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Evidence in the research literature indicates people may treat "won" money differently than they would their own money. The present study had a sample of 648 college students complete a delay-discounting task that involved the hypothetical monetary amounts of $1,000 or $100,000. Participants were asked repeatedly what amount they would accept immediately rather than waiting a given length of time for the full amount. One group was told these amounts were money they had won; the other group was told that the amounts were money they were owed. Results showed participants discounted money "won" more than money "owed," indicating that won money was less valued than their own money. These results suggest that researchers who study discounting should be aware that contextual factors may play a role in delay discounting. (Contains 1 table, 1 figure and 2 footnotes.)

A previous Monte Carlo study examined the relative powers of several simple and more complex procedures for testing the significance of difference in mean rates of change in a controlled, longitudinal, treatment evaluation study. Results revealed that the relative powers depended on the correlation structure of the simulated repeated measurements. Tests on dropout-weighted linear slope coefficients fitted to all of the available measurements for each participant were found to provide superior power in the presence of compound symmetry (CS), but tests of significance applied to simple baseline-to-endpoint difference scores provided superior power in the presence of a strongly autoregressive (AR) correlation structure. Type I error rates appeared in an acceptable range for both of those analyses. Insofar as the previous study considered only two widely disparate correlation structures, the present work was undertaken to examine where along a continuum of correlation structures lying between strongly AR and CS the power balance shifts from favoring the simple endpoint difference-score analysis to favoring a regression analysis that utilizes all of the available repeated measurements for each participant. With power calculated from the relative frequencies of rejecting H[subscript o] at different levels of autoregression, the results indicate superior power for the simple endpoint analysis across more than half the distance from strongly AR to CS. To examine replicability of the simulation results using real data from a previously published study, sampling with replacement from a double-blind controlled study examining the treatment of depression was used to create a Monte Carlo data set from which power could be calculated from relative frequencies of rejecting H[subscript o]. (Contains 2 footnotes, 2 tables, and 1 figure.)

In their seminal paper, Edwards and Parry (1993) presented the polynomial regression as a better alternative to applying difference score in the study of congruence. Although this method is increasingly applied in congruence research, its complexity relative to other methods for assessing congruence (e.g., difference score methods) was one of the main claims against its use. The objective of this work is to gain additional insight into the use of polynomial regression in the area of social and behavioral sciences. First, we elaborate on the meaning and the inference based on the coefficients obtained by applying polynomial regression and explain the mathematical terms that are used to describe response surfaces. Then, we introduce additional inference methods and illustrate their application on a real-life example from the area of supportive exchanges using data collected by the Smithers Institute at Cornell University (supported by the National Institute on Alcohol Abuse and Alcoholism). Our work is aimed to provide a guide to researchers who apply polynomial regression in order to assess the effect of congruence between two constructs and enable better understanding and interpretation of the results obtained. (Contains 5 tables and 4 figures.)

Psychologists and philosophers have long been interested in two questions: (a) What do mental terms mean? and (b) what role do mental terms play in explanations of behavior? In the current sketch I review how mediational neobehaviorism, cognitive psychology, and the radical behaviorism of B. F. Skinner address these questions. In so doing, I seek to clarify the meaning of mental terms, as well as their role in explanations of behavior. (Contains 1 table.)

After accepting the editor's invitation to write a response to Richard Machalek and Michael W. Martin's "Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom," the author took up their recommendation to learn more about recent work on biology and social behavior. She considered seriously Machalek and Martin's observation that it might not be simple "biophobia" that had resulted in her distaste for biological explanations but her ignorance of recent developments in the field. Thus began her quest to overcome her ignorance, to understand the five concepts Machalek and Martin cite as central to sociobiology: epigenesis, the interaction principle, the norm of reaction, prepared learning, and emergence. Machalek and Martin seemed to be arguing that armed with such knowledge, she would conclude that the four criticisms of biological approaches often leveled by bioilliterate sociologists are based on stereotypes that result in misrepresentations of the "logic and substance of evolutionary theory." In other words, as Machalek and Martin put it in an earlier article, the author would see that much criticism of sociobiology "appears to target a "straw man"." The author points out that Machalek and Martin do not give any indication that they agree with biological and evolutionary approaches that make these kinds of arguments. After all of her study of these perspectives, the author remains troubled by Machalek and Martin's implication that her skepticism is a product of ignorance, that it cannot possibly represent an informed critique.

