bluuebunny/crossref_metadata_2025_split huggingface dataset:
International Association of Applied Psychology
Authors: Rehm Lynn P. 
Published: January 2010

Abstract
The International Association of Applied Psychology (IAAP) was founded in 1920 to advance knowledge about applied psychology, and it is the oldest of the international psychology member associations. The International Union of Psychological Science (IUPsyS) is older, founded in 1889, but it is an international organization of psychological societies. The IAAP is a member organization with over 3,300 individual members from more than 80 countries. In order to sustain an international membership, the organization's dues structure allows for reduced and subsidized dues for individuals from developing countries and those who for other reasons cannot afford the standard dues.
International Test Commission
Authors: GrÉGOIRE Jacques 
Published: January 2010

Abstract
The International Test Commission (ITC) is a not‐for‐profit organization dedicated to active promotion of coherent assessment and testing practices around the world. The idea of establishing an international organization that contributes to the improvement of testing practices worldwide was first raised by Professor Jean Cardinet in Switzerland in the late 1960s. Through correspondence with national societies and meetings among interested individuals during international conferences, his initial idea for an organization began to take shape. The International Test Commission was established in 1974 at a general meeting held during the International Association of Applied Psychology (IAAP) meeting in Montreal (Oakland, Poortinga, Schlegel, & Hambleton, 2001).
Interpersonal Perception
Authors: Menzel Andrew J. , Maner Jon K. 
Published: January 2010

Abstract
In order to function in society, it is crucial that people be able accurately to notice, classify, and predict the behavior of other individuals. This process of perceiving other people and making inferences about what they are like and how they will behave is known as interpersonal perception. Sometimes, perceiving the attributes of others is easy—for example, knowing whether a person is a man or a woman, or knowing the general age of a person. Many of the inferences we form about other people, however, involve difficult‐to‐see attributes, such as personality traits, as well as other more transitory states such as emotions, goals, and intentions. The process of perceiving these types of attributes in other people can be quite complex. Indeed, perceptions of other people can be influenced by a wide range of factors within both the perceivers and the person being perceived, as well as factors within the immediate social situation.
Intervening Variables
Authors: Baldwin Scott A. , Berkeljon Arjan 
Published: January 2010

Abstract

The term “intervening variable,” as used by behavioral theorists such as Clark Hull and Edward Tolman, describes a variable that mediates the relationship between a stimulus and response (Hilgard, 1958). Behavioral theorists were not consistent in their use of the term
intervening variable
and often disagreed about what even constituted an intervening variable. At the heart of the controversy was whether intervening variables that were hypothetical entities could be considered scientific or whether allowing hypothetical entities threatened the rigor and objectivity of behavioral science. During this time American behavioral scientists wanted psychology to be a natural science and thus aligned themselves (often in name only) with the logical positivists (Smith, 1986). Consequently, ideas that smacked of subjectivity or that allowed for the positing of hypothetical entities that could not be empirically verified were met with resistance and skepticism.
Loevinger, Jane (1918–2008)
Authors: Larsen Randy J. 
Published: January 2010

Abstract
Jane Loevinger was well known for her work in psychometrics, her theory of ego development, and her widely used assessment instrument, the Washington University Sentence Completion Test. Born February 6, 1918, in St. Paul, Minnesota, Loevinger was the third of five children of Gustavus and Millie (Strause) Loevinger. Her father was a German immigrant who became a district court judge. Her mother was a part‐time schoolteacher and amateur pianist. Loevinger finished high school a semester early and enrolled at the University of Minnesota. She went to Jack Darley for vocational counseling and was told that psychology was “too mathematical” for her, whereupon she immediately enrolled in trigonometry and declared psychology as her major. Loevinger graduated magna cum laude in psychology at the age of 19, and a year later earned a Master of Science in psychometrics, also from the University of Minnesota (1939).
Just Noticeable Difference
Authors: Stern Melissa K. , Johnson James H. 
Published: January 2010

