bluuebunny/crossref_metadata_2025_split huggingface dataset:
Autistic Disorder
Authors: Thompson Travis 
Published: January 2010

AbstractAutistic disorder is an Axis I clinical disorder in theDiagnostic and Statistical Manual of Mental Disorders(DSM‐IV‐TR; American Psychiatric Association [APA], 2000) and is one of three autism spectrum disorders (ASDs) in this diagnostic system. The current diagnostic criteria for ASDs are those listed in the DSM‐IV‐TR; however, it is likely that these criteria may undergo changes in the upcoming DSM V, based on a growing research literature suggesting that autistic disorder, Asperger's disorder, and pervasive developmental disorders‐NOS (not otherwise specified) represent points on a severity continuum that run in the same families, rather than being qualitatively distinct conditions.
Autoshaping
Authors: Meador Stephanie K. , Hatfield David B. 
Published: January 2010

AbstractAutoshaping typically occurs when biologically primed stimulus‐response relations interact with and occasionally override operantly learned, potentially incompatible response‐reinforcer relations. It may also be referred to as “misbehavior of organisms.” The name is derived from quick operant shaping that occurred without apparent reinforcement of successive approximations. Typically, the behavior observed depends on object or goal received; for example, food appears to release eating behavior and water to release drinking behavior. Although initially thought to manifest only among simpler mammals, autoshaping may occur in different animals including humans (Siegel, 1978). Consensus regarding etiology is lacking, although this is not a result of irregularities in data; the phenomenon of autoshaping is valid and reliable. As an example of autoshaping, pigeons quickly learn key pecking responses when a key is illuminated and provides a reliable and salient cue for the delivery of food (Brown & Jenkins, 1968). However, attempts to operantly extinguish or negatively punish pecking generally fail, which leaves open the question of whether the behavior was acquired through operant training or some other modality.
Avoidance Learning
Authors: Luiselli James K. 
Published: January 2010

Abstract
Avoidance learning occurs when an individual's behavior prevents exposure to an unpleasant consequence. This arrangement, or contingency, is pervasive in everyday life. For example, in writing a mortgage check each month, the homeowner does so not because this behavior is immediately pleasurable, but rather because it avoids conflict with, and possible foreclosure by, a financial lender. Or, consider the motorist who is traveling above the speed limit posted on a highway. On seeing the blinking light of a police vehicle ahead, the driver slows down to avoid a negative encounter with law enforcement. It might be said, in fact, that learning by avoidance is what motivates most people, most of the time.
Babinski Sign
Authors: Neelon Francis A. 
Published: January 2010

Abstract

In 1896, Joseph Jules François Félix Babinski (1857–1932) reported a clinical sign that now famously bears his name (Babinski, 1896). In point of fact, Babinski described several signs of importance in neurology, but the one under consideration here (and the one usually referred to as
the
Babinski sign) denotes the extension, rather than the expected flexion, of the great toe upon mildly noxious stimulation of the soles of the feet in patients who have lesions of the pyramidal tracts. Others had seen this reflex response, but Babinski was the first to call attention to its diagnostic importance (for example, in differentiating structural from hysterical paralysis) (Babinski, 1898). He later pointed out that fanning of the lateral toes may accompany extension of the great toe (Babinski, 1903), but this is not an essential component of the sign.
Battered Woman Syndrome
Authors: Rubin Linda 
Published: January 2010

Abstract
Twenty‐five percent of women are physically or sexually abused, and in nearly all instances psychologically abused, by intimate partners during the course of a relationship. Walker (1979) identified Battered Woman Syndrome (BWS) as a predictable pattern of psychological response to domestic violence. During the same time period, Post‐Traumatic Stress Disorder (PTSD) was identified by the American Psychiatric Association (1980) to describe the predictable effects of traumatic events. It became increasingly clear that different types of terrifying experiences, including combat, rape, torture, and childhood physical and sexual abuse, all resulted in the same basic psychological response (Herman, 1992). Nearly two‐thirds of battered women experienced symptom patterns that met the diagnostic criteria for PTSD (Goodman & Epstein, 2008). By the 1990s, it became apparent that PTSD in battered women and BWS were explaining the same condition.
Bayley Scales of Infant and Toddler Development
Authors: Robertson Gary J. 
Published: January 2010

