HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY OF PSYCHOLOGY Donald K. Freedheim Irving B. Weiner John Wiley & Sons, Inc. HANDBOOK of PSYCHOLOGY HANDBOOK of PSYCHOLOGY VOLUME 1 HISTORY OF PSYCHOLOGY Donald K. Freedheim Volume Editor Irving B. Weiner Editor-in-Chief John Wiley & Sons, Inc. This book is printed on acid-free paper. Copyright © 2003 by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada. 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Includes bibliographical references and indexes. Contents: v. 1. History of psychology / edited by Donald K. Freedheim — v. 2. Research methods in psychology / edited by John A. Schinka, Wayne F. Velicer — v. 3. Biological psychology / edited by Michela Gallagher, Randy J. Nelson — v. 4. Experimental psychology / edited by Alice F. Healy, Robert W. Proctor — v. 5. Personality and social psychology / edited by Theodore Millon, Melvin J. Lerner — v. 6. Developmental psychology / edited by Richard M. Lerner, M. Ann Easterbrooks, Jayanthi Mistry — v. 7. Educational psychology / edited by William M. Reynolds, Gloria E. Miller — v. 8. Clinical psychology / edited by George Stricker, Thomas A. Widiger — v. 9. Health psychology / edited by Arthur M. Nezu, Christine Maguth Nezu, Pamela A. Geller — v. 10. Assessment psychology / edited by John R. Graham, Jack A. Naglieri — v. 11. Forensic psychology / edited by Alan M. Goldstein — v. 12. Industrial and organizational psychology / edited by Walter C. Borman, Daniel R. Ilgen, Richard J. Klimoski. ISBN 0-471-17669-9 (set) — ISBN 0-471-38320-1 (cloth : alk. paper : v. 1) — ISBN 0-471-38513-1 (cloth : alk. paper : v. 2) — ISBN 0-471-38403-8 (cloth : alk. paper : v. 3) — ISBN 0-471-39262-6 (cloth : alk. paper : v. 4) — ISBN 0-471-38404-6 (cloth : alk. paper : v. 5) — ISBN 0-471-38405-4 (cloth : alk. paper : v. 6) — ISBN 0-471-38406-2 (cloth : alk. paper : v. 7) — ISBN 0-471-39263-4 (cloth : alk. paper : v. 8) — ISBN 0-471-38514-X (cloth : alk. paper : v. 9) — ISBN 0-471-38407-0 (cloth : alk. paper : v. 10) — ISBN 0-471-38321-X (cloth : alk. paper : v. 11) — ISBN 0-471-38408-9 (cloth : alk. paper : v. 12) 1. Psychology. I. Weiner, Irving B. BF121.H1955 2003 150—dc21 2002066380 Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 ➇ Editorial Board Volume 1 History of Psychology Donald K. Freedheim, PhD Case Western Reserve University Cleveland, Ohio Volume 2 Research Methods in Psychology John A. Schinka, PhD University of South Florida Tampa, Florida Wayne F. Velicer, PhD University of Rhode Island Kingston, Rhode Island Volume 3 Biological Psychology Michela Gallagher, PhD Johns Hopkins University Baltimore, Maryland Randy J. Nelson, PhD Ohio State University Columbus, Ohio Volume 4 Experimental Psychology Alice F. Healy, PhD University of Colorado Boulder, Colorado Robert W. Proctor, PhD Purdue University West Lafayette, Indiana Volume 5 Personality and Social Psychology Theodore Millon, PhD Institute for Advanced Studies in Personology and Psychopathology Coral Gables, Florida Melvin J. Lerner, PhD Florida Atlantic University Boca Raton, Florida Volume 6 Developmental Psychology Richard M. Lerner, PhD M. Ann Easterbrooks, PhD Jayanthi Mistry, PhD Tufts University Medford, Massachusetts Volume 7 Educational Psychology William M. Reynolds, PhD Humboldt State University Arcata, California Gloria E. Miller, PhD University of Denver Denver, Colorado Volume 8 Clinical Psychology George Stricker, PhD Adelphi University Garden City, New York Thomas A. Widiger, PhD University of Kentucky Lexington, Kentucky Volume 9 Health Psychology Arthur M. Nezu, PhD Christine Maguth Nezu, PhD Pamela A. Geller, PhD Drexel University Philadelphia, Pennsylvania Volume 10 Assessment Psychology John R. Graham, PhD Kent State University Kent, Ohio Jack A. Naglieri, PhD George Mason University Fairfax, Virginia Volume 11 Forensic Psychology Alan M. Goldstein, PhD John Jay College of Criminal Justice–CUNY New York, New York Volume 12 Industrial and Organizational Psychology Walter C. Borman, PhD University of South Florida Tampa, Florida Daniel R. Ilgen, PhD Michigan State University East Lansing, Michigan Richard J. Klimoski, PhD George Mason University Fairfax, Virginia v This volume is dedicated to Gerda K. Freedheim—my wife, best friend, kindest critic, and invaluable editor. Handbook of Psychology Preface Psychology at the beginning of the twenty-first century has become a highly diverse field of scientific