Abstract
The concept of just noticeable difference (jnd), also known as the difference threshold or difference limen (Latin for threshold), derives from early work in the area of classical psychophysics conducted in the mid‐nineteenth century. This work was highlighted by Weber (1795–1878), a German physiologist, whose experimental investigations focused on tactile stimulation and the determination of sensory thresholds. Weber's seminal work in this area was extended and elaborated upon by German philosopher and mathematician Fechner (1801–1878), who coined the term “psychophysics” to refer to this area of experimental psychology and, in 1860, published the first textbook on psychophysics, which laid out the basic goals of this emerging discipline and the scientific methods that were to be employed to advance knowledge in this area (Watson, 1973).
Kappa Coefficient
Authors: McGrath Robert E. 
Published: January 2010

Abstract
The kappa coefficient was introduced by Cohen (1960) as a reliability statistic when two judges are classifying targets into categories on a nominal variable. It is most commonly used to estimate interrater reliability. Cohen (1968) later described weighted kappa, which considers degree of disagreement. For example, two judges classifying individuals on primary diagnosis could receive greater credit if they choose more rather than less similar diagnoses. Weighted kappa is particularly useful when categories are at least ordinally scaled. Another variant is available when there are more than two judges (Fleiss, 1981).
Kaufman Adolescent and Adult Intelligence Test
Authors: Holt Ryan , Loomis David , Kaufman James C. , Kaufman Alan S. 
Published: January 2010

AbstractThe Kaufman Adolescent and Adult Intelligence Test (KAIT) was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1993 and is an individually administered intelligence test for individuals ranging from 11 to 85‐plus years of age. It has a strong theoretical base integrating Horn and Cattell's concept of fluid and crystallized intelligence, Luria and Golden's notion of frontal lobe planning ability, and Piaget's construct of formal operational thought (Smith, 2001).
Kaufman Assessment Battery for Children
Authors: Loomis David , Holt Ryan , Kaufman James C. , Kaufman Alan S. 
Published: January 2010

Abstract
The Kaufman Assessment Battery for Children—Second Edition (KABC‐II, Kaufman & Kaufman, 2004) measures the cognitive abilities and mental processing of children and adolescents between the ages of 3 years 0 months and 18 years 11 months. Administered individually, this clinical instrument consists of 16 subtests (plus a Delayed Recall scale) and provides examiners with a Nonverbal scale composed of subtests that can be administered in pantomime and responded to motorically. The Nonverbal Scale is especially useful for children who are hearing impaired or have limited English proficiency (Kaufman, Kaufman, Kaufman‐Singer, & Kaufman, 2005).
K
ohlberg,
L
awrence (1927–1987)
Authors: Staff  
Published: January 2010

Abstract

Lawrence Kohlberg is best known for his research on the moral development of children. He received his BA degree (1948) and the PhD (1958) from the University of Chicago. The following year, he went to Yale University and remained there until 1961. After several interim appointments he joined the Harvard faculty of Education and Social Psychology in 1967. His principal work was
Essays on Moral Development
(two volumes).
Korsakoff Syndrome
Authors: Kessels Roy P. C. 
Published: January 2010

AbstractKorsakoff syndrome, originally known as Korsakoff's psychosis, is a mental disorder that is characterized by severe and irreversible memory impairments and confabulation behavior in the absence of intellectual decline or attention deficits (Zubaran, Fernandes, & Rodnight, 1997). The syndrome was first described by Sergei Korsakoff in the late nineteenth century, based on observations of brain‐lesioned patients with a history of chronic alcoholism. Korsakoff syndrome is associated with chronic alcohol abuse and malnutrition, resulting in a thiamine deficiency that presumably causes brain damage in the diencephalon, notably the mammillary bodies and the thalamus. Lesions in other brain areas, such as the frontal lobes, have also been associated with Korsakoff syndrome (Visser et al., 1999). The syndrome is classified in theDiagnostic and Statistical Manual of Mental Disorders(DSM‐IV‐TR; American Psychiatric Association, 2000) as alcohol‐induced persisting amnestic disorder, but Korsakoff syndrome has also been found in patients with chronic thiamine deficiency of nonalcoholic origin, such as anorexia, pregnancy, or dialysis. Typically, it is preceded by a confusional state with a sudden onset in combination with opthalmoplegia and stance and gait ataxia, known as Wernicke's disease or Wernicke's encephalopathy. Since the etiology of both Wernicke's disease and Korsakoff syndrome is the same, they are often taken together as the Wernicke‐Korsakoff syndrome or complex, with an estimated prevalence of approximately 1–2% in the general population (Zubaran et al., 1997).
Language, Intergroup Parameters of
Authors: Giles Howard , Reid Scott A. 
Published: January 2010

