bluuebunny/crossref_metadata_2025_split huggingface dataset:
M
owrer,
O
.
H
obart (1907–1982)
Authors: Staff  
Published: January 2010

Abstract
O. H. Mowrer was born on a farm in Unionville, Missouri, in 1907. He completed his undergraduate studies at the University of Missouri in 1929 and his Ph.D. at Johns Hopkins in 1932. Although Mowrer suffered from repeated and chronic depression, he had a successful career and made major contributions to psychology. He published a series of 19 papers concerning vestibule‐ocular reflexes and spatial orientation that, while not often cited in psychological literature, were well received in otology and sensory physiology. They also served, somewhat paradoxically, to gain him an appointment (1934–1940) at Yale's Institute of Human Relations. There he developed theoretical and research interests in the psychology of learning, language, psychopathology, certain cognitive processes, and interpersonal relations that importantly influenced his subsequent career.
Multicultural Assessment
Authors: Suzuki Lisa A. , Ahluwalia Muninder K. 
Published: January 2010

AbstractMulticultural assessment focuses on the evaluation of individuals, taking into account their cultural context. Multicultural assessment involves “a continuing and open‐ended series of substantive and methodological insertions and adaptations designed to mesh the process of assessment and evaluation with the cultural characteristics of the group [individual] being studied” (Padilla & Borsato, 2008, p. 6). Assessment results influence educational opportunities, diagnosis, and employment. Therefore, culturally appropriate testing practices are critical given the potentially important and long‐term consequences for the examinee.
M
ilgram,
S
tanley (1933–1984)
Authors: Staff  
Published: January 2010

Abstract
Stanley Milgram received his Ph.D. in social psychology from Harvard in 1960. He began his career as an Assistant Professor at Harvard, but was denied tenure (some think due to his obedience studies), and he moved to the Graduate Center of the City University of New York where he remained until his death. Using an auditory judgment task rather than the visual judgment task of the original Solomon Asch studies, Milgram compared the conformity levels of Norwegians and Frenchmen and found Norwegians to be more conforming.
Multiple Regression
Authors: Cohen Barry H. 
Published: January 2010

Abstract

The simplest and most commonly used form of multiple regression (
MR
) is multiple linear regression. This method uses a linear combination (i.e., a weighted average) of predictor variables to maximize the accuracy with which a criterion variable can be predicted; the end result is a multiple regression equation in which each predictor variable is multiplied by its optimal weight, and a constant (called the
Y
‐intercept) is added. The accuracy or lack of accuracy of a regression equation is measured by summing the squared differences between the predicted and actual criterion values for each case in the dataset; this quantity is symbolized as SS
error
(or SS
residual
). The set of weights, called partial regression slopes, that lead to the smallest value of SS
error
, is known as the Ordinary Least Squares (
OLS
) regression solution; these same weights produce the largest possible value for
R
.
R
2
equals the proportion of criterion variance that is accounted for by a multiple regression equation, and the increase in
R
2
produced by adding a predictor variable is equal to the square of what is called the
semipartial
(or
part
) correlation of that predictor with the criterion, given the other predictors that were already in the equation.
Multivariate Methods
Authors: Harlow Lisa L. 
Published: January 2010

AbstractMultivariate methods provide options for analyzing and understanding the essence of a set of well‐chosen variables. Myriad information is potentially available to researchers, policy makers, and practitioners with which to examine group differences, predict outcomes, explore patterns, and investigate models. Statistical methods are needed to make sense of this information and to come to meaningful conclusions that synthesize and simplify the data.
M
urray,
H
enry
A
. (1893–1988)
Authors: Lundin Ralph W. 
Published: January 2010

Abstract

Henry A. Murray received his B.A. degree from Harvard University and later the M.A. and then the M.D. degree from Columbia University. He completed residency in surgery at Columbia Presbyterian Hospital. During his residency, he had the unusual experience of helping to care for the future president of the United States, Franklin D. Roosevelt. Following this, he spent four years at the Rockefeller Institute studying embryology. In 1927 he received the Ph.D. from Cambridge University in England. While at Cambridge he became acquainted with the writings of Carl Jung, whose
Psychological Types
had recently been translated to English.
National Institute on Aging
Authors: Hodes Richard J. 
Published: January 2010

