Michael C. Roberts: award for distinguished contributions to education and training in psychology

Presents a citation for Michael C. Roberts, who received the Award for Distinguished Contributions to Education and Training in Psychology "for his dedication to the education, training, and mentoring of psychologists from undergraduate study through professional career." Accompanying the citation are a brief profile and a selected bibliography, as well as Roberts' award address, entitled Essential Tension: Specialization With Broad and General Training in Psychology. ((c) 2006 APA, all rights reserved).     

Perpetuating Stereotypes: A Study of Gender,Family, and Religious Life in Jewish Children's Books

This paper examines award‐winning Jewish children's literature as a medium to explore how religiosity gets constructed differently for men and women. We analyze three decades of winners of the Sydney Taylor Jewish Book Award, a prestigious annual award given by the Association of Jewish Libraries to an outstanding Jewish children's book. We demonstrate how these award‐winning books produce and perpetuate gendered religious stereotypes that associate men with agency and women with communion. We also show how these books construct images of a “domestic Judaism” for women and a “public Judaism” for men and how women have been symbolically annihilated from the titles and central character roles in these books. Drawing on Cecilia Ridgeway's ( 2011 ) gender‐framing perspective, we argue that the gender stereotypes evident in these books matter to society because they produce and enforce gender inequalities in religiousness.     

Cognitive vulnerability in children at risk for depression

Cognitive, developmental, and psychodynamic theories all hypothesize that negative self-concepts acquired in childhood may induce vulnerability to depression. Children at risk because of maternal major affective disorder, compared with children of medically ill and normal mothers, were examined for evidence of negative cognitions about themselves, and were found to have more negative self-concept, less positive self-schemas, and more negative attributional style. It was further predicted that negative cognitions about the self would be related to maternal depression and chronic stress, and to the quality of perceived and actual interactions with the mother. In general, the predicted associations were obtained, supporting speculations about how maternal affective disorder is associated with stress and with relatively negative and unsupportive relationships with children that in turn diminish children's self-regard.This research was supported by a William T. Grant Foundation award to Dr. Hammen and a Veterans Administration Merit Award to Dr. Hiroto.     

Distinguishing instrumental and hostile aggression: Does it make a difference?

An analogue task of instrumental and hostile aggression during a competitive game, modified to minimize overlap between aggressive responses, was evaluated in 8- to 14-year-old clinically referred boys (n=33). Postgame interviews indicated that the hostile response, an aversive noise, was perceived by over 80% of subjects as hostile and not instrumental. In contrast, the instrumental response, blocking the opponent's game, was perceived about equally as having instrumental and hostile functions. The hostile aggressive response was uniquely correlated with continuous performance task impulsive commission errors (r=51), which supported the theoretical relation of hostile aggression to poor impulse control. These results suggest that instrumental and hostile aggression can be distinguished and when precisely defined are distinct in theoretically important ways.The authors are grateful to Mary Milnamow, Susan Panichelli, Nancy Benzal, Elissa Batshaw, and Nancy Stone for assistance in data collection. This research was supported in part by an NIMH First Award MH4682 to the first author and support from NICHD Mental Retardation Research Center Core Center Grant DH26979, and by NIMH grants MH40364 and M00590 awarded to the second author. Preliminary data were presented at the annual meeting of the Society for Research in Child Adolescent Psychopathology, Costa Mesa, California, January 1990.     

BOOK REVIEWS

Book reviewed in this article:
Hamlet. Ensayos psicoanaliticos [Hamlet: Psychoanalytic essays] Edited by Carlos Sopena
A short introduction to psychoanalysis by Jane Milton, Caroline Polmear and Julia Fabricius
Introducing psychoanalysis: Essential themes and topics edited by Susan Budd and Richard Rusbridger
Glacial times: A journey through the world of madness By Salomon Resnik, translated by Daniel Alcorn
The designed self: Psychoanalysis and contemporary identities by Carlo Strenger
Controverses sur l'autisme et témoignages [Autism: Debates and testimonies] by Denys Ribas
The telescoping of generations. Listening to the narcissistic links between generations by Haydée Faimberg     

An Introduction to the Best Practices Section in the Journal of Counseling & Development

The authors present an introduction to the Best Practices section in the Journal of Counseling & Development. The section, announced in the fall of 2003, updates counselors on the latest research evidence to support their counseling practices. Four invited experts in the counseling profession (D. Bubenzer, J. G. Garci, T. Sexton, & J. West) discuss the role of best practices in counseling.     

Improving the efficiency and effectiveness of interactively selected MDS data designs

Two revisions of interactive MDS data selection procedures are presented. One revision improves the estimates of the MDS parameters by adding an analysis of the volume of the spatial coordinates of stimuli. Frames of stimuli augmented by an analysis of volume should more nearly surround the swarm of stimulus points. The second revision, based on randomly ordering the list of stimuli, permits more efficient data designs to be selected by reducing the number of judgments collected but never analyzed.This investigation was supported in part by a Research Scientist Development Award (KO2-DA00017), research grants (DA01070 and MH24149) from the U.S. Public Health Service, and a research and instruction award (IUC 2-47622-1990) from the University of California.     