study and applied technology. Psychologists commonly regard their discipline as the science of behavior, and the American Psychological Association has formally designated 2000 to 2010 as the “Decade of Behavior.” The pursuits of behavioral scientists range from the natural sciences to the social sciences and em- brace a wide variety of objects of investigation. Some psy- chologists have more in common with biologists than with most other psychologists, and some have more in common with sociologists than with most of their psychological col- leagues. Some psychologists are interested primarily in the be- havior of animals, some in the behavior of people, and others in the behavior of organizations. These and other dimensions of difference among psychological scientists are matched by equal if not greater heterogeneity among psychological practi- tioners, who currently apply a vast array of methods in many different settings to achieve highly varied purposes. Psychology has been rich in comprehensive encyclope- dias and in handbooks devoted to specific topics in the field. However, there has not previously been any single handbook designed to cover the broad scope of psychological science and practice. The present 12-volume Handbook of Psychol- ogy was conceived to occupy this place in the literature. Leading national and international scholars and practitioners have collaborated to produce 297 authoritative and detailed chapters covering all fundamental facets of the discipline, and the Handbook has been organized to capture the breadth and diversity of psychology and to encompass interests and concerns shared by psychologists in all branches of the field. Two unifying threads run through the science of behavior. The first is a common history rooted in conceptual and em- pirical approaches to understanding the nature of behavior. The specific histories of all specialty areas in psychology trace their origins to the formulations of the classical philoso- phers and the methodology of the early experimentalists, and appreciation for the historical evolution of psychology in all of its variations transcends individual identities as being one kind of psychologist or another. Accordingly, Volume 1 in the Handbook is devoted to the history of psychology as it emerged in many areas of scientific study and applied technology. A second unifying thread in psychology is a commitment to the development and utilization of research methods suitable for collecting and analyzing behavioral data. With attention both to specific procedures and their application in particular settings, Volume 2 addresses research methods in psychology. Volumes 3 through 7 of the Handbook present the sub- stantive content of psychological knowledge in five broad areas of study: biological psychology (Volume 3), experi- mental psychology (Volume 4), personality and social psy- chology (Volume 5), developmental psychology (Volume 6), and educational psychology (Volume 7). Volumes 8 through 12 address the application of psychological knowledge in five broad areas of professional practice: clinical psychology (Volume 8), health psychology (Volume 9), assessment psy- chology (Volume 10), forensic psychology (Volume 11), and industrial and organizational psychology (Volume 12). Each of these volumes reviews what is currently known in these areas of study and application and identifies pertinent sources of information in the literature. Each discusses unresolved is- sues and unanswered questions and proposes future direc- tions in conceptualization, research, and practice. Each of the volumes also reflects the investment of scientific psycholo- gists in practical applications of their findings and the atten- tion of applied psychologists to the scientific basis of their methods. The Handbook of Psychology was prepared for the pur- pose of educating and informing readers about the present state of psychological knowledge and about anticipated ad- vances in behavioral science research and practice. With this purpose in mind, the individual Handbook volumes address the needs and interests of three groups. First, for graduate stu- dents in behavioral science, the volumes provide advanced instruction in the basic concepts and methods that define the fields they cover, together with a review of current knowl- edge, core literature, and likely future developments. Second, in addition to serving as graduate textbooks, the volumes offer