Abstract
The National Institute on Aging (NIA), one of 27 institutes and centers of the National Institutes of Health, leads a broad scientific effort to understand the nature of aging and to extend the healthy, active years of life. Congress established the NIA in 1974 to “improve the health and well‐being of older Americans through research on aging processes, age‐related diseases, and the special problems and needs of the aged.” Later legislation designated NIA as the primary federal agency on Alzheimer's Disease (AD) research. NIA conducts intramural research at NIA laboratories in Bethesda and Baltimore, MD, and sponsors extramural research at universities and other research institutions. NIA funds both individual and institutional training and career support at pre‐ and post‐doctoral levels for all stages of careers, and places special emphasis on underrepresented minorities.
Neocortex
Authors: Lukatela Katarina , Swadlow Harvey A. 
Published: January 2010

AbstractTwo cerebral hemispheres comprise the most anterior and visible portion of the mammalian brain. In humans, most of the surface of these hemispheres is covered by highly convoluted neocortex (“cortex,” derived from Greek, meaning bark or covering). Neocortex is found only in mammals and is differentiated from more primitive types of cortex by a complex morphology and lamination pattern. This tissue may be considered the “crown jewel” of mammalian evolution, having expanded more than any other brain region during our evolutionary history. The characteristic convolutions of the cortical surface represent a clever geometric solution to the challenge of fitting more of the two‐dimensional neocortical sheet into a braincase without unduly increasing the size of the head. In humans, the neocortex occupies about 80% of the brain mass and is essential for cognitive functions such as rational thought, language, perception, and goal directed behavior.
Neuropsychological Development
Authors: Coren Stanley 
Published: January 2010

Abstract
Research in developmental neuropsychology first started because it was believed that children are neurologically simpler than adults and would provide clearer data as to the relationship between brain function and behavior. This turned out to be a somewhat simplistic view, and the study of the developing nervous system quickly raised a number of important new questions, such as “Why does the young brain appear to be so flexible in compensating for injury?” and “How do environmental factors influence the developing brain?” In addressing such questions, we must first provide an overview of the neural developmental process.
Nightmares
Authors: Neylan Thomas C. 
Published: January 2010

Abstract
Nightmares are defined as disturbing dreams associated with anxiety or fear that result in an awakening from sleep. The subject usually is readily aroused to full alertness and is able to recall much of the content of the dream. This distinguishes nightmares from night terrors, which are associated with a prolonged transition to wakefulness and scant recall of dream narrative. Although nightmares are featured prominently in literature and descriptive psychoanalytic writings, there is limited empirical research on this phenomenon. This fact is driven in part by pragmatic scientific limitations that make it difficult to observe neurocognitive events during the actual dream. Dreams can only be recalled following an awakening, and the fidelity of recall is not known. For example, it is possible that dream recall is limited to dream events occurring in the immediate period just prior to arousal. Further, dream recall is subject to retrieval biases in which the subject imposes order on what has been a chaotic mental experience.
Noise Pollution
Authors: Bronzaft Arline L. 
Published: January 2010

Abstract
Noise and sound do indeed differ in that noise is unwanted, intrusive, and bothersome sound that has been judged at a higher cognitive level. Some sounds may be deemed pleasant by some listeners while the same sounds are judged as intrusive and annoying by other listeners; yet at other times, the same sounds once judged pleasant can become disturbing in another context. As a result, the oft‐heard expression “Music to some people; noise to others” has been quoted to argue that little can be done to abate noise. However, in trying to curb noise, ordinances and laws have been passed based on the concept of the “reasonable person” standard. In other words, would a person of reasonable sensitivities deem this particular sound to be noise? These ordinances and laws have been passed because noise pollution has grown immensely in the past century, due in large part to advances in noise‐producing and noise‐related technology. Additionally, a growing body of research has demonstrated that noise can no longer be viewed as “simply annoying;” rather, noise is a serious mental and physical health hazard.
Null Hypothesis Significance Testing
Authors: Cohen Barry H. 
Published: January 2010