A Structural Approach to the Understanding of Causes, Effects, and Judgment. Review of Causality: Models, Reasoning, and Inference, by Judea Pearl

Judea Pearl is Professor Emeritus of Computer Science and Statistics and Director of the Cognitive Systems Laboratory at University of California, Los Angeles. He has authored the books Heuristics (1984) and Probabilistic Reasoning in Intelligent Systems (1988). He has also published close to 300 articles on automated reasoning, learning, and inference. In 1999, he was awarded the IJCAI Research Excellence Award in Artificial Intelligence fundamental work in heuristic search, reasoning under uncertainty, and causality.Susan F. Butler is a doctoral student at Tufts University. Her work is in modeling of judgment and decision making, stochastic processes, and the examination of choice behavior under uncertainty.     

The Role of Basic, Self-Conscious and Self-Conscious Evaluative Emotions in Children’s Memory and Understanding of Emotion

In past research, emotion has been classified as basic, self-conscious or self-conscious evaluative, with each type of emotion being progressively more difficult for children to understand (Lewis, M. (2000a). In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 265–280), New York, NY: The Guilford Press). Although researchers have examined children’s understanding of individual emotions (e.g., guilt), researchers have not assessed children’s understanding and memory for emotions based on this classification. In the present research, 6-, 8- and 10-year-old children’s memory and understanding of basic, self-conscious and self-conscious evaluative emotions were examined. Although a memory advantage was found for emotions, this effect was less so for the younger children and less so for non-basic emotions. In fact, 6-year-old children and, to a lesser extent 8-year-old children, were more likely than older children to recall self-conscious and self-conscious evaluative emotions with basic emotion labels, and were more likely to explain them using basic emotion labels. Overall, negative emotions (e.g., mad, guilt) were better recalled than positive emotions (e.g., happy, pride), regardless of type of emotion. Gender differences were found as girls were more likely to remember emotion than boys, especially when the emotion action was specifically labeled and a female character experienced it. Proportions of this research were presented at the biennial meeting of the Society for Research in Child Development (2005), Atlanta, Georgia and the meeting of the Cognitive Development Society (2005), San Diego, CA.     

The Perils of Workplace Recognition: Antecedents to Discomfort Associated with Being the Target of Upward Comparisons

This field study of 118 award-winning sales agents (24 male, 94 female) investigated possible antecedents to their experiencing comparison target discomfort (CTD). Award winners' interpersonal sensitivity, empathic concern, and competitive psychological climate, as well as upward comparison threat experienced by the award winners' coworkers, were all expected to increase CTD for award-winning agents. Results lend some support for empathic concern, competitive psychological climate, and coworkers' upward comparison threat as possible antecedents to award winners' CTD and give insight into the potential negative effects of workplace reward systems.     

Book Reviews

Book reviewed in this article: Youth—Toward Personal Growth: A Rational-Emotive Approach by Donald J. Tosi. Development and Management of School Guidance Programs by Robert L. Gibson, Marianne H. Mitchell, and Robert E. Higgins. Vocational Guidance and Human Development edited by Edwin L. Herr. The Counselor-in-Training by Susan K. Gilmore. MUST: Manual for Users of Standardized Tests by Jonell H. Kirby, William H. Culp, and Joe Kirby. Personal and Vocational, Interplay in Identity Building by Jeannette G. Friend. Human Relations Development: A Manual for Educators by George M. Gazda, Frank R. Asbury, Fred J. Balzer, William C. Childers, R. Eric Desselle, and Richard P. Walters.     

Peer Commentaries on James Russell’s Cognitive Development as an Executive Process – in part: A Homeopathic Dose of Piaget

Peter R. Hobson Beyond Agency: Commentary on ‘Cognitive Development as an Executive Process’, p.271 Olivier HoudéExecutive Performance/Competence, and Inhibition in Cognitive Development. Object, Number, Categorization and Reasoning, p.273 Marco W. Battacchi Commentary on ‘Cognitive Development as an Executive Process’, p.275 Peter Bryant Executive Control – A Cause or a Product or Both?, p.276 Jeremy I.M. Carpendale Symbols and Side Effects: Commentary on ‘Cognitive Development as an Executive Process’, p.278 Willis F. Overton Nativism, Empiricism and Developmental Dynamic Action Systems, p.280 Pierre Mounoud What is Homeopathic when you Overdose?, p.282 Joëlle Proust Experience, Action and Theory of Mind, p.285 Elisabeth Pacherie Action Monitoring: Lower, Higher and Intermediate Levels, p.287     

Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns

Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of (Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture. Cognitive science, 29, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.     