professional psychologists an opportunity to read and contemplate the views of distinguished colleagues concern- ing the central thrusts of research and leading edges of prac- tice in their respective fields. Third, for psychologists seeking to become conversant with fields outside their own specialty ix and for persons outside of psychology seeking informa- tion about psychological matters, the Handbook volumes serve as a reference source for expanding their knowledge and directing them to additional sources in the literature. The preparation of this Handbook was made possible by the diligence and scholarly sophistication of the 25 volume editors and co-editors who constituted the Editorial Board. As Editor-in-Chief, I want to thank each of them for the plea- sure of their collaboration in this project. I compliment them for having recruited an outstanding cast of contributors to their volumes and then working closely with these authors to achieve chapters that will stand each in their own right as valuable contributions to the literature. I would like finally to express my appreciation to the editorial staff of John Wiley and Sons for the opportunity to share in the development of this project and its pursuit to fruition, most particularly to Jennifer Simon, Senior Editor, and her two assistants, Mary Porterfield and Isabel Pratt. Without Jennifer’s vision of the Handbook and her keen judgment and unflagging support in producing it, the occasion to write this preface would not have arrived. I RVING B. W EINER Tampa, Florida x Handbook of Psychology Preface Volume Preface xi Numerous histories of our relatively young field have been published. The Library of Congress lists 44 history of psy- chology titles, beginning with G. S. Brett in 1912 to Leahey in 2000, an author in this volume. More histories may have been written without the word history in the title, but that still means a history every two years. And now we add the 45th. Writing history is not easy. First, there is too much to record, and the selection process inevitably involves bias. Then there is distortion in hindsight. Any history of the field should be called, “A Partial History . . .” or even “A Slanted History . . . ,” but those titles are understandably undesirable. So, as John Popplestone comments in his introduction, we present a partial history of selected topics. In keeping with the diverse nature of this Handbook of Psychology, we have attempted to provide a comprehensive history—at least one that covers a broad spectrum from our wide-ranging fields of study. The first two chapters are gen- eral overviews of psychology as a science and as a profes- sion. These are followed by several basic areas that typically are included in a core curriculum in a graduate program. We then cover a number of major professional areas and lastly three areas of special interest. The chapter on ethnic minorities is notably different from the others in that it consists of vignettes reflecting on histori- cal events, some very personal, that have characterized the field’s perception and interaction with minority groups. The chapter on international psychology includes a unique time line of events covering more than three millennia. Several of the other chapters contain events and stories that have not been recorded in other publications. We hope that the History is both interesting and useful— and that the contributions provide an informative launching pad for this very comprehensive Handbook of Psychology Many people have helped in the process of completing the History . First and foremost are the chapter authors, whose contributions have made the volume possible. A number of persons have read and helped edit chapters: Douglas Detterman, James Overholser, Milton Strauss, Diane Tice, Erik Youngstrom, Gerda Freedheim, and Matt Heimback. I also would like to thank a group of editorial advisors who gave advice early on the contributors and organization of the text: David B. Baker, Florence L. Denmark, Wade E. Pickren, Milton E. Strauss, Wayne Viney, and especially Michael Wertheimer for his helpful counsel. Three staff from the Department of Psychology at Case Western Reserve Uni- versity have been invaluable with their technical help and pa- tience with a fussy editor: Felicia Bruce, Cynthia Hendrick, and Kori Kosek. Elsie Finley, librarian at CWRU, was tenacious in her pursuit of obscure references. The editors, Jennifer Simon and