THE MEANING OF MS.

When Ms. was first introduced as an alternative to Miss or Mrs. it was perceived as a radical feminist innovation. Today, its use is unremarkable, even normative. This study examines two aspects of the meaning of Ms.: changes in its connotative meaning over time, and its current comparability to other titles. Female (n = 83) and male (n = 54) college students rated courtesy titles (Ms., Miss, Mrs., Mr.) on a set of bipolar adjective pairs composing a semantic differential scale in an exact replication of a 1978 study. Of the four titles, the largest change in meaning over time was for Ms., and the direction of the change was positive. These results document the social assimilation of a new gender-related concept.     

UNDERSTANDING THE POW EXPERIENCE: STRESS RESEARCH AND THE IMPLEMENTATION OF THE 1955 U.S. ARMED FORCES CODE OF CONDUCT

Facing accusations about weak military discipline following the supposedly poor behavior of American soldiers held captive during the Korean War, President Dwight Eisenhower instituted a Code of Conduct for the Armed Services in 1955. In response, military leaders hired numerous social and behavioral scientists to investigate the nature of the prisoner‐of‐war (POW) experience. These researchers not only challenged official government accounts of POW activities but opened up a new field of study—stress research. They also changed military training policy, which soon focused more on stress inoculation training, and, in so doing, helped lead the shift in psychology away from behaviorism to ego and cognitive psychology. In this sense, my article ties shifts within the social and behavioral sciences in the 1950s to the military history of the early Cold War, a connection generally missing from most accounts of this period.     

THE EFFECTS OF CONTINGENT AND NONCONTINGENT REWARDS ON THE I.Q. SCORES OF CHILDREN OF ABOVE-AVERAGE INTELLIGENCE1

This study investigated the effects of candy reinforcement on I.Q. test scores in first and second graders of above-average intelligence. Thirty-six subjects were randomly assigned to one of three groups and either given candy contingent on correct responses, noncontingently, or not given candy. After measuring all subjects on Form L of the revised Stanford Binet, each subject in the contingent group was given an M & M immediately following each correct answer on Form M, while a yoked-comparison subject received the same number of M & M's before responding to a question and therefore without regard to correctness of answers. It was expected that both types of candy administration would produce higher I.Q. change scores than the no-candy control group, but there were no statistically significant differences among the three treatments. The differences between the first and second test scores were 4.17 (contingent), 4.67 (noncontingent), and 1.00 (no reinforcement). Reasons for this failure to replicate previous findings were discussed.     

ISSUES IN THE DEVELOPMENT OF CLINICAL PSYCHOLOGY IN THE U.S.A.

All States in the U.S.A. license or certify psychologists. The basic degree for licensure/certification is a doctoral degree. Licensure/certification is usually generic but various other forms of specific credentialling in Clinical Psychology are possible. Most health insurance schemes provide payment for psychological services, though not invariably on a fully independent basis. The major instrument in achieving this recognition has been ‘freedom of choice’ legislation. It is maintained that the three issues of credentialling, licensure/certification, and receipt of third-party/insurance payments are highly interdependent.     

ASYNDETON: SYNTAX AND INSANITY. A STUDY OF THE REVISION OF THE NICENE CREED

Let not the wise man glory in his wisdom, neither let the mighty man glory in his might, let not the rich man glory in his riches: But let him that glorieth glory in this, that he understandeth and knoweth me, that I am the Lord which exercise lovingkindness, judgement, and righteousness in the earth: for in these things I delight, saith the Lord (Jer. 9:23–at)