicitly address these issues and avoid the term cult. Additionally, teachers, researchers, and practitioners of psychology should evaluate the behavior of groups, the degree of social influence, the presence of deception, and potential abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations of doctoral training programs in clinical health psychology: Lessons learned at the box office.

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, graduated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading in graduate school: A survey of doctoral students in clinical psychology.

To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological perspectives on acting.

Psychologists know surprisingly little about the cognitive and affective underpinnings of acting, and this stands in sharp in contrast to what has been learned about the psychological skills involved in music and the visual arts. In this article, the author discusses findings on the childhood precursors of acting talent and outlines a program of research she is initiating to test the hypothesis that acting training fosters strength in reading others' mental states, feeling others' feelings, and regulating one's own emotions in an adaptive manner. This research has implications for understanding the malleability of these outcomes and expertise in these abilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From New Haven to Santa Clara: A historical perspective on the Milgram obedience experiments.

This article traces the history of obedience experiments that have used the Milgram paradigm. It begins with Stanley Milgram's graduate education, showing how some aspects of that experience laid the groundwork for the obedience experiments. It then identifies three factors that led Milgram to study obedience. The underlying principles or messages that Milgram thought could be extracted from his experiments are then presented, and the evidence in support of them is assessed. Jerry M. Burger's (see record 2008-19206-001) recent replication of Milgram's work--its place in the history of obedience research and its contribution to furthering the understanding of destructive obedience--is then examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)