Isabel Pratt from John Wiley & Sons, were always helpful and encouraging, as well as the staff of Publications Development Company. And lastly, a special thanks to the general editor of the Handbook, Irving Weiner, for his patience, careful reviewing of drafts, and constant encouragement. D ONALD K. F REEDHEIM REFERENCES Brett, G. S. (1912). A history of psychology . London: G. Allen. Leahey, T. H. (2000). History of psychology: Main currents in psychological thought (5th ed.). Upper Saddle River, NJ: Prentice-Hall. Foreword The History of Psychology is the most recent contribution in a long tradition of the presentation of an account of the im- portant historical developments and landmarks in the field of psychology. In the beginning, when there were only a few psycholo- gists (in 1892 the new American Psychological Association had 31 charter members), there were some who could rea- sonably be described as possessing the whole, or at least a significant part, of psychology in their consciousness. How- ever, the ability to speak with authority on the whole of the field of psychology is now no longer in the hands of any sin- gle person or source. (A vestigial remnant of this tradition of “universal psychological knowledge” is in the expectation that a doctoral student in psychology should be able to take, and pass, a “comprehensive” examination on the whole field of psychology’s subject matter and methodology.) And, the tradition of the comprehensive history of the whole field is also still with us in the vast textbooks that now introduce the area to so many undergraduates—some of which have almost a thousand pages! But we must grant that the task is an impossible one and anyone who attempts to carry it out will face serious prob- lems. Someone smart enough to solve this problem is smart enough not to try. But, if being smart is not enough and we do decide to take on the task, who will be selected to undertake it and how will they be instructed to go about the actual work? What criteria of selection are in play? If your favorite topic is included, is something else that I really like going to be excluded? Psychology’s history, even if confined to the United States since 1879, is so large and so various that it is probably be- yond attempts to cover the whole field in any comprehensive manner. Instead, the editor has wisely elected to sample the field so that a description of the part will indicate the possi- bilities of the whole. Can we justify the particular sample of psychology that the editor has arranged here? Since there is no objective stan- dard for inclusion or exclusion, we must honor the scholar- ship and integrity of the editor even if there is a nagging doubt: “How could the volume omit semiotics, or the activity of Raymond Dodge at Yale in 1924?” The solution is to fol- low the advice of Aristotle who counseled the observer to suspend disbelief . . . and to get with it. This author is an unindicted co-conspirator in an attempt to list and define the one hundred most important (central) concepts in general psychology. In the Dictionary of Con- cepts in General Psychology (Popplestone & McPherson, 1988), the publisher selected the number 100 (presumably for its commercial utility), but we coauthors were given com- plete freedom to compile the list and write the definitions. We decided that there was no really satisfactory way to define the 100 core concepts, so we charged ahead on our own using the indices of several introductory textbooks, the topics in annual reviews, similar informal sampling techniques, and our own intense conversations. There comes a time when one must bite the bullet and just do it, even though this leaves a wide target for the cheap shot of the reviewer who asks, “By what criteria were these concepts selected?” but does not offer a feasible and useful alternative. Qualitative and quantitative judgments of relevance or im- pact, however carefully made and subsequently justified, cannot be utterly free of criticism and appraisal. In the vast extended field of contemporary psychology there will always be differences of opinion about selection and emphasis— often advocated with great enthusiasm. If psychology is too large and too variable to be totally in- clusive, then we have a similar problem in the selection of the observers. There is no one today who would be so bold as to present him- or herself as having a complete grasp of the whole of the