As the authors stated early in their article (Machalek and Martin 2010), evolutionary ideas have been gaining traction in the work of a growing number of sociologists in recent years. Much of their thinking derives from work inspired by sociobiology. However, many sociologists are critical of and unreceptive to incorporating evolutionary biology in general and sociobiology in particular into sociological thought and research. Often (but not always), these criticisms are rooted in misconceptions about sociobiological reasoning. The authors identified a number of these misconceptions and five concepts which, when understood will help allay such misconceptions. This paper presents the authors' reply to Lucal's (2010) and Hanson's (2010) comments of their article.

Four decades of early childhood policy and program development indicate that evidence-based interventions can improve life outcomes, and dramatic advances in the biological and behavioral sciences now provide an opportunity to augment those impacts. The challenge of reducing the gap between what we know and what we do to promote the healthy development of young children is to view current best practices as a starting point and to leverage scientific concepts to inspire fresh thinking. This article offers an integrated, biodevelopmental framework to promote greater understanding of the antecedents and causal pathways that lead to disparities in health, learning, and behavior in order to inform the development of enhanced theories of change to drive innovation in policies and programs. (Contains 1 figure.)

In this article, the authors report on research that aims to understand diversity in STEM and the principles of good practice in undergraduate science education that will improve rates of degree attainment and advancement into graduate studies in related fields among underrepresented racial minorities (URMs). Although students' precollege characteristics are important determinants of degree completion, Seymour (1992) suggests that many talented students do not pursue scientific research careers. To better understand what factors influence URM students' success, the UCLA Higher Education Research Institute (HERI) selected a targeted sample of college students who are majoring in biomedical and behavioral sciences and other STEM fields. We use data obtained through the Cooperative Institutional Research Program's (CIRP) 2004 Freshman Survey (TFS) and the 2005 Your First College Year (YFCY) survey, which were administered during fall orientation and at the end of the freshman year. Using this national data set with the 2004 cohort as a baseline, the authors have sought to identify the conditions and practices within colleges and universities that increase retention in STEM and prepare students for graduate study and STEM-related careers. The authors summarize findings and offer implications from the first phase of this national longitudinal study.

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.

This paper examines how separate behavioral science disciplines can be brought together to more fully understand the dynamics of contemporary careers. We adopt one interdisciplinary framework--that of the "intelligent career"--and use it to examine how separate disciplinary approaches relate to one another. The intelligent career framework suggests careers unfold through three interdependent "ways of knowing" reflecting why, how and with whom people work. Breaking this framework down into six unidirectional links, we examine the contributions made by a variety of behavioral science approaches. Our review suggests that separate bodies of career-relevant theory reflect separate links from one way of knowing to another. We offer several lessons concerned with (a) the intelligent career framework; (b) evidence underlying separate theories; (c) differing definitions of career; (d) research methodologies; (e) time; and (f) interdependence among variables. We conclude with some ideas on how to better promote future interdisciplinary careers research. (Contains 1 figure.)

In this paper I chart the origins of modern day "biopedagogy" through an analysis of two historically specific figures of abnormality: the nervous child and the degenerate. These two figures form the positive (hygienic) and negative (eugenic) surfaces of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical reversal of life into death and thus unsustainable for furthering social democracy. In conclusion, I begin to search for an affirmative notion of biopolitical education that is no longer predicated on the dialectics of immunization. For help in this project, I briefly suggest that a theory of natality helps to disentangle the promise of life from its negation in the form of educational eugenics and mental hygiene.

The quality of PhD training can be conceived of as being dependent on the learning environment provided by the scholarly community. Our paper explores PhD students' ideas about themselves as a part of this community, and their perceptions of their learning environment in the context of the University of Helsinki, Finland. The study is a part of a larger national research project. The present study includes data collected from three faculties: arts, medicine, and behavioral sciences. Altogether, 602 doctoral candidates responded to the survey. Results suggested that both the definitions of "scholarly community" given by the students and their experience of membership in this very community varied considerably. About one third of the PhD students did not perceive themselves as being members of any scholarly community at all. There appears to be an urgent need for more effective means of fostering PhD students' experience of active agency within scholarly communities. (Contains 1 figure and 4 tables.)