Abstract

Null hypothesis significance testing (NHST) is an inferential statistical method for deciding whether a well‐specified hypothesis, identified as the
null hypothesis
, is to be regarded as true for a population from which a given set of data has been obtained by random sampling. In the usual procedure the data from a particular dependent (i.e., measured) variable are first summarized by a single number called a
test statistic.
Usually, some assumptions must then be made in order to find the relative likelihoods of all possible values of that test statistic when the null hypothesis is true, and thus to find the null hypothesis distribution (NHD). The next step is to calculate the probability of obtaining one's actual test statistic from the NHD, or one that is even further from the mean of the NHD. From what is called the “frequentist” point of view, that probability, called a
p value
, tells us the proportion of times that the NHD would yield a test statistic at least as inconsistent with the null hypothesis as the one you obtained, over many exact replications of your study. In the accept‐support (AS) form of NHST, researchers actually want to obtain a
p
value that is close to its maximum of 1.0, because the null hypothesis being tested is consistent with the theory that motivated the study.
Object Splitting
Authors: Siegel Judith P. 
Published: January 2010

Abstract
Intense, over‐reactive, extreme—these are a few of the adjectives used by therapists to describe individuals whose reactions are governed by defensive splitting. Splitting is a psychological defense mechanism that affects the way current and past events are experienced or remembered. Under the influence of splitting, the world is evaluated in extremes of “all good” or “all bad.” Life is precarious, as relatively minor events have the power to trigger episodes of intense despair or rage. Splitting creates rapid reversals in well‐being and wreaks havoc on interpersonal relationships.
Obsessions
Authors: Fama Jeanne M. , Wilhelm Sabine 
Published: January 2010

Abstract

Obsessions are described in the
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision
(American Psychiatric Association, 2000) as recurrent intrusive thoughts, impulses, or images that produce marked anxiety or discomfort. The content of obsessions is ego‐dystonic, meaning that they are experienced as intrusive, unwanted, and generally inconsistent with one's self‐image, values, beliefs, and behaviors. Obsessions differ from ego‐syntonic thoughts about everyday problems (e.g., recurrent thoughts or worries about finances, occupation, relationships, and the like) and should be distinguished from the “brooding” ruminations that are common in depression. Typical obsessions include doubts about whether one did something adequately (e.g., turned off the stove); intrusive sexual, aggressive, or religious thoughts or images (e.g., horrific image of stabbing a friend); thoughts about contamination; and excessive concerns about symmetry or exactness. Individuals with Obsessive‐Compulsive Disorder (OCD) experience frequent obsessions that are severe enough to cause significant functioning impairment and try to suppress or neutralize their obsessions with other thoughts or compulsive actions. Unlike individuals with psychotic or delusional disorders, individuals with OCD generally recognize their obsessions as senseless and know that the obsessions originate in their own minds.
Obsessive‐Compulsive Disorder
Authors: Abramowitz Jonathan S. , Mahaffey Brittain L. , Wheaton Michael G. 
Published: January 2010

Abstract

Obsessive‐compulsive disorder (OCD) is an anxiety disorder that involves two primary symptoms:
obsessions
and
compulsions
.
Obsessions
are thoughts, ideas, images, impulses, or doubts that are experienced as senseless, unwanted, and distressing. Although people with OCD recognize the thoughts as irrational, these thoughts often evoke anxiety about dreaded consequences. Common themes of obsessions include contamination; responsibility for causing terrible harm (e.g., by making mistakes); violent, sexual, or blasphemous thoughts; or thoughts about things not being just right. Beyond these common themes, some individuals may exhibit unusual obsessions, such as a fear of having an extramarital affair with a stranger by mistake.
Obsessive‐Compulsive Personality Disorder
Authors: Abramowitz Jonathan S. , Wheaton Michael G. , Mahaffey Brittain L. 
Published: January 2010