Abstract
The Bayley Scales are carefully constructed norm‐referenced measures for assessing the development of infants and toddlers, ages 1 month to 3 years 6 months. Originally developed by Dr. Nancy Bayley and published in 1969, the Second Edition of the Bayley Scales (BSID‐II) was published in 1993, and a third edition (Bayley‐III) was released in 2006. The description that follows focuses on the Bayley‐III, developed by the staff of the Psychological Corporation with advice from a panel of outside experts, consultants, and reviewers. The administration manual states that Bayley‐III “maintains the original nature and purpose of the Bayley Scales as envisioned by its author, Nancy Bayley” (Bayley, 2006a, p.1).
Behavior Assessment System for Children
Authors: Reynolds Cecil R. 
Published: January 2010

Abstract
The Behavior Assessment System for Children, Second Edition (BASC–2; Reynolds & Kamphaus, 2004) is a multimethod, multidimensional system used to evaluate the behavior and self‐perceptions of children, adolescents, and young adults aged 2 through 25 years. The BASC–2 is multimethod in that it has the following components, which may be used individually or in any combination: (1) two rating scales, one for teachers (Teacher Rating Scales, or TRS) and one for parents (Parent Rating Scales, or PRS), which gather descriptions of the child's observable behavior, each divided into age‐appropriate forms; (2) a self‐report scale (Self‐Report of Personality, or SRP), on which the child or young adult can describe his or her emotions and self‐perceptions; (3) a Structured Developmental History (SDH) form; (4) a form for recording and classifying directly observed classroom behavior (Student Observation System, or SOS), which is also available for PDA applications as an electronic version known as the BASC–2 POP or Portable Observation Program; and (5) a self‐report for parents of children ages 2–18 years, designed to capture a parent's perspective on the parent‐child relationship in such domains as communication, disciplinary styles, attachment, involvement, and others.
Behavioral Inhibition
Authors: Williams Douglas A. 
Published: January 2010

AbstractThe termbehavioral inhibitionwas introduced into learning theory by the 1904 Nobel Laureate in Physiology and Medicine, Ivan Pavlov (1927). Pavlov turned his attention to studies of salivary conditioning after completing his prize‐winning research examining neural regulation of the circulatory organs. He found that an initially neutral conditioned stimulus (CS), such as the sound of a metronome, could acquire significance if it reliably signaled the delivery (excitatory conditioning) or omission (inhibitory conditioning) of a biologically relevant unconditioned stimulus (US), such as meat powder. Excitatory conditioning allowed a hungry dog to prepare for the US in advance of its arrival, supporting the development of a conditioned response (CR). Inhibitory conditioning permitted a learned CR to be suppressed on trials in which the otherwise expected US was omitted in the presence of another CS, such as a light.
Bender Visual‐Motor Gestalt Test
Authors: Brannigan Gary G. 
Published: January 2010

Abstract

In 1938, Lauretta Bender published her groundbreaking monograph,
A Visual Motor Gestalt Test and Its Clinical Use
. Over time, the Visual‐Motor Gestalt Test, more commonly referred to as the Bender‐Gestalt Test, became a “mainstay in the assessment battery…as an assessment tool in appraisal of intelligence…as a screening technique for neuropsychological dysfunction, as a clinical tool for sampling visual‐motor proficiency, and as a standard projective technique in the assessment of personality” (Piotrowski, 1995, p. 1272).
Bipolar Disorder
Authors: Goldstein Tina R. 
Published: January 2010

Abstract
Bipolar disorder, previously referred to as manic‐depressive illness, is a disorder affecting mood, behavior, and cognition. Individuals with bipolar disorder experience symptoms from two “poles”: (1) depression, characterized by low mood, sadness, anhedonia, sleep and appetite disturbance, poor concentration, fatigue, feelings of guilt and worthlessness, and psychomotor slowing; and (2) mania, distinguished by euphoric, elevated and/or irritable mood, decreased need for sleep, increased energy and activity, hypersexuality, pressured speech, racing thoughts, grandiosity, and increased risk‐taking.
Boston Naming Test
Authors: Ferraro F. Richard , Lowell Kristen 
Published: January 2010