An investigator who plans to conduct an experiment with multiple independent variables must decide whether to use a complete or reduced factorial design. This article advocates a resource management perspective on making this decision, in which the investigator seeks a strategic balance between service to scientific objectives and economy. Considerations in making design decisions include whether research questions are framed as main effects or simple effects; whether and which effects are aliased (confounded) in a particular design; the number of experimental conditions that must be implemented in a particular design and the number of experimental subjects the design requires to maintain the desired level of statistical power; and the costs associated with implementing experimental conditions and obtaining experimental subjects. In this article 4 design options are compared: complete factorial, individual experiments, single factor, and fractional factorial. Complete and fractional factorial designs and single-factor designs are generally more economical than conducting individual experiments on each factor. Although relatively unfamiliar to behavioral scientists, fractional factorial designs merit serious consideration because of their economy and versatility. (Contains 3 figures, 8 tables, and 2 footnotes.)

This article used an "inverse" approach to assess the validity of Holland's theory; that is, it examined the degree of congruency between participant's least-characteristic Holland types and their least desirable occupational choice. Implications for career counselors are briefly outlined.

The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists in the behavioral sciences, including patient interviewing, and (d) the validity of the methods used for assessment of interviewing skills is uncertain. We propose to adjust the teaching of patient interviewing to these features by (a) gaining an insight into the students' views and using these views as a point of departure for discussions of patient interviewing; (b) helping students to understand why different clinicians use different communication styles; (c) providing the clinical tutors with additional training that will help them function as both specialists who share their expertise with the students and facilitators of small-group learning; and (d) using assessment methods that encourage joint deliberation by the learner and the examiner, rather than a judgmental right-wrong dualism by the examiner alone. The teaching approach that we suggest is consistent with current theories of adult learning, and it occurs in an egalitarian rather than a hierarchical environment. Hopefully, students will also adopt such egalitarian attitudes toward patients, thereby reducing the tendency to a paternalistic communication style.

The inherent imprecision of behavioral phenotyping is the single most important factor contributing to the failure to discover the biological factors that are involved in psychiatric and neurodevelopmental disorders (e.g., Bearden & Freimer, 2006). In this review article we argue that in addition to an appreciation of the inherent complexity at the biological level, a rather urgent task facing behavioral scientists involves a reconsideration of the role that clinical syndromes play in psychological theorizing, as well as in research into the biological basis of cognition and personality. Syndrome heterogeneity, cross-syndrome similarities and syndrome comorbidities question the relevance of syndromes to biological research. It is suggested that the search for brain endophenotypes, intermediate between genes and behavior, should be based on cross-syndrome, trait classification. Cohort selection should rest on behavioral homogeneity, enabling, when necessary, syndrome heterogeneity.

Principals who are determined to help their teachers inspire all students to bold accomplishments while identifying the right strategies for their most complex and struggling learners need to have a relentless focus on making "learning" the core business of school. This isn't the same as emphasizing assessment data, standards, and instruction. Rather, it means focusing on the foundation upon which all those initiatives rest: an understanding of "how" people learn. This article discusses how findings from neuroscience and cognitive and behavioral science and their implications for learning can help principals equip their faculty members with strategies and tactics that make personalized and successful learning plans a reality. Equally important, their schools will unearth the unique strengths and affinities of uniquely wired minds. Not only will more students become successful learners but also schools will nurture many more diverse and creative minds. When minds are no longer misunderstood and interventions address students' "weak wiring," teachers, students, and parents replace old habits of frustration and defeat with a hopeful and optimistic sense that students can be successful and discover their strengths. (Contains 1 resource and 4 online resources.)

Considering that today's students feel extremely more comfortable with computers than did earlier generations of students vis-a-vis the notion that, as a social category, they have become one of the most interesting topics in research papers and journals in the field of behavioral and social sciences since the 1950s (Batan 2002), their individual and collective experiences of information and communications technology (ICT) could be expected to create a portrait of accounts that might inform educational policy makers as to how their ICT needs and concerns could be better addressed through a more responsive and a well-defined IT-driven educational platform. The central question that this phenomenological study purported to answer was: "How does a select group of Filipino adolescents collectively experience information and communications technology (ICT)?" Findings of this study revealed that the individual and collective articulations, verbalizations, and musings of the 60 adolescents recruited from two regions in the Philippines exposed three distinct but interrelated conceptual zones of ICT, namely: the zone of technology perspective (ZTP), zone of technology power and efficacy (ZTPE), and zone of technology deficits (ZTD). Implications of the study are also discussed in the paper.