field, to be able to present the kind of detailed, thoughtful history that the readers may reasonably expect. The editor of the History of Psychology has found a solu- tion to these problems in the judicious sampling of the content areas and the careful selection of authors to write about them, while also allowing the authors the intellectual freedom to deal with the content as their experience and con- sideration allow. History of Psychology is a unique volume. There is nothing quite like it available for the individual scholar or students, and so it fills a rather special and useful niche that would oth- erwise be vacant. Partly this is done by using a team of experts xiii xiv Foreword in the many topic areas into which contemporary psychology may be compartmentalized. And this new account of an old program is broadened by the recognition that modern psy- chology acknowledges that it is an applied technology as well as an academic, “scientific” discipline, in which the preserva- tion and acquisition of knowledge about the subject matter is an end in itself. History of Psychology is intended to be graduate-level text or even appropriate at an advanced undergraduate level. It may also serve as a resource for those seeking a historical overview of a number of the scientific and professional areas in the vast field of psychology. The editor of History of Psychology has defined the field by specifying that each chapter can be seen as a distinct, iden- tifiable, quasi-independent area of knowledge or advocacy. Each topic may well have separate societies or interest groups, with newsletters, prizes, officers, journals, and so forth—the usual structures that manage to define the bound- aries and content of an area. This greater summary of the history-of-psychology- in-our-times begins with two chapters that define the current field and its discontents: psychology-as-a-science and psychology-as-a-profession. Then, in media res the content of psychology is presented in the early chapters, which echo the classical topics, as in the headings of every introductory textbook. Following are a reflection more of contemporary psychology-as-application than as content areas. There is overlap, of course, since no area of application is without its support in content. In the later chapters, the shift is from ap- plication in the public good to the problems of the profes- sional psychologist and international developments. Finally the last chapter on professional organizations is a description of the field of psychology from the inside, as issues of affili- ation and identification are described. It is apparent to the editor and the authors, that the division of pure versus applied, academic versus guild, and so forth break down, and that psychologists work both in an area of investigation and one of application. The selection of topics has been guided by both classical and innovative standards. While the chapters dealing with substantive psychological topics (theoretical and empirical) are familiar selections, it is the two introductory chapters and latter ones that are inno- vative and reflect the new world of psychology, in contrast to that shown in older histories (Boring, Murphy, etc.) or the whole-of-psychology handbooks. The selection of authors and their instructions in proceed- ing with their tasks are also innovative and worth noticing. Several of the authors are universally recognized as noted scientists and have been leaders in their respective fields for years. But a number are young and drawn from the pool of new historians by choice. Many psychologists are unaware that there is a whole cohort of (mostly young) psychologists whose involvement in the history of psychology is not just a hobby or peripheral interest. These people are committed to psychology as their major discipline but are also fully committed to the study and writing of good histories of psy- chology. The era when history was taught by the oldest or youngest member of the department by default is long past, and now there is a cadre of skilled, sophisticated schol- ars who are committed to creating a quality history of psychology. When the authors were selected and had accepted the in- vitation to contribute, they were given a great deal of freedom to write a history of their topical area in their own manner, organization, and time scheme, but they were all requested that after being given freedom to organize, emphasize, and