Abstract
Although in clinical use for approximately 30 years (Kaplan, Goodglass, & Weintraub, 1978, 1983), the Boston Naming Test (BNT) continues to enjoy wide appeal and wide acceptance as the premier visual confrontational naming test for use in clinical (i.e., Alzheimer's Disease, stroke) and nonclinical populations (i.e., children, young adults). The BNT assesses visual naming ability via the use of black and white line drawings, and its appeal is reflected in translations into several languages (e.g., Chinese, Jamaican, Korean, Spanish, and French) and the development of various short forms of the original 85 item test (e.g., 60‐, 30‐ and 15‐item versions) that retain its original validity and reliability and continued ease of use, scoring, and interpretation of various neuropsychological processes related to language usage and language ability. As with other neuropsychological tests that have endured for so many years, the BNT enjoys a rich database of the effects of various demographic variables as well as extensive normative data across a wide age range (Strauss, Sherman, & Spreen, 2006).
Buros Mental Measurements Yearbook
Authors: Spies Robert 
Published: January 2010

Abstract

As a new professor of measurement and statistics at Rutgers University in the early 1930s, Oscar Krisen Buros recognized the increasing importance of standardized testing to industrialized societies. In order to insure greater public accountability for tests and to evaluate the many claims being made by test authors and publishers, Buros created the
Mental Measurements Yearbook
(MMY) series. During an editorship that would last over 40 years, Buros recruited a cadre of skilled professionals to write “candidly critical” test reviews that would serve a variety of public interests. For test users, the series would allow valuable access to the expertise of scholars and professionals. Buros believed that knowledgeable test users would gradually become informed consumers of testing products and would select tests that met or exceeded minimal standards of psychometric adequacy. For test writers and publishers, Buros maintained that the publication of critical reviews would “cause authors and publishers to publish fewer but better tests” (Buros, 1938).
Bystander Involvement
Authors: Greenberg Martin S. 
Published: January 2010

AbstractIn March 1964, Kitty Genovese was brutally murdered in New York while 38 of her neighbors watched from their apartment windows. Even though the attack lasted over a half hour, no one called the police until it was over. As a direct result of this incident, a great deal of empirical and theoretical knowledge has been generated on the topic of bystander involvement.
Catharsis
Authors: Feshbach Seymour 
Published: January 2010

Abstract
The concept of catharsis is the source of considerable controversy in the psychological literature. From the standpoint of mental health and social adjustment, cathartic procedures have been shown to have negligible or destructive effects while there is also evidence attesting to their psychological utility. Although the controversy and conflicting claims cannot be fully resolved, much of the difference in judgment regarding the utility of catharsis is due to the different meanings and mechanisms ascribed to catharsis.
Child Abuse
Authors: Miller‐Perrin Cindy 
Published: January 2010

Abstract
The problem of child abuse and neglect did not receive serious attention until C. Henry Kempe and his colleagues published their research in the mid‐1960s on the “battered child syndrome,” a pattern of unexplained physical injuries in children, purportedly inflicted by parents or caregivers. This work helped to initiate a movement in the United States to protect children from child abuse and neglect. The 1974 Child Abuse Prevention and Treatment Act (P.L. 93‐247) mandated reporting laws as well as procedures for investigating suspected cases of child abuse and neglect. In addition, the act provided for research in child abuse and neglect and established the Center for Child Abuse and Neglect within the Children's Bureau of the Department of Health and Human Services. Since the 1960s and 1970s, progress in the field has been rapid, expanding our understanding about the definition and magnitude of child abuse and neglect, the emotional and physical sequelae of abuse, and potential treatment interventions to address the needs of child maltreatment victims and their families.
Child Behavior Checklist
Authors: Moretti Marlene M. , Obsuth Ingrid 
Published: January 2010