Jill Freedman is director of Evanston Family Therapy Center and a faculty member of the Chicago Center for Family Health. She has coauthored (with Gene Combs) more than 25 articles on narrative therapy and three books. The first two books are "Symbol, Story, and Ceremony: Using Metaphor in Individual and Family Therapy and Narrative Therapy: The Social Construction of Preferred Realities." Both were chosen by Behavioral Science Book Service as Main Selections. Their latest book, Narrative "Therapy With Couples...And a Whole Lot More!" is a collection of selected papers. Jill is an internationally recognized teacher and conference presenter. She has led workshops on various aspects of narrative therapy all over the world. Jill and Gene are known and respected for their warm, relaxed, and inspiring style as well as for the way that they embody the ideas they teach. This interview took place in March 2007 at the Evanston Family Therapy Center in Evanston, Illinois.

Structural equation modeling (SEM) is widely used as a statistical framework to test complex models in behavioral and social sciences. When the number of publications increases, there is a need to systematically synthesize them. Methodology of synthesizing findings in the context of SEM is known as meta-analytic SEM (MASEM). Although correlation matrices are usually preferred in MASEM, there are cases in which synthesizing covariance matrices is useful, especially when the scales of the measurement are comparable. This study extends the 2-stage SEM (TSSEM) approach proposed by M. W. L. Cheung and Chan (2005b) to synthesizing covariance matrices in MASEM. A simulation study was conducted to compare the TSSEM approach with several approximate methods. An empirical example is used to illustrate the procedures and future directions for MASEM are discussed. (Contains 5 tables and 3 footnotes.)

Concern in the United States for adequate public school education in mathematics dates back at least to the response to Sputnik in 1957, but at that time focused on preparing a cadre of students for quantitatively demanding careers in science and engineering. More recently, however, there has been increasing appreciation of the value of broadly distributed aptitude in application of elementary mathematical reasoning to quotidian concerns. This idea of numeracy, or quantitative literacy, dates back at least to a British government report of the late 1950s, but the concept was popularized by John Allen Paulos in his book "Innumeracy." While the exact definition of quantitative literacy varies according to context, assume here that it means the ability and the habitual tendency to engage quantitative information in an effort to understand the world. Quantitative literacy is often justified as a critical skill for economic success in a knowledge-based, globally-competitive economy. Less frequently it is acknowledged to be a key ingredient in the formation of an informed and engaged citizen in contemporary democratic society. This piece describes a first-year college seminar course that demonstrates the utility of quantitative literacy in identifying, understanding, and addressing issues of social justice. Social justice is another concept that is defined in different ways depending on context, but it is not widely seen as having a substantial intersection with mathematics. The definition offered here is broad enough to encompass most commonly acknowledged issues of social justice, and politically neutral enough to be acceptable to most readers. It is based on Aristotle's theory of distributive justice discussed in the "Nicomachean Ethics": Social justice concerns the fairness of distribution of the benefits and burdens that arise from living in a community. Because fair distribution is fundamentally a quantitative idea, mathematics is a critical ingredient (though certainly not the sole ingredient) for a healthy appreciation of social justice. This essay provides a context for the course, a description of it, and the motivation for offering it, and demonstrates how its design suits that motivation. It includes responses of various stakeholders to the course, and reflects on learning opportunities the course provides.

Two separate studies were conducted to examine the contents and methodology of Latino/a-focused articles published during a period of 35 years in seven major journals used by counseling psychologists as well as the "Hispanic Journal of Behavioral Sciences." Together, the two studies suggest that acculturation, academic achievement, assessment, and alcohol, drugs, and tobacco use were the most common topics of inquiry. The results of these two studies also suggest that descriptive field methodologies were most commonly used and that convenience sampling procedures were used most frequently. Trends in the coverage of published research provide some evidence of the increased attention to Latino/a-focused research literature. However, results also indicate that Latino/a-focused articles represented only 2% of the total number of articles published in non-ethnic-specific journals. These two studies also illuminate potentially worthwhile areas for future inquiry. (Contains 9 tables.)