structure their subject matter they were also requested to ad- here to a similar length and style and to serve more recent (twentieth century) content as well as more remote temporal themes. In other words, the editor asked the authors to be obser- vant of a minimum number of restrictions (designed to make the volume and the reader’s task easier) while at the same time allowing the authors the intellectual freedom to deal with their subject matter as they wished. To these ends the au- thors have striven to present a text which may well serve as a milestone in the continuing quest to document our growing and diverse field of psychology. J OHN A. P OPPLESTONE Director Emeritus Archives of the History of American Psychology REFERENCE Popplestone, J. A., & McPherson, M. W. (1988). Dictionary of con- cepts in general psychology . New York: Greenwood. Handbook of Psychology Preface ix Irving B. Weiner Volume Preface xi Donald K. Freedheim Foreword xiii John A. Popplestone Contributors xvii 1 PSYCHOLOGY AS A SCIENCE 1 Alfred H. Fuchs and Katharine S. Milar 2 PSYCHOLOGY AS A PROFESSION 27 Ludy T. Benjamin Jr., Patrick H. DeLeon, Donald K. Freedheim, and Gary R. VandenBos 3 BIOLOGICAL PSYCHOLOGY 47 Richard F. Thompson and Stuart M. Zola 4 COMPARATIVE PSYCHOLOGY 67 Donald A. Dewsbury 5 SENSATION AND PERCEPTION 85 Stanley Coren 6 COGNITION AND LEARNING 109 Thomas Hardy Leahey 7 INTELLIGENCE 135 Robert J. Sternberg 8 EMOTION 157 George Mandler 9 PERSONALITY 177 Nicole B. Barenbaum and David G. Winter 10 DEVELOPMENTAL PSYCHOLOGY 205 Ross D. Parke and K. Alison Clarke-Stewart 11 SOCIAL PSYCHOLOGY 223 Jill G. Morawski and Betty M. Bayer Contents xv xvi Contents 12 PSYCHOLOGY OF WOMEN AND GENDER 249 Jeanne Marecek, Ellen B. Kimmel, Mary Crawford, and Rachel T. Hare-Mustin 13 EDUCATIONAL PSYCHOLOGY 269 Claire Ellen Weinstein and Pamela J. Way 14 ASSESSMENT PSYCHOLOGY 279 Irving B. Weiner 15 ABNORMAL PSYCHOLOGY 303 Winifred B. Maher and Brendan A. Maher 16 CLINICAL PSYCHOLOGY 337 Donald K. Routh and John M. Reisman 17 COUNSELING PSYCHOLOGY 357 David B. Baker 18 INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGY 367 Laura L. Koppes 19 FORENSIC PSYCHOLOGY 391 John C. Brigham and J. Thomas Grisso 20 SCHOOL PSYCHOLOGY 413 Thomas K. Fagan 21 COMMUNITY PSYCHOLOGY 431 Bianca D. M. Wilson, Erin Hayes, George J. Greene, James G. Kelly, and Ira Iscoe 22 HEALTH PSYCHOLOGY 451 Cynthia D. Belar, Teresa Mendonca McIntyre, and Joseph D. Matarazzo 23 UNDERGRADUATE EDUCATION 465 Thomas V. McGovern and Charles L. Brewer 24 ETHNIC MINORITIES 483 Adelbert M. Jenkins, George W. Albee, Vera S. Paster, Stanley Sue, David B. Baker, Lillian Comas-Diaz, Antonio E. Puente, Richard M. Suinn, A. Toy Caldwell-Colbert and Velma M. Williams, and Maria P. P. Root 25 INTERNATIONAL PSYCHOLOGY 509 Henry P. David and Joan Buchanan Chronology of Milestones in International Psychology 517 26 PROFESSIONAL ORGANIZATIONS 535 Wade E. Pickren and Raymond D. Fowler Author Index 555 Subject Index 580 George W. Albee, PhD Department of Psychology University of Vermont and the Florida Mental Health Institute Sarasota, Florida David B. Baker, PhD Archives of the History of American Psychology University of Akron Akron, Ohio Nicole B. Barenbaum, PhD Department of Psychology University of the South Sewanee, Tennessee Betty M. Bayer, PhD Department of Psychology Hobart and William Smith Colleges Geneva, New York Cynthia D. Belar, PhD Education Directorate American Psychological Association Washington, DC Ludy T. Benjamin Jr., PhD Department of Psychology Texas A & M University College Station, Texas Charles L. Brewer, PhD Department of Psychology Furman University Greenville, South Carolina John C. Brigham, PhD Department of Psychology Florida State University Tallahassee, Florida Joan Buchanan, BA Office of International Affairs American Psychological Association Washington, DC A. Toy Caldwell-Colbert, PhD Office of the Provost and Chief Academic Officer Howard University Washington, DC K. Allison Clarke-Stewart, PhD Department of Psychology and Social Behavior University of California at Irvine Irvine, California Lillian Comas-Diaz, PhD Department of Psychiatry and Behavioral Sciences George Washington University Washington, DC Stanley Coren, PhD Department of Psychology University of British Columbia Vancouver, BC, Canada Mary Crawford, PhD Department of Psychology University of Connecticut Storrs, Connecticut Henry P. David, PhD Transnational