bluuebunny/crossref_metadata_2025_split huggingface dataset:
Taste Aversion Learning
Authors: Kimball Bruce A. 
Published: January 2010

Abstract
Learned avoidance of a specific food resulting from negative postingestive consequences is known as taste aversion learning (TAL) or flavor aversion learning. Although TAL causes avoidance behavior, taste aversion is a unique category of avoidance. Taste aversions arise specifically from exposure to stimuli that produce nausea and a qualitative shift in palatability (Pelchat, Grill, Rozin, & Jacobs, 1983). Taste aversions are the product of a hard‐wired system connecting the nose and mouth, gastrointestinal tract, and brain that allows animals to learn about toxic foods and limit intake (Provenza, 1995). Subsequent to this affective (subconscious) process, taste is further integrated with other sensory attributes of the food, such as color, odor, or texture. Such cognitive associations are said to be potentiated by taste because aversions are formed to the taste cue first. Together, these affective and cognitive processes yield an adaptive system that enables animals to learn which foods are safe to eat and which are not.
Telephone Counseling
Authors: Reese Robert J. 
Published: January 2010

Abstract
Telephone counseling refers to the delivery of counseling services for a variety of mental health and life problem concerns via the telephone. Services range from crisis lines provided by paraprofessionals to traditional mental health counseling provided by licensed mental health professionals. Telephone counseling was born out of the development of crisis intervention services, including suicide and teen hotlines, in the 1950s. Such services proliferated in the 1960s and 1970s and were typically provided by paraprofessionals who were trained to refer callers to the appropriate services and/or to provide empathic listening (Hornblow, 1986). The telephone offered an immediate and convenient means to accomplish these goals. These services continue to be provided in many communities today in the United States and internationally.
Tertiary Prevention
Authors: Greenfield Shelly F. 
Published: January 2010

Abstract
The concept of tertiary prevention arises from the public health preventive services model (U.S. Preventive Services Task Force, 1996). In this model, preventive services are categorized into primary, secondary, and tertiary interventions. The goal of primary prevention is to decrease the prevalence of disease via a reduction in its rate of occurrence. Primary prevention is therefore directed at eliminating etiologic factors, thereby reducing the incidence of the disease or eradicating it entirely. A classic example of primary prevention is the use of immunization against measles and rubella to eliminate neonatal neurological impairment caused by these diseases. Secondary prevention works to reduce prevalence (a function of both duration and rate of occurrence of the illness) by decreasing the illness's duration through early intervention and effective treatment. Tertiary prevention efforts refer to interventions that aim to reduce the severity, discomfort, or disability associated with a disorder through rehabilitation or through the reduction of the acute and chronic complications of the disorder (Mrazek & Haggerty, 1994).
Testing Methods
Authors: Geisinger Kurt F. 
Published: January 2010

Abstract
The development of testing in psychology is undoubtedly one of the greatest contributions that psychology has accomplished as a discipline. Psychology has evolved as one of the most useful disciplines in a large variety of institutions in our society (clinical and counseling settings, industry, medicine, and the schools) primarily because of its model of diagnosis and treatment (Anastasi, 1979), according to which treatments are applied largely on the basis of assessments made about the current functioning of an individual, a group, or an organization. Assessments of many different kinds can be made, and it is probably safe to report that, if one can imagine every possible human characteristic, behavior, thought pattern, or tendency, some psychologist has attempted to measure it.
Thailand, Psychology in
Authors: Tapanya Sombat 
Published: January 2010