This article attempts to replicate how Fritz Redl and David Wineman might have handled an "unmade bed" situation with the youngsters at Pioneer House, the treatment program in Detroit that was the subject of their classic work, "The Aggressive Child" (1957) which encompassed two books, "Children Who Hate" and "Controls from Within." There were no point and level systems at Pioneer House. Nor were there the insights from dynamical systems theory that have provided completely different insights and altered practices in behavioral sciences (e.g., Butz, 1997). Both the past (the work of Redl and Wineman) and the present (non-linear dynamical systems theory) offer perspectives that show the ineffectiveness of point and level systems and lead towards relational and activity oriented approaches in development of internal controls. In this article, the author focuses on some of the concepts of dynamical systems theory that are particularly applicable to understanding the dynamics of control approaches such as point and level systems in child and youth work and provides still another rationale for their ineffectiveness.

The topic of this article is the interpretation of structural equation modeling (SEM) solutions. Its purpose is to augment structural modeling's metatheoretic resources while enhancing awareness of how problematic is the causal significance of SEM-parameter solutions. Part I focuses on the nonuniqueness and consequent dubious interpretability of loop pathweights in nonrecursive SEMs: Solutions for a nonrecursive SEM's open parameters are strongly indeterminate absent constraints that in most applications would be arbitrary. The generic indeterminacy is well known, but how severely this thwarts identification of a linear dynamic system's structural coefficients from synchronic (one-panel) data still seems inadequately appreciated. Part II introduces an efficient formalism for recognizing an important facet of lawful regularity--locus displacements--that is generally suppressed by the equations in which mathematical models are standardly written. (Preoccupation with SEM's matrix algebra and fit appraisal has masked the cognitive poverty with which SEM applications are prevailingly conceived.) Introduced here are some unfamiliar concepts that enable us to think about system structure more deeply than matrix equations can express. The Appendix attempts to incite some debate on how we can best conceptualize and exploit different levels (molar vs. molecular) of subject conception while appreciating that not all becauses are productive causes. It provides an overview of explanatory determinations comprising more than just production causality. (Contains 1 figure and 13 footnotes.)

Twitter (www.twitter.com) has become kind of a popular culture punch line. It's often used as a shorthand to represent how self-obsessed and self-involved the American culture has become, and while Twitter does lend itself to a kind of needless sharing, it also has some potentially useful features. Twitter is a microblogging service that allows users to post and read 140-character status messages. These short bursts of information, called tweets, can be anything from what someone had for lunch to feedback on a live event, like a presidential press conference. Much of the library literature focuses on Twitter as either a patron outreach tool or as a way to collect patron feedback. However, Twitter offers some functionality that might be especially helpful to librarians in the behavioral and social sciences--functionality that could also prove helpful to faculty researching and/or teaching within those disciplines. This article highlights the tremendous potential of Twitter as a research tool.

In educational scholarship, a number of comparisons have been made between the work of John Dewey and Herbert Spencer, many claiming that Spencer's influence is unmistakable in Dewey's theories or even that Dewey is derivative of Spencer. However, one must look beyond the surface similarities of Dewey and Spencer and recognize the drastically divergent views that each held on those very foundational notions upon which each built his educational program. In this essay, Robin Zebrowksi examines the theories of evolution, the directionality of organism and environment interaction, the agency of the individual, and the conceptualizations of progress in the respective works of Dewey and Spencer. Their underlying beliefs about the world and how it operates show that their philosophies cannot be reconciled. The educational theories that follow from these discrepancies, Zebrowski concludes, have incompatible and distinct implications for the classroom.

This research examined language, ethnicity, and course participation among participants at a community college in a poor, rural county bordering Mexico. Some participants' first language was English; the language of other participants was Spanish, and many were bilingual. The goal was to examine a Web-enhanced course for differences between Hispanic and Caucasian (non-Hispanic) students. The central research question was whether students report increased discussion and interaction in the Web-based course.

Objective: This article describes the process of change in an academic department of psychiatry that has led to the development of a diversity initiative in teaching, research, recruitment, and services. Methods: The authors performed a literature review of diversity initiatives using PubMed. The authors then wrote a case study of the development of a diversity initiative at UC Davis. Results: Some articles on diversity initiatives were found, but none that detailed the administrative process, funding, or sustainability of such initiatives. In 1999, the UC Davis Department of Psychiatry and Behavioral Sciences recognized the importance of issues of diversity and established the Diversity Advisory Committee, a group of department faculty and residents that explores and addresses the diversity needs of the department. In our observations, there are at least three requirements for a successful diversity initiative: a diverse patient population, a "critical mass" of interested faculty, and support of the administration. With these three factors in place, the Diversity Advisory Committee produced four Continuing Medical Education symposia focused on diversity topics developed a 4-year cultural psychiatry curriculum and a 4-year religion and spirituality curriculum within the residency, and supported nine residents who received awards from the APA's Minority Fellowships in 8 years. Future plans include department-wide and medical school faculty-wide diversity training, educational research, and a postgraduate fellowship in cultural psychiatry. Conclusion: This article shows that a diversity initiative can be undertaken with interested minority and nonminority faculty, administrative support, and a diverse patient population. The authors hope this article will provide assistance to other academic departments in developing diversity initiatives.