AbstractObsessive‐compulsive personality disorder (OCPD) is a personality disorder characterized by excessive perfectionism, inflexibility, and need for control that negatively impacts interpersonal relationships, occupational functioning, or other important domains of an individual's life. Individuals with this condition often maintain strict principles and are intolerant of others who do not conform to their standards.
Occupational Stress
Authors: Hershcovis M. Sandy , Reich Tara C. 
Published: January 2010

AbstractOccupational stress poses a significant threat to the health and well‐being of employees as well as potential costs to organizations. Occupational stressors are stress‐producing events or conditions in an organization and can include factors associated with one's work role (e.g., role ambiguity, overload, work‐family conflict, and interpersonal conflict), the social context of the work environment (e.g., workplace aggression, injustice, sexual harassment), and the physical work environment (e.g., safety, spatial organization, ambient environment).
Operant Conditioning
Authors: Palmer David C. 
Published: January 2010

Abstract
Operant conditioning, a term coined by B. F. Skinner (1937), has several shades of meaning. It is both an experimental procedure and a behavioral process. In the latter sense, it is a biological adaptation with a plausible evolutionary interpretation and can be observed in the environment‐behavior relations of any species with a complex nervous system. The study of operant conditioning and related phenomena comprises a substantial research paradigm within psychology in both laboratory and applied settings. This paradigm endorses tightly controlled experiments to discover behavioral principles; the direct extension of those principles to behavior therapy, education, organizational behavior, and other applications; and the use of the principles as interpretive tools for understanding complex human behavior such as language, memory, and problem solving.
Osgood,CharlesEgerton (1916–1991)
Authors: Staff  
Published: January 2010

AbstractCharles Osgood received the BA degree from Dartmouth College (1939) and the PhD degree from Yale in 1945. He then served as research associate for the U.S. Office of Scientific Research and Development, where he worked on the training of B‐29 gunners. He was an Assistant Professor of Psychology at the University of Connecticut from 1946–1949, and then moved to the University of Illinois at Urbana‐Champaign where he remained throughout his career. He became Professor of Psychology and Director of the Institute of Communication Research. In 1960 he received the Distinguished Scientific Contribution Award from the American Psychological Association. He was elected President of the American Psychological Association in 1963. He was a member of the American Academy of Arts and Sciences and elected to the National Academy of Sciences.
Paradoxical Intervention
Authors: Shoham Varda , Rohrbaugh Michael J. 
Published: January 2010

Abstract
Paradoxical interventions are psychotherapeutic tactics that seem to contradict the goals they are designed to achieve. For example, a therapist may prescribe that clients deliberately have an unwanted symptom or restrain them from changing. In the classic definition of a therapeutic double‐bind or paradox, “an injunction is so structured that it (1) reinforces the behavior the patient expects to be changed, (2) implies that this reinforcement is the vehicle of change, and (3) thereby creates a paradox because the patient is told to change by remaining unchanged” (Watzlawick, Beavin, & Jackson, 1967, p. 241).
Parental Approaches
Authors: Haber Russell 
Published: January 2010

AbstractParents have a legal and moral duty to rear their children. This includes providing for their sustenance and well‐being, as well as their social, ethical, and personal development. In order to fulfill this responsibility, parents have to find ways to convey their principles, expectations, and regulations. Therefore, parents should aspire to raise confident and satisfied children who ultimately develop into adults who can function independently and contribute to the welfare of society.
Pavlovian Conditioning
Authors: McConnell Bridget L. , Miller Ralph R. 
Published: January 2010