Abstract
The Child Behavior Checklist (CBCL), which is part of the broader Achenbach System of Empirically Based Assessment (ASEBA) tools, was first published in 1983 and has undergone several revisions since then. The CBCL assesses behavioral and emotional problems as well as social competencies of children and adolescents, ages 1½–19 years, as reported by their parents and/or other caregivers. Caregivers rate the presence of 99 behaviors in very young children (CBCL/1½–5/LDS) or 118 behaviors in older children and teens (CBCL/6–18) during the past 6 months. Twenty additional items assess school performance, social relationships, and activities.
Chronic Fatigue Syndrome
Authors: Nater Urs M. , Miller Andrew H. , Reeves William C. , Raison Charles 
Published: January 2010

Abstract
Although diseases similar to chronic fatigue syndrome (CFS) have been recognized for centuries under various rubrics, strict diagnostic criteria for conditions dominated by medically unexplained chronic fatigue were first proposed in 1988. Current diagnostic criteria were originally crafted in 1994 by an International Chronic Fatigue Syndrome Study Group as an attempt to standardize patient populations included in research studies. The International CFS Research Case Definition requires chronic fatigue of at least six‐months duration; this fatigue cannot be substantially alleviated by rest, is not the result of ongoing exertion, and is associated with substantial reductions in occupational, social, and personal activities. In addition, at least four out of the following eight symptoms must occur with fatigue in a six‐month period: prolonged extraordinary postexertional fatigue, impaired memory or concentration, unrefreshing sleep, aching or stiff muscles, multijoint pain, sore throat, tender glands, and new headaches (Fukuda et al., 1994). Importantly, the research case definition precludes classification as CFS if a patient has an identifiable medical cause of being fatigued. Similarly, individuals with certain psychiatric conditions cannot be classified as CFS in research studies. Exclusionary psychiatric conditions include schizophrenia, bipolar disorder, and melancholic major depression. Notably, comorbidity with psychiatric disorders is relatively high. Recent data indicate that almost 60% of CFS cases in the population suffer from at least one comorbid psychiatric condition, with affective disorders being the most prevalent ones.
Circadian Rhythms
Authors: Rosenwasser Alan M. 
Published: January 2010

Abstract

Circadian rhythms are endogenously generated daily cycles in physiology and behavior. In this context, the term
endogenous
means that circadian rhythms are dependent on internal biological timing mechanisms, referred to as circadian “clocks,” “pacemakers,” or “oscillators.” As implied by the combined
circa
and
dian
, these timing mechanisms produce biological rhythms with period lengths of approximately 24 hours. When exposed to the precise 24‐hour periodicity of the environment—for example, to daily 24‐hour light‐dark cycles—endogenous circadian clocks become synchronized or
entrained
to those environmental cycles. In contrast, when maintained in experimental isolation from daily time‐cues, circadian clocks express their endogenous “free‐running” periodicity, which only approximates 24 hours. Researchers generally consider the free‐running period as expressed in constant darkness to best reflect the period of the endogenous circadian clock.
Clinical Psychology, Historical Roots of
Authors: Routh Donald K. 
Published: January 2010

Abstract
Clinical psychology is probably the most common specialty within psychology around the world today (Lunt & Portinga, 1996). Its principal aims include the study of psychopathology and its assessment and treatment. Many clinical psychologists are also concerned with the psychological aspects of physical health problems as well. This same territory is shared by a number of other professional disciplines, including psychiatry, social work, mental health nursing, and various types of counseling and psychotherapy. Compared to professionals in these neighboring fields, present‐day clinical psychologists are distinctive in the quality of their training in research, behavior therapy, and objective assessment methods.
Cognitive Dissonance
Authors: Egan Louisa 
Published: January 2010