Abstract

Language is an integral element of most multicultural contexts. Take, for example, the resurrection of Hebrew as a lingua franca in multicultural Israel, the role of French in Quebecois separation, and the revival of Catalan in Spain. Yet beyond nationalist and ethnic arenas, forms of language (e.g., dialect, nonverbals, and discourse) play key roles in virtually all intergroup situations—as evident in adolescents' distinctive speech styles, patronizing ways of addressing and referring to older adults and those physically challenged, gay expressions and tone of voice, and so forth (see Clément, 1996). In fact, intergroup processes have become core foci in the social psychology of language, as witnessed by their frequent occurrence across many different chapters of
The New Handbook of Language and Social Psychology
(Robinson & Giles, 2001), and language and communication issues have, in turn, featured prominently in the study of intergroup relations (Kashima, Fielder, & Freytag, 2007; Reid & Giles, 2005).
Latent Class Analysis
Authors: Reinecke Jost 
Published: January 2010

AbstractLatent class analysis (LCA) is a statistical method for finding subtypes of related cases (latent classes) from multivariate categorical data. Latent classes are the dimensions that structure the cases with respect to a set of observed variables. It is assumed that parameters of a statistical model differ across unobserved subgroups. These subgroups form the categories of a categorical latent variable. In principle, cases of a data set are divided into latent classes, which are so‐called conditionally independent classes, meaning that the observed variables are uncorrelated within classes. With the estimated parameters, cases are classified according to their most likely latent class. In applications the LCA can be used to find types of attitude structures from survey responses, consumer segments from preference variables, and examinee subgroups from their answers to test items.
Latent Inhibition
Authors: Lubow Robert E. 
Published: January 2010

Abstract
Latent inhibition (LI) is demonstrated when a previously exposed, unattended stimulus is less effective in a new learning situation than a novel stimulus. The term “latent inhibition” dates back to Lubow and Moore (1959), who intended to design a classical conditioning analog of latent learning. As such, the LI effect was “latent” in that it was not exhibited in the stimulus pre‐exposure phase, but rather in the subsequent test phase. “Inhibition” simply reflected the fact that the effect was manifest as a retardation of learning. Since that first demonstration, there have been hundreds of LI‐related experiments. LI is extremely robust, appearing in all mammalian species that have been tested and across many different learning paradigms.
Learning Curves
Authors: A. Kimble Gregory 
Published: January 2010

Abstract

Progress in learning reflects itself in a number of different ways: increase in the rate, probability of occurrence, speed and vigor of responding, decrease in latency (time required to initiate a response), time required to complete a task, and number of errors committed in doing so. These changes in performance are frequently presented in one of a variety of forms called
learning curves
, in which the baseline is most often the number of practice trials but occasionally is time. The vertical axis represents one of the measures just mentioned.
Learning Disabilities
Authors: Mather Nancy , Urso Annmarie 
Published: January 2010

AbstractLearning disabilities (LD) encompass a heterogeneous group of perceptual disorders that impact the development of academic performance is the areas of reading, written language, and mathematics. The most prevalent type of learning disability is a specific reading disability that is commonly referred to as dyslexia, but disorders also exist in written language (dysgraphia) and mathematics (dyscalculia). These disorders are often referred to as “specific” because functioning is only affected in certain, but not all, aspects of academic development and performance. Although LD can co‐occur with other disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), these disorders are distinct.
Learning Theories
Authors: Donahoe John W. 
Published: January 2010