Abstract
Pavlovian conditioning, also known as classical conditioning, is a reliable training procedure that results in an organism responding to a stimulus that previously did not evoke a response. It involves pairing an initially innocuous stimulus, such as a light or tone, with another stimulus that naturally provokes a response, such as food or an electrical shock. The previously neutral stimulus comes to control responding and typically evokes the same behavior that the biologically significant stimulus provoked, albeit weaker. Once a stimulus acquires behavioral control, it is known as a conditioned stimulus (CS) because it required conditioning, or training, to elicit the behavioral response that the unconditioned stimulus (US) naturally evokes. The innate reaction to the US is called the unconditioned response (UR), and the acquired response to the CS is called a conditioned response (CR).
Peabody Picture Vocabulary Test
Authors: Campbell Jonathan M. , Dommestrup Aila K. 
Published: January 2010

Abstract

The Peabody Picture Vocabulary Test (PPVT) is an individually administered, norm‐referenced test of single‐word receptive (or hearing) vocabulary. Originally published in 1959, the PPVT has been revised several times and currently exists in its fourth edition (PPVT‐4; Dunn & Dunn, 2007). In addition to assessing receptive vocabulary, test authors report that the PPVT‐4 may be used as a means of estimating verbal development (Dunn & Dunn, 2007). Normed with a sample of 3,540 individuals ages 2½ to 90 representative of March 2004 U.S. census data, the PPVT‐4 features two parallel forms (Form A and Form B), each consisting of 228 test items. Items consist of two stimuli, a word spoken by the examiner and four pictures on a single card; the examinee selects the picture that best represents the examiner's spoken word. Raw scores may be translated into age‐based standard scores (i.e.,
M
= 100;
SD
= 15), percentile ranks, stanines, age equivalents, and grade equivalents.
Pediatric Psychology
Authors: Brown Ronald T. , Harvey Abby B. 
Published: January 2010

AbstractPediatric psychology focuses on issues associated with chronic and acute illnesses that confront children, adolescents, and their families. Pediatric psychologists' domains of interest include, but are not limited to, chronic illness, psychosocial adjustment, quality of life, adaptation associated with illness, illness and injury prevention, health services research, and health promotion and public health. The field of pediatric psychology is little more than 35 years old. It grew from clinical and developmental psychology and was influenced by Jerome Kagan, Jonas Salk, Logan Wright, and Donald Routh.
Pedophilia
Authors: Seto Michael C. 
Published: January 2010

Abstract
Pedophilia is typically defined as sexual attraction to prepubescent children, reflected in a person's sexual thoughts, fantasies, urges, sexual arousal, or behavior regarding children (American Psychiatric Association, 2000; World Health Organization, 1997). There are two key aspects to emphasize in this definition: first, the sexual interest in children is persistent, and second, the children of interest are prepubescent and thus show few or no signs of secondary sexual development. This means that someone who has expressed a sexual interest in children or who has engaged in sexual behavior involving a child is not necessarily a pedophile. It also means that individuals who are attracted to sexually maturing children or sexually mature adolescents, even if they are below the legally defined age of consent, are unlikely to be pedophiles.
Peer Influences
Authors: Johnson David W. , Johnson Roger T. 
Published: January 2010

Abstract
High‐quality relationships are important for all aspects of the development and well‐being of children and adolescents. Traditionally, the relationships between children and adults have been viewed as the most important vehicle for ensuring effective socialization and development. Child–child relationships are assumed to be, at best, relatively unimportant and, at worst, unhealthy influences. Such views are mistaken. Prominent theorists such as Sigmund Freud, George H. Mead, Jean Piaget, Erik Erikson, and Lawrence Kohlberg have argued that high‐quality peer relationships are essential for an individual's development, socialization, and well‐being, and hundreds of research studies have validated these views. Young people acquire competencies, attitudes, values, and perspectives in encounters with peers as they strive to occupy a comfortable niche within their peer culture. Compared with interactions with adults, interactions with peers tend to be more frequent, more intense, and more varied. Some of the more important consequences and correlates of peer influences are discussed in this article. Specific research studies supporting the statements to follow may be found in Johnson 1980, 2009, Ladd (1999), and Prinstein and Dodge (2008).