Abstract
The study of the mind in Thailand may be assumed to have begun with the arrival of Buddhism around the time of the establishment of Siam (former name of Thailand) as a country more than 700 years ago. Any Buddhist with reasonable knowledge would be eager to attest that a large part of the Buddha's teachings deal with the nature and function of the mind. Not until the latter part of the last century did modern psychology begin to establish its presence among Thai scholars, mainly through a Western education system that was adopted to replace the traditional apprentice mode of education in monasteries and households of masters of different art forms. Teachers colleges were established in various major provinces to produce teachers, and schools with regular classrooms were set up throughout the country. At the beginning, it was deemed imperative for teachers to learn the basics of psychology, especially developmental psychology. Senior scholars from teachers colleges, especially in Bangkok, began to produce psychology texts in the context of education. Almost all psychology texts to date, however, are compilations from translated texts, mainly from the United States and to a lesser degree from other Western countries. This may have been the result of the lack of basic research in psychology in Thailand.
Theoretical Constructs
Authors: Marx Melvin H. 
Published: January 2010

Abstract
It is relatively easy to name directly observable behaviors like eating and running. Understanding what accounts for these behaviors is a much more difficult task. When the relevant antecedent conditions are known, such as the presentation of a noxious stimulus (for running) or the presentation of food after it has been withheld (for eating), researchers can begin to understand such behaviors. But there is more to the problem than simply identifying antecedent conditions. Attributing overt behaviors to presumed covert intraorganismic functions, such as fear and hunger, requires the naming of those functions. Such naming is essentially the problem of theoretical constructs.
Thurstone Scaling
Authors: Sauser William I. 
Published: January 2010

Abstract
Thurstone scaling, also known as the method of equal‐appearing intervals, is a technique devised by Louis L. Thurstone (1928) for constructing quantitative unidimensional attitude measurement instruments. It is an improvement over earlier scaling methods in that it results in an interval scale, rather than a nominal or ordinal scale, and thus it yields results that can be analyzed by using parametric statistics. Thurstone scaling is a time‐consuming and cumbersome methodology that has largely been supplanted in popularity by newer psychometric techniques for measuring attitudes, such as Likert scaling, Bogardus scaling, the Osgood semantic differential, and the Rasch model. Nonetheless, Thurstone scaling is still in use as an attitude‐scaling technique, and it is a major step in the development of behaviorally anchored rating scales, mixed standard rating scales, and weighted checklists for measuring work performance.
Tourette's Disorder
Authors: Piacentini John , Bennett Shannon 
Published: January 2010

Abstract

Tourette's Disorder (TD), also known as Tourette syndrome, is characterized in the
Diagnostic and Statistical Manual of Mental Disorders
(DSM‐IV‐TR; American Psychiatric Association, 2000) by the presence of multiple motor tics and one or more vocal tics beginning prior to age 18 and continuing for at least one year or longer. Although the motor and vocal tics do not need to occur concurrently, the tics need to occur several times a day or more nearly every day or intermittently with no tic‐free interval of more than 3 months for the diagnosis to be given. Motor tics are defined as sudden, rapid, repetitive, stereotyped muscle movements, and vocal tics are similarly rapid and spontaneous vocalizations or repetitive sounds. Motor and vocal tics can be further categorized as simple or complex. Simple motor tics are brief, seemingly insignificant movements involving one muscle location, for example a hard eye blink, shoulder shrug, head tilt, nose twitch, and/or facial grimace. Simple vocal tics are monosyllabic, usually meaningless sounds, such as grunting, throat clearing, sniffing, and/or coughing. Complex tics are longer in duration, can be mistaken as voluntary and purposeful, and involve the coordination of multiple muscle groups, for example spinning, jumping, bending, kicking, touching self or objects, and facial or hand gestures. Complex vocal tics include interpretable noises, such as barking, shouting, or chirping, as well as vocalizations, such as words, phrases, repetition of self (palilalia) or others (echolalia). Coprolalia (e.g., profane language), often thought to be a defining symptom of TD, is quite rare, occurring in only about 10% of cases.
Transcendental Meditation
Authors: Nystul Michael S. 
Published: January 2010