Family Research Institute Bethesda, Maryland Patrick H. DeLeon, JD, PhD Office of Senator Daniel K. Inouye Washington, DC Donald A. Dewsbury, PhD Department of Psychology University of Florida Gainesville, Florida Thomas K. Fagan, PhD Department of Psychology University of Memphis Memphis, Tennessee Raymond D. Fowler, PhD Office of the Chief Executive American Psychological Association Washington, DC Contributors xvii xviii Contributors Donald K. Freedheim, PhD Department of Psychology Case Western Reserve University Cleveland, Ohio Alfred H. Fuchs, PhD Department of Psychology Bowdoin College Brunswick, Maine George J. Greene, MA Department of Psychology University of Illinois at Chicago Chicago, Illinois J. Thomas Grisso, PhD Department of Psychiatry University of Massachusetts Medical Center Worcester, Massachusetts Rachel T. Hare-Mustin, PhD Amherst, Massachusetts Erin P. Hayes, MA Department of Psychology at Chicago University of Illinois Chicago, Illinois Ira Iscoe, PhD Department of Psychology University of Texas Austin, Texas Adelbert M. Jenkins, PhD Department of Psychology New York University New York, New York James G. Kelly, PhD Department of Psychology University of Illinois at Chicago Chicago, Illinois Ellen B. Kimmel, PhD Department of Psychological and Social Foundations of Education University of South Florida Tampa, Florida Laura L. Koppes, PhD Department of Psychology Eastern Kentucky University Richmond, Kentucky Thomas Hardy Leahey, PhD Department of Psychology Virginia Commonwealth University Richmond, Virginia Brendan A. Maher, PhD Department of Psychology Harvard University Cambridge, Massachusetts Winifred B. Maher, PhD Extension Studies Harvard University Cambridge, Massachusetts George Mandler, PhD Department of Psychology University of California at San Diego San Diego, California Department of Psychology University College London, England Jeanne Marecek, PhD Department of Psychology Swarthmore College Swarthmore, Pennsylvania Joseph D. Matarazzo, PhD Department of Behavioral Neuroscience Oregon Health Sciences University Medical School Portland, Oregon Thomas V. McGovern, PhD Department of Integrative Studies Arizona State University West Phoenix, Arizona Teresa Mendonca McIntyre, PhD Department of Psychology Universidade do Minho Braga, Portugal Katharine S. Milar, PhD Department of Psychology Earlham College Richmond, Indiana Jill G. Morawski, PhD Department of Psychology Wesleyan University Middletown, Connecticut Contributors xix Ross D. Parke, PhD Department of Psychology and the Center for Family Studies University of California at Riverside Riverside, California Vera S. Paster, PhD Department of Psychology City University of New York New York, New York Wade E. Pickren, PhD Office of the Archivist/Historian American Psychological Association Washington, DC John A. Popplestone, PhD Archives of the History of American Psychology University of Akron Akron, Ohio Antonio E. Puente, PhD Department of Psychology University of North Carolina at Wilmington Wilmington, North Carolina John M. Reisman, PhD Department of Psychology DePaul University Wilmette, Illinois Maria P. P. Root, PhD Seattle, Washington Donald K. Routh, PhD Department of Psychology University of Miami Coral Gables, Florida Robert J. Sternberg, PhD Department of Psychology Yale University New Haven, Connecticut Stanley Sue, PhD Department of Psychology University of California at Davis Davis, California Richard M. Suinn, PhD Department of Psychology Colorado State University Fort Collins, Colorado Richard F. Thompson, PhD Department of Psychology and Biological Sciences University of Southern California Los Angeles, California Gary R. VandenBos, PhD Office of Communications American Psychological Association Washington, DC Pamela J. Way, PhD Department of Educational Psychology University of Texas Austin, Texas Irving B. Weiner, PhD Department of Psychology University of South Florida Tampa, Florida Claire Ellen Weinstein, PhD Department of Educational Psychology University of Texas Austin, Texas Velma M. Williams, PhD Counseling Center Ball State University Muncie, Indiana Bianca D. M. Wilson, MA Department of Psychology University of Illinois at Chicago Chicago, Illinois David G. Winter, PhD Department of Psychology University of Michigan Ann Arbor, Michigan Stuart M. Zola, PhD Yerkes Primate Research Center Department of Psychiatry and Behaviorial Science Emory University Atlanta, Georgia