There is so much more to preparing a citizen than merely running students like lemmings through a three-year succession of history survey courses. Everyone is neglecting most of the social sciences in American high schools today, favoring the sequential and systematic delivery of history. What should be primary in the teaching of social studies, history or the social sciences? In this article, the author takes readers on a historical excursion in explaining his answer. He argues that all students need comprehensive social studies instruction--four years of coursework that every student must take and that is geared unswervingly to meet the standards and to create competent citizens. In addition to having studied history, every student in America must have a firm grasp of civics, international issues, behavioral sciences, and economics. Teaching social studies really can be a life-and-death issue, and popular ignorance of the social sciences can have tragic outcomes for human beings. (Contains 6 endnotes.)

Objective: The authors describe in detail the 3-year model of the Doctoring curriculum plus an elective fourth-year Doctoring course at University of California, Davis School of Medicine (UCDSOM) and University of California, Los Angeles (UCLA) School of Medicine and the critical role for psychiatry faculty leadership and participation. Methods: The authors present a review of curricular materials and course operations for the different Doctoring courses for first-, second-, third-, and fourth-year curriculum. The authors describe the role of psychiatry faculty in both leadership and in group facilitation. Results: The Doctoring curriculum offers case-based, small-group learning that relies heavily on standardized patients to teach core content around doctor-patient communication, ethics, behavioral medicine, and counseling approaches. There are frequent psychosocial issues woven in to these encounters. Psychiatry faculty members and other mental health professionals are well-prepared by virtue of their training to lead small group discussions and facilitate the supportive elements of the small groups in medical education. Conclusion: The Doctoring curriculum is both a biopsychosocial educational endeavor and a high-visibility leadership opportunity for the Department of Psychiatry. Other medical schools and departments of psychiatry may wish to pursue similar roles in their didactic programs.

Teaching of the sciences of behaviour in higher health care education is sparse. The authors believe that students with increased knowledge and education of the human mind and soul would have a wider understanding of the human nature. Physiology describes the anatomy and function of the body, but in order to describe life/the living human, they were looking for a tool to describe the mind/soul as well as the body; to describe the connection between the two. Their intention was to teach the knowledge of the human being as an exciting experience and not just as a patient but as a larger concept; a human being in all its dimensions. To understand the multidimensional structure of behaviour, as many perspectives as possible are needed. In using film and fiction in education, the authors want the students to use their own sensory systems and emotions to learn about behaviour. As fiction and film expose the microcosmos, the audience will experience the microcosmos in the spotlight. The purpose of this article is to stimulate and inspire other teachers to use these means in higher health care education.

The authors investigated the Chinese version of the Beck Depression Inventory-II (BDI-II-C; Chinese Behavioral Science Corporation, 2000) within the Rasch framework in terms of dimensionality, item difficulty, and category functioning. Two underlying scale dimensions, relatively high item difficulties, and a need for collapsing 2 response categories of the BDI-II-C were identified for high school students in Taiwan. (Contains 3 figures and 5 tables.)

Objective: The authors propose a family-systems training model for general residency training programs in psychiatry based on the couples and family therapy training program in Stanford's Department of Psychiatry and Behavioral Sciences. Methods: The authors review key elements in couples and family therapy training. Examples are drawn from the family therapy training curriculum in a general psychiatric residency program. Results: Conceptual and practical skills taught over the span of a psychiatric residency training program are described, focusing on: joining with the couple or family; seeing systemic patterns, recognizing the family's developmental stage, history, and culture; identifying family structure; and intervening systemically. Conclusion: This family-systems training model can serve as a resource for residency programs interested in integrating the couples and family therapy model more fully into their curricula.