Abstract
Various types of meditation have been practiced for over 2,500 years. Many Eastern cultures have included forms of meditation as an important part of their religious and spiritual enrichment (e.g., Zen Yoga). More recently, the West has taken an interest in the practice of Transcendental Meditation (TM) as taught by Maharishi Mahesh Yogi. According to Chandler, Alexander, and Heaton (2005), TM results in a unique state of consciousness referred to as Transcendental Consciousness (consciousness not associated with thoughts or perceptions; a state of wakefulness; pure consciousness; aware of its unbounded potential). During meditation, the mind transcends the subtlest thoughts resulting in deep physiological rest.
Transference
Authors: Joyce Anthony S. 
Published: January 2010

Abstract

The term
transference
describes a process of displacing or transferring thoughts and feelings originally directed toward significant others from childhood onto a person currently present in the individual's life (Goldstein & Goldberg, 2006, p. 37). Transference thus represents a process of experiencing toward a person in the present patterns of feeling and behavior, and defenses against these patterns, that had their origin in the past. This reliving is held to occur outside the individual's awareness; that is, the expectations and feelings being displaced or projected onto the current other person arise from an unconscious source.
Transsexualism
Authors: Cohen‐Kettenis P. T. 
Published: January 2010

AbstractThe termtranssexualhas existed in the professional literature since the early 1920s (Hirschfeld, 1923). In the psychiatric classification system of the currentDiagnostic and Statistic Manual of Mental Disorders(American Psychiatric Association, 2000), the term transsexualism was replaced by gender identity disorder (GID). This term is used for individuals who show a strong and persistent cross‐gender identification and a persistent discomfort with their anatomical sex, as manifested by a preoccupation with getting rid of their sex characteristics or the belief that they were born in the wrong sex. Some individuals, however, have no desire to live completely and permanently in the opposite gender role and have no desire for a complete sex reassignment. The termtransgenderhas become an umbrella term for those who show a diversity of gender‐variant behaviors and may have cross‐gender feelings in different intensities.
Trauma Symptom Inventory
Authors: Briere John , Hedges Monica 
Published: January 2010

Abstract
The Trauma Symptom Inventory (TSI; Briere, 1995) is the most commonly used self‐report measure of posttraumatic symptomatology in adults, as rated by professionals specializing in the study and treatment of trauma‐related impacts (Elhai, Gray, Kashdan, & Franklin, 2005). This normed and standardized test is commonly used to assess a range of trauma‐related symptoms, including those arising from sexual and physical assault, spousal abuse, combat, war exposure, major accidents, natural disasters, and a history of childhood abuse. Individuals with histories of especially severe, chronic, or multiple traumatic exposures and/or early trauma, particularly those of an interpersonal nature, often report relatively intense symptomatology that may or may not include symptom clusters described by a diagnosis of posttraumatic stress disorder (PTSD), that is, flashbacks, numbing, avoidance behaviors, and autonomic hyperarousal. These more complex presentations are associated with a variety of symptoms and behaviors, including dissociation, identity disturbance, self‐injury, interpersonal problems, aggression, and sexually dysfunctional behaviors (Briere & Spinazzola, 2005). The TSI was developed to address this wide range of trauma‐related impacts.
Trichotillomania
Authors: Walther Michael R. , Woods Douglas W. 
Published: January 2010

Abstract

Trichotillomania (TTM), or recurrent hair pulling, is classified by the
Diagnostic and Statistical Manual of Mental Disorders
(DSM‐IV‐TR; American Psychiatric Association, 2000) as an impulse‐control disorder that is characterized by (1) recurrent pulling out of one's hair, resulting in noticeable hair loss; (2) an increasing sense of tension immediately before pulling out the hair or when attempting to resist the behavior; (3) pleasure, gratification, or relief when pulling out the hair; (4) the disturbance is not better accounted for by another mental disorder and is not due to a general medical condition (e.g., a dermatological condition); and (5) the disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning (p. 677).
Twin Studies
Authors: Rhee Soo Hyun 
Published: January 2010