Abstract
Few constructs within social psychology have generated more research and controversy than cognitive dissonance. Cognitive dissonance describes a state in which two or more cognitions (including attitudes, beliefs, values, and behaviors) conflict such that the inverse of one follows from another. When Festinger first introduced the concept of cognitive dissonance in 1957, he used the example of a smoker encountering information that smoking was bad for his health. Festinger proposed that such a dissonant state is aversive and motivates cognitive change, just as the aversive state of hunger motivates eating. The more important and the greater the difference between the cognitions, the greater the need to reduce dissonance will be. Festinger argued that dissonance may be reduced through a variety of means. For instance, the individual in this example might reduce dissonance by (1) ceasing to smoke; (2) questioning the evidence that smoking is bad for his respiratory health; or (3) deciding that, perhaps, it is true that smoking is bad for his health, but that it keeps his weight down and the dangers of being overweight are worse than the dangers of respiratory illness.
Cognitive Neuroscience
Authors: Engelmann Jan B. , Berns Gregory S. 
Published: January 2010

Abstract
The study of the neural basis of cognition, or cognitive neuroscience, has evolved rapidly in the last 15 years. In large part this has resulted from the parallel advances in imaging technology and raw computing power. Indeed, the exponential growth and concomitant movement of extraordinarily powerful computers to the desktop has made routine the analysis of large complex datasets. Cognitive neuroscience is an enterprise that depends heavily on the use of modern imaging technologies like positron emission tomography (PET) and functional magnetic resonance imaging (fMRI), and because of this reliance on technology, the ability to look noninvasively at the functionings of the human brain has only become possible very recently.
Computerized Adaptive Testing
Authors: Wainer Howard 
Published: January 2010

Abstract

The Bible in the book of Judges (12:4–6) records an early example of testing with a one‐item test that had very high stakes:

Jephthah then called together the men of Gilead and fought against Ephraim. The Gileadites struck them down because the Ephraimites had said, “You Gileadites are renegades from Ephraim and Manasseh.”
Concept Formation
Authors: Goldstone Robert L. , Hill Thomas T. , Day Samuel B. 
Published: January 2010

Abstract
A concept is a mentally possessed idea or notions that can be used to categorize information or objects. Over the course of each person's lifetime, thousands of concepts are learned for nouns like corkscrew, justice, and doorknob; for adjectives like green, symmetric, and beautiful; and for verbs like kick, climb, and eschew. Although some philosophers have maintained that we do not genuinely learn new concepts through induction (Fodor, 1998), most psychologists believe that concepts can be learned and that the representational capacity of learners increases as they acquire new concepts. Most efforts have been spent developing accounts of how people acquire and represent concepts, including models based on rules, exemplars, boundaries, and theories.
Confidence Interval
Authors: Rossi Joseph S. 
Published: January 2010

AbstractThe concept of the confidence interval was introduced and developed theoretically by Jerzy Neyman in the 1930s. The confidence interval indicates the degree of certainty that a specified range of values around a parameter estimate contains the true value of the population parameter. The upper and lower boundaries of the range are the confidence limits. The width of the confidence interval indicates the degree of precision associated with the parameter estimate. Wider intervals indicate less precision, and narrower intervals indicate greater precision. The width of the interval can never be zero, because there will always be some sampling error associated with estimating a population parameter from sample data. Sampling error may be due to measurement unreliability or other chance factors that cause fluctuations from sample to sample. The result is that, no matter how carefully a sample is drawn or how large it is, one can never be certain that the sample estimate is exactly equal to the parameter (population) value.
Conformity
Authors: Griskevicius Vladas 
Published: January 2010

Abstract
Are people generally conformists who are easily influenced by their peers? Or are they independent thinkers who stick to their individual beliefs? In the 1950s, experimental psychologist Solomon Asch was becoming increasingly discontented as accruing evidence indicated that people were highly suggestible. Critical of this perspective, Asch 1956 began a line of research that he expected would invalidate and dispel the notion that humans are “like sheep.”
Control Therapy
Authors: Shapiro Deane H. , Astin John A. , Shapiro Shauna L. , Soucar Elizabeth , Santree Craig 
Published: January 2010

Abstract
Control Therapy is an integrated approach to psychotherapy and health care that combines theory, research, and practice. Its theory, test construction, and interventions have been developed and empirically tested over a 25‐year period involving research and clinical work with thousands of individuals in more than a dozen countries.