Book Reviews

Book reviewed in this article: Susan J. White, Christian Worship and Technological Change Martien E. Brinkman, Progress in Unity? Fifty Years of Theology Within the World Council of Churches, 1945–1995: A Study Guide, Louvain, Peeters, and Grand Rapids, MI, Eerdmans Paul F. Knitter, One Earth, Many Religions     

McCay Vernon: award for distinguished senior career contributions to psychology in the public interest

Presents a citation for McCay Vernon, who received the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest "for fifty-five years of distinguished contributions toward improving the lives of both deaf and deaf-blind individuals." Accompanying the citation are a brief profile and a selected bibliography, as well as Vernon's award address, The APA and Deafness. ((c) 2006 APA, all rights reserved).     

The Howard Crosby Warren Medal: psychology's first award

This article explores the development of the first major award given in American psychology, the Howard Crosby Warren Medal. Administered by the Society of Experimental Psychologists, the award was first given in 1936. The first recipients of the Howard Crosby Warren Medal were Ernest G. Wever and Charles W. Bray of Princeton University. The Howard Crosby Warren Medal remains among the most prestigious awards in American psychology.     

Reviews

Book Reviewed:
Sarah Projansky, Watching Rape: Film and Television in Postfeminist Culture
Berenice Malkah Fisher, No Angel in the Classroom:Teaching Through Feminist Discourse
Paula S. Rothenberg, Race, Class, and Gender in the United States (5th, Ed.)
Linda Brannon, Gender: Psychological Perspectives
Jennifer J. Freyd And Anne P. Deprince (Eds.), Trauma and Cognitive Science: A Meeting of Minds, Science, and Human Experience
Cheryl L. Meyer And Michelle Oberman (with Kelly White, Michelle Rone, Priya Batra, and Tara C. Proano), Mothers Who Kill Their Children: Understanding the Acts of Moms from Susan Smith to the Prom Mom     

Book Review Section

Book reviewed in this article: Susan T. Fiske, Daniel L. Schacter, and Carolyn Zahn‐Waxler (Editors). Annual Review of Psychology. Manuel London (Editor). How People Evaluate Others in Organizations. Louis Diamant and Jo Ann Lee (Editors). The Psychology of Sex, Gender, and Jobs: Issues and Solutions. Ronald Fry, Frank Barrett, Jane Seiling, and Diana Whitney (Editors) Appreciative Inquiry and Organizational Transformation: Reports from the Field. Terence L. Gargiulo. Making Stories: A Practical Guide for Organizational Leaders and Human Resource Specialists. Manuel London. Leadership Development: Paths to Self‐Insight and Professional Growth. Daniel Goleman, Richard Boyatzis, and Annie McKee. Primal Leadership: Realizing the Power of Emotional Intelligence. Louis Carter, David Giber, and Marshall Goldsmith (Editors). Best Practices in Organization Development and Change. Carol Beatty and Harvey Schachter. Employee Ownership: The New Source of Competitive Advantage. Margaret B. W. Graham and Alec T. Shuldiner. Corning and the Craft of Innovation. C. Fred Alford. Whistleblowers: Broken Lives and Organizational Power. Peter Koestenbaum and Peter Block. Freedom and Accountability at Work: Applying Philosophical Insight to the Real World. Reviewed by Anthony F. Buono, Professor of Management and Sociology, Bentley College, Waltham, MA. Jane Galloway Seiling. The Meaning and Role of Organizational Advocacy: Responsibility and Accountability in the Workplace. Daniel C. Kramer. Workplace Sabbaticals: Bonus or Entitlement? Andrew Mayo. The Human Value of the Enterprise: Valuing People as Assets–Monitoring, Measuring, Managing. Richard A. Swanson. Assessing the Financial Benefits of Human Resource Development. Tom W. Goad. Information Literacy and Workplace Performance. Lisa A. Burke (Editor). High‐Impact Training Solutions: Top Issues Troubling Trainers. John B. Kidd, Xue Li and Frank‐Jurgen Richter (Editors). Advances in Human Resource Management in Asia. Edmund Heery and Mike Noon. A Dictionary of Human Resource Management. Peter Warr (Editor). Psychology at Work (5th edition). Neil Anderson, Deniz S. Ones, Handan Kepir Sinangil, and Chockalingam Viswesvaran (Editors). Handbook of Industrial, Work, and Organizational Psychology. Biostat. Power and Precision: A Computer Program for Statistical Power Analysis and Confidence Intervals.     

Book Reviews

Book reviewed in this article: The Nature of Human Intelligence by J. P. Guilford, New York: McGraw-Hill, 1967 Toward a Theory of Instruction by Jerome S. Bruner, Center for Cognitive Studies, Harvard University. Cambridge, Mass.: The Belknap Press of Harvard University Press, 1967 Teaching Music Creatively in the Elementary School by Irving and Herbert Cheyette. New York: McGraw-Hill Book Company, 1969     

Martin E. P. Seligman: 2006 award for distinguished scientific contributions

Presents the citation for Martin E. P. Seligman, who received the Award for Distinguished Scientific Contributions "for a career spent charging creatively ahead of his field and then pulling his colleagues along." A brief profile and a selected bibliography, as well as the award address, Positive Psychotherapy, accompany the citation. ((c) 2006 APA, all rights reserved).