Abstract

Twin studies examine the etiology of a trait by taking advantage of the fact that monozygotic (MZ) twin pairs share 100% of their genes, whereas dizygotic (DZ) twin pairs share 50% of their genes on average. By using this information and comparing the correlations of the trait in MZ and DZ twin pairs, the magnitude of three types of influences on the trait are estimated. Heritability (h
2
), or the magnitude of additive genetic influences, is the amount of individual differences (i.e., variance) in the liability for the trait that is due to genetic differences among individuals; c
2
is the magnitude of shared environmental influences, or the amount of variance in the liability for the trait that is due to environmental influences that family members experience in common and make them similar to one another; and e
2
is the magnitude of nonshared environmental influences, or the amount of variance in the liability for the trait that is due to environmental influences that family members experience uniquely and what makes them different from one another. It is the remainder of variance not attributed to the other factors and includes measurement error.
Unstructured Clinical Interviews
Authors: Ilardi Stephen S. , Stroupe Natalie , Branstetter Ann D. 
Published: January 2010

Abstract
The clinical interview has long been regarded as a foundational element of psychiatric and clinical psychological practice (Sullivan, 1954; Wiens, 1976). The interview format affords clinicians a direct opportunity to solicit from clients salient, firsthand information regarding their presenting problems and the exigencies thereof—assessment information that typically proves germane to the ongoing process of case conceptualization (e.g., diagnosis) and the formulation of appropriate intervention strategies (Scheiber, 1994). In addition, under many circumstances, the clinical interview involves the interviewer in the process not only of assessment but also of implementing de facto interventions, that is, acting as an agent of salubrious clinical change during the interview itself.
Visual Impairment
Authors: Wahl Hans‐Werner , Oswald Frank 
Published: January 2010

Abstract
Among the most important functions that normally rely on visual capacity are orientation in space as well as the recognition and coordination of behavioral options to be executed in the environment. In humans, cultural techniques such as reading also depend heavily on visual capacity. Vision can also be regarded as a typical environment‐related capability; that is, vision is essential for the transaction between the person and his or her environment, especially the physical environment. In contrast, hearing is more concerned with communication (i.e., the social environment).
V
ygotsky,
L
ev
S
emenovich (1869–1934)
Authors: Staff  
Published: January 2010

Abstract

Lev S. Vygotsky graduated from Moscow State University with a law degree in 1917, and he finished his dissertation,
The Psychology of Art
, in 1925. Vygotsky set up a teaching lab at Gomel Teacher's College, where he continued his psychological research and gave lectures. In 1924 he gave a lecture on methods of reflexological and psychological investigations at the Second All‐Russian Psychological Congress in Leningrad. Based on this lecture and their interactions, Luria and Kornilov offered him a position restructuring the Psychological Institute of Moscow, where he remained for the rest of his career.
W
eber's Law
Authors: Robinson George H. 
Published: January 2010

Abstract

Ernst Heinrich Weber (1795–1878), professor of anatomy (1821–1871) and physiology (1840–1866) at the University of Leipzig, on the basis of experiments with stimuli of pressure, lifted weights, and visual distance (line lengths), along with reported observations of others, concluded that, rather than perceiving simply the difference between stimuli being compared, we perceive the ratio of the difference to the magnitude of the stimuli. A similar finding had already been made by the French physicist and mathematician Pierre Bouguer (1698–1758) for visual brightness. Gustav T. Fechner (1801–1887), formerly a student of Weber's and later also a professor at the University of Leipzig, translated this conclusion into the familiar mathematical form used today. Thus Weber's law is usually given as either Δ
I/I = k
or Δ
I = kI,
where Δ
I
is the change required for a just noticeable difference in stimulation (JND),
I
is the stimulus magnitude, and
k
is a constant for the particular sense. The value of
k
is termed the Weber ratio. The equation Δ
I = kI
shows more clearly the proportional change in stimulation required for a JND. If, for example, the stimulus magnitude is doubled, the amount of change required for a JND is also doubled.
W
oodworth,
R
obert
S
essions (1869–1962)
Authors: Lundin Ralph W. 
Published: January 2010