Abstract
A theory consists of a set of principles based on observations typically obtained under controlled laboratory conditions. The function of theory is to summarize in a concise fashion observations in a field of study and to enable predictions about future observations in that field. Learning theory is concerned with the variables that produce long‐lasting changes in individual behavior and the cumulative effects of those variables acting over time. Although based on laboratory research, often with animals, the principles are intended to apply to all behavior including the behavior of humans.
Limbic System
Authors: Hamner Mark B. , Lorberbaum Jeffrey P. , George Mark S. 
Published: January 2010

Abstract

Broca described the “great limbic lobe” of the brain as a large cerebral convolution that lies medially and envelops the brain stem and is common to all mammals (Broca, 1878). The limbic lobe was thought to be important in olfaction due to its dense connections with the olfactory cortex and was often referred to as the
rhinencephalon
(smell brain). Papez, in 1937, proposed that the rhinencephalon was also important in emotional behavior. In 1952, MacLean coined the term
limbic system
to refer to both a medial part of the cortex that enveloped the brain stem and to subcortical structures that were tightly associated with this region. He based this group not only on its anatomic location but also on evidence that this region was well developed only in mammals, was phylogenetically older than the more peripheral neocortex, and appeared to be important in emotional and social behavior (1990). The limbic, or paleomammalian, system of the brain is shown in Figure 1 in relation to higher cortical (or neomammalian) and deep brain (or reptilian) structures. MacLean's subdivisions of the limbic system (1990) include the amygdala, septal, and thalamocingulate divisions shown in Figure 2. Extensive preclinical and clinical observations have suggested that the limbic system is critical in learning, memory, emotions, social behaviors, and autonomic responses. This article will briefly review the definition and anatomy of the limbic system, describe the three limbic subdivisions, and discuss evidence for and against the limbic system construct.
Logical Positivism
Authors: Houts Arthur C. 
Published: January 2010

Abstract
Logical positivism is an approach to philosophy of science that was developed in the 1920s and 1930s in Vienna and Berlin (for a review, see Suppe, 1974). These philosophers pursued a common goal: to rid philosophy of the excesses of metaphysical idealism by clarifying philosophical language. This project called for strict logical and empirical criteria for assigning meaning to terms and truth value to propositions. The logical criteria were those of deductive logic, and the empirical criteria were appropriated from a misreading of Wittgenstein. Members of the Vienna Circle mistook Wittgenstein's quite imprecise claims about “atomic facts” as implying that science contained a language of facts independent from theoretical assumptions. Bloor (1983) has provided a corrective reading of Wittgenstein.
Logistic Regression
Authors: Ozechowski Timothy J. 
Published: January 2010

Abstract

In general, regression modeling is a foundational statistical procedure for studying the functional relationship between two or more variables. The most basic of all cases is the simple linear regression model in which the value of some dependent or outcome variable
Y
is expressed mathematically as a linear function of a single independent or predictor variable
X
. Given that values of
Y
are measured on a continuous scale (interval or ratio), the simple linear relationship between
Y
and
X
may be expressed by the following regression model

urn:x-wiley:9780470479216:media:corpsy0512:xm1

where
Y
i
is the observed value of
Y
for individual
i
(
i
= 1,…,
n
),
X

i

is the observed value of the independent predictor variable for individual
i
(which may or may not be measured on a continuous scale), β
0
is an intercept term that is equivalent to the expected value of
Y

i

given that
X

i

= 0, β
1
is a regression weight equivalent to the expected change in

Y
i

per unit increase in
X

i

(also known as the slope of the regression equation), and

i

is a residual error term equivalent to the deviation of
Y
i
from its expected value given
X

i

, β
0
, and β
1
. It is assumed that the residuals ɛ

i

are normally distributed (i.e., ɛ

i

∼N(μ, σ
2
). The simple linear regression model in (1) may be expanded to include multiple independent predictor variables.
Longitudinal Studies
Authors: Drew Clifford J. 
Published: January 2010

