Science,reason, knowledge,and wisdom: A critique of Specialism

In this paper I argue for a kind of intellectual inquiry which has, as its basic aim, to help all of us to resolve rationally the most important problems that we encounter in our lives, problems that arise as we seek to discover and achieve that which is of value in life. Rational problem‐solving involves articulating our problems, proposing and criticizing possible solutions. It also involves breaking problems up into subordinate problems, creating a tradition of specialized problem‐solving ‐ specialized scientific, academic inquiry, in other words. It is vital, however, that specialized academic problem‐solving be subordinated to discussion of our more fundamental problems of living. At present specialized academic inquiry is dissociated from problems of living ‐ the sin of specialism, which I criticize.     

The association of mentoring with psychosocial development among male athletes at termination of college career

Parents display various positive and negative behaviors at youth sport competitions. This study examined early adolescent female athletes’ preferred parental behaviors at team sport competitions. Individual interviews were conducted with 36 female athletes (M age = 13.5 years) who frequently competed in team sports. Data analysis led to the identification of three categories of parental behavior across different phases of competition (before, during, after). Athletes indicated preferences related to preparation for competition, parental support and, encouragement during competition, and the provision of feedback after competition. The results suggest that parents should engage in different types of behaviors as the temporal context of competitions change.     

Talent Development in Elite Junior Tennis: Perceptions of Players,Parents, and Coaches

This study examined players,' parents,' and coaches' perceptions of talent development in elite junior tennis. Nine participants (three athletes aged 13–15 yrs, four parents, and two coaches) were engaged in semi-structured interviews, which were transcribed verbatim and subjected to an inductive-deductive analysis procedure. Results revealed six categories associated with adult influence on talent development in tennis (Emotional Support, Tangible Support, Informational Support, Sacrifices, Pressure, and Relationships with Coaches). Overall, the results highlighted that parents appeared to fulfill the most significant roles in terms of providing emotional and tangible support (with the mother being more involved than the father). Parents were perceived as a source of pressure when they became over-involved in competitive settings. The role of the coach was focused on providing technical advice. Findings also showed that parents and players were required to make sacrifices. The main applied implication of this study is that involvement in elite junior tennis is a team effort whereby players, parents, and coaches fulfill specific roles.     

Neuropsychological Functioning and Recall of Research Consent Information Among Drug Court Clients

Evidence suggests that research participants often fail to recall much of the information provided during the informed consent process. This study was conducted to determine the proportion of consent information recalled by drug court participants following a structured informed consent procedure and the neuropsychological factors that were related to recall. Eighty-five participants completed a standard informed consent procedure to participate in an ongoing research study, followed by a 17-item consent quiz and a brief neuropsychological battery 2 weeks later. Participants performed within the normal range on most of the neuropsychological measures, although roughly one third showed deficits on measures of executive functioning. Participants failed to recall over 65% of the consent information within 2 weeks of entering the study, and their recall was significantly correlated with verbal IQ, drug problem severity, reading ability, memory, and attention. These factors may be useful in determining whether research participants require enhanced consent procedures.     

The Lessons of the Development of the First APA Ethics Code: Blending Science,Practice, and Politics

The Ethics Code of the American Psychological Association (APA) is a bedrock of the profession. The contextual factors of society affect the Ethics Code of the APA, resulting in an ever-changing document. The context of the reorganization of the APA after World War II created an initial impetus toward a formalized code. A key contextual feature of the Code's development was the use of the Critical Incident Technique, which was based in the empirical aspirations of the psychological field. This article explores the historical context around the APA's decision to draft an ethics code, reviews its development, and discusses its role for psychologists today.     

Working memory dynamics bias the generation of beliefs: The influence of data presentation rate on hypothesis generation

Although temporal dynamics are inherent aspects of diagnostic tasks, few studies have investigated how various aspects of time course influence hypothesis generation. An experiment is reported that demonstrates that working memory dynamics operating during serial data acquisition bias hypothesis generation. The presentation rate (and order) of a sequence of serially presented symptoms was manipulated to be either fast (180 ms per symptom) or slow (1,500 ms per symptom) in a simulated medical diagnosis task. When the presentation rate was slow, participants chose the disease hypothesis consistent with the symptoms appearing later in the sequence. When the presentation rate was fast, however, participants chose the disease hypothesis consistent with the symptoms appearing earlier in the sequence, therefore representing a novel primacy effect. We predicted and account for this effect through competitive working memory dynamics governing information acquisition and the contribution of maintained information to the retrieval of hypotheses from long-term memory.     

Early Predictors of Urban Adolescents’ Community Violence Exposure

This study examined the extent to which individual, peer, and family factors predicted the onset of community violence exposure in middle and high school, as well as the indirect effects of early factors. We were particularly interested in the timing of exposure to community violence during adolescence, and thus conducted survival analyses on data from 632 urban youth, followed from first grade through high school. Early aggressive behavior and poor academic readiness were associated with an earlier onset of community violence exposure in adolescence. The effects of early aggression on community violence exposure and victimization were accounted for, in part, by peer rejection and deviant peer affiliation; there was no evidence of moderation by gender or parental monitoring. Findings highlight potential targets for preventive interventions with youth at risk of community violence exposure.     

Divided attention: An undesirable difficulty in memory retention

How can we improve memory retention? A large body of research has suggested that difficulty encountered during learning, such as when practice sessions are distributed rather than massed, can enhance later memory performance (see R. A. Bjork & E. L. Bjork, 1992). Here, we investigated whether divided attention during retrieval practice can also constitute a desirable difficulty. Following two initial study phases and one test phase with Swahili–English word pairs (e.g., vuvi–snake), we manipulated whether items were tested again under full or divided attention. Two days later, participants were brought back for a final cued-recall test (e.g., vuvi–?). Across three experiments (combined N = 122), we found no evidence that dividing attention while practicing retrieval enhances memory retention. This finding raises the question of why many types of difficulty during practice do improve long-term retention, but dividing attention does not.