Abstract

An American psychologist, Robert Sessions Woodworth received his AB from Amherst College and his MA from Harvard University, where he studied under William James. He received his PhD from Columbia University in 1899. Most of his academic career was spent at Columbia. He was well known for his introductory text
Psychology
, first published in 1921, which went through five editions. His
Experimental Psychology
, first published in 1939, was a major handbook of research in that area. This handbook was later revised in collaboration with Harold Schlosberg in 1954. Woodworth presented a systematic position in psychology in his book
Dynamic Psychology
, published in 1918 and later revised as the
Dynamics of Behavior
in 1958.
Y
erkes,
R
obert
M
earns (1876–1959)
Authors: Haynie N. A. 
Published: January 2010

Abstract
Robert Mearns Yerkes studied at Harvard University and received a doctorate in psychology in 1902. He held positions at Harvard and the University of Minnesota before he settled at Yale University in 1924, where he remained for 20 years. Yerkes and E. L. Thorndike were pioneers in the experimental study of animal behavior, following the traditions of C. Lloyd Morgan and George Romanes, the founders of comparative psychology.
Society for the Psychological Study of Ethnic Minority Issues
Authors: Boyd Barbara 
Published: January 2010

Abstract
The Society for the Psychology Study of Ethnic Minority Issues, which is Division 45 of the American Psychological Association, (APA), is the major representative body for psychologists who conduct research on ethnic minority concerns or who apply psychological knowledge and techniques to ethnic minority issues. The Division's purpose is to advance psychology as a science and to promote public welfare through research, to apply research findings towards addressing ethnic minority issues, and to encourage professional relationships among psychologists with these interests. It also represents ethnic minority concerns within the governance of the APA. Division 45 serves as a means to promote the development of knowledge and understanding of ethnic minority psychology, the application of psychological principles specific to ethnic minorities, consideration of how social concerns impact ethnic minority populations, and incorporation of the importance of diversity in society.
Society for Psychotherapy Research
Authors: Evans Chris 
Published: January 2010

Abstract
The constitution of the Society for Psychotherapy Research (SPR) states that states that “The Society is an international, multidisciplinary scientific association devoted to research on psychotherapy.” The aims of the Society are (1) to encourage the development of scientific research on psychotherapy; (2) to foster the communication, understanding, and use of research findings; (3) to enhance the scientific and social value of psychotherapy research; and (4) to contribute, through research, to enhancing the effectiveness of psychotherapies.
Brain Stem
Authors: Freeman Carolyn R. 
Published: January 2010

Abstract
The brain stem, which consists of the midbrain, pons, and medulla oblongata, connects the cerebrum above to the spinal cord below. It is a highly organized structure that, in addition to conveying ascending and descending tracts, contains the nuclei of the cranial nerves III to XII and is responsible for a number of complex functions, including control of respiratory and cardiovascular activity and regulation of the level of consciousness.
C
homsky,
A
.
N
oam (1928– )
Authors: Staff  
Published: January 2010

Abstract
A. Noam Chomsky is a controversial figure in psycholinguistics and probably the foremost theorist in the field. For his achievements, he has received numerous honorary doctorates. Chomsky was educated at the University of Pennsylvania, where he received the BA, MA, and PhD (1955) degrees. From the time he received his PhD he has been on the faculty of the Massachusetts Institute of Technology, although he has offered courses and lectured throughout the world, including Oxford and Berkeley Universities.
Music Therapy
Authors: Standley Jayne M. 
Published: January 2010

Abstract
Music therapy (MT) is an evidence‐based behavioral science that elicits beneficial change in an individual or group through unique music techniques. Music therapy treatment uses psychological principles within a standard therapeutic paradigm: identification of a specific problem, assessment, development of a treatment plan incorporating research‐based techniques, and evaluation of observable and measurable outcomes. Matching the music stimuli to the music preference of the client is a critical component. Over 83% of music therapists use a behavioral approach to therapy (Silverman, 2007), while a small number utilize psychoanalytic or interpretive techniques (Darrow, 2004). This article focuses on the cognitive‐behavioral approaches.