Abstract
Investigators in psychology use longitudinal research designs to assess changes in participant performance or status over time. Longitudinal studies employ research designs where groups of participants are observed or repeatedly assessed over a fairly lengthy interval—sometimes years. Longitudinal designs represent a very important research approach in psychology and other behavioral science investigations where time‐related phenomena are under study. This has particularly been the case in developmental psychology and gerontology where maturation is the focus of an investigation. Often the intent is to examine behavioral, cognitive, or physiological changes that may occur in participants as they grow older.
Love
Authors: Hatfield Elaine , Rapson Richard L. 
Published: January 2010

Abstract

Social psychologists distinguish between two kinds of love:
passionate
love and
companionate
love. Passionate love, a potent emotion, is defined as an intense longing for union with the other. It is associated with a confusion of feelings: tenderness and sexuality, elation and pain, anxiety and relief, altruism and jealousy (Hatfield & Rapson, 1993). Companionate love, a cooler emotion, is characterized by affection, intimacy, attachment, and a concern for the welfare of the other (Sternberg, 2006).
Major Depressive Disorder
Authors: Sheets Erin S. , Brosse Alisha L. 
Published: January 2010

AbstractMajor depressive disorder (MDD) is characterized by depressed mood or a lack of interest or pleasure in once‐enjoyable activities, and associated symptoms (e.g., sleep disturbance; appetite/weight disturbance; difficulty concentrating; feelings of worthlessness or exaggerated guilt). To receive a diagnosis of MDD, at least five symptoms must be present most of the day, nearly every day, for at least two weeks (American Psychiatric Association [APA], 2000).
Mann‐Whitney
U
Test
Authors: McKnight Patrick E. , Najab Julius 
Published: January 2010

Abstract
The Mann‐Whitney U test, which is also known as the Wilcoxon rank sum test, tests for differences between two groups on a single, ordinal variable with no specific distribution (Mann & Whitney, 1947; Wilcoxon, 1945). In contrast, the independent samples t‐test, which is also a test of two groups, requires the single variable to be measured at the interval or ratio level, rather than the ordinal level, and to be normally distributed. We accordingly refer to the Mann‐Whitney U test as the nonparametric version of the parametric t‐test. Both tests require two independently sampled groups and assess whether two groups differ on a single, continuous variable. The two tests, however, differ on the assumed distribution. A nonparametric test assumes no specific distribution, whereas a parametric test assumes a specific distribution. Thus, the Mann‐Whitney U is conceptually similar to the t‐test for determining whether two sampled groups are from a single population. When data do not meet the parametric assumptions of the t‐test, the Mann‐Whitney U tends to be more appropriate.
Masculinity
Authors: Levant Ronald F. 
Published: January 2010

Abstract
The dominant psychological perspective on masculinity views gender roles not as biological or even social “givens,” but rather as psychologically and socially constructed entities that bring certain advantages and disadvantages. Most importantly, they can change. This perspective acknowledges the biological differences between men and women, but argues that it is not the biological differences of sex that make for masculinity and femininity. These notions are socially constructed from bits and pieces of biological, psychological, and social experience to serve particular purposes. Traditional constructions of gender serve patriarchal purposes; non‐traditional constructions, such as Gilmore (1990) described among the Tahitians and the Semai, serve more equalitarian purposes.

Adapted from Levant, R. F. (1996). The new psychology of men.
Professional Psychology: Research and Practice, 27
, 259‐265. Copyright © 1996 by the American Psychological Association. Adapted with permission.
M
eehl,
P
aul
E
. (1920–2003)
Authors: Staff  
Published: January 2010

Abstract
Paul E. Meehl was born in 1920 in Minneapolis, Minnesota. He attended public schools there and received his Ph.D. in clinical psychology from the University of Minnesota in 1945. Among the teachers at Minnesota who shaped his thinking were psychologists D. G. Paterson, William T. Heron, B. F. Skinner, and his advisor, Starke R. Hathaway; philosopher Herbert Feigl; and statisticians A. Treloar and P. O. Johnson.