Roy F. Baumeister currently holds the Eppes Eminent Professorship in the Department of Psychology at Florida State University. He received his PhD in social psychology from Princeton in 1978 working under Edward E. Jones. After a postdoctoral fellowship in sociology at Berkeley, he spent 23 years on the faculty at Case Western Reserve University, where he held the Elsie Smith Professorship in the Liberal Arts. He also held visiting positions at the University of Texas at Austin, the University of Virginia, the Center for Advanced Study in the Behavioral Sciences, and the Max-Planck-Institute in Munich, Germany. He has taught social psychology, personality, sexuality, and interdisciplinary psychology. He has over 300 publications including 18 books. His new textbook, "Social Psychology and Human Nature", is soon to be published. Natalie Kerr Lawrence is an Assistant Professor in the Department of Psychology at James Madison University, where she teaches general psychology, statistics, research methods, and social psychology. She is an active member of the Society for the Teaching of Psychology; her research interests focus on the teaching (and learning) of psychology. She is currently studying factors that enhance students' self-efficacy.

This paper describes classroom experiments in cooperative behavior as examples of experiential learning in economics classes. Several games are briefly discussed and a new game in cartel behavior is presented. In this game, Students make production decisions as a cartel and earn revenues based on their own output decision and the output decision of the rest of the cartel. Cooperative behavior generates maximum profit for the group, but individuals have incentive to break from the group. The demonstration can be used to illustrate profit maximizing decisions for a cooperative oligopoly and for individual firms, to introduce strategic behavior and game theory, and to demonstrate the instability of cartels. The paper includes review of other papers and experiments in cooperative behavior, a description of and instructions for the cartel experiment, analysis of results of the experiment, and suggested questions and topics for classroom discussion. (Contains 2 figures, 3 tables and 11 footnotes.)

This study examines factors that contribute to the chances of retaining underrepresented minority (URM) students in an undergraduate biomedical or behavioral science major. Of particular interest is the extent to which institutional status, as related to undergraduate selectivity, student perceptions, and other institutional characteristics, affects those chances of retention, given that this issue is relevant to current policy debates regarding access to quality higher education. Policies such as race-conscious admissions practices, for example, attempt to increase the proportion of URM students attending the most selective colleges and universities. The authors employ two differing theoretical viewpoints about the impact of such policies on college students' chances of academic success to inform and frame this study. According to anticipatory socialization theory, attending "higher status" institutions should improve one's chances of persisting. Conversely, the "mismatch hypothesis" claims that URM students lower their odds of achieving their initial educational goals when they attend highly selective institutions where the White and Asian students are academically better prepared. By extension, applying race-conscious admissions in higher education mismatches URM students and dampens their academic or career aspirations. This study empirically examines this running debate in the context of concerns raised about the nation's capacity to fulfill science-related interests, especially as they relate to the growing presence of the racial/ethnic minority populations in U.S. society. Findings indicate that all students, irrespective of their race, academic preparation, or motivation, are at greater risk of failing among high achievers at highly selective institutions where the undergraduate student body is mostly White and Asian. (Contains 3 tables and 1 figure.)

This article describes different ways of understanding emotions and their role in adult learning. The author suggests that people's understanding of emotions is shifting from one where they are viewed as an obstacle to reason and knowing to more holistic and integral ways of knowing one's self and the world. In this article, he provides a theoretical foundation for the exploration of affect-laden experiences in adult learning. The author points out that the study of emotions is a wide and historically situated enterprise. In this article, he acknowledges major themes that resonate in current conversations and practices. Following a description of the various ways affect and emotion can be expressed in the adult learning enterprise, the author discusses three interrelated issues: (1) the nature and meaning of emotion; (2) the changing understanding of the role of emotion in human experience; and (3) the integration of emotion in adult learning.

Perhaps the most common criterion for partitioning a data set is the minimization of the within-cluster sums of squared deviation from cluster centroids. Although optimal solution procedures for within-cluster sums of squares (WCSS) partitioning are computationally feasible for small data sets, heuristic procedures are required for most practical applications in the behavioral sciences. We compared the performances of nine prominent heuristic procedures for WCSS partitioning across 324 simulated data sets representative of a broad spectrum of test conditions. Performance comparisons focused on both percentage deviation from the "best-found" WCSS values, as well as recovery of true cluster structure. A real-coded genetic algorithm and variable neighborhood search heuristic were the most effective methods; however, a straightforward two-stage heuristic algorithm, HK-means, also yielded exceptional performance. A follow-up experiment using 13 empirical data sets from the clustering literature generally supported the results of the experiment using simulated data. Our findings have important implications for behavioral science researchers, whose theoretical conclusions could be adversely affected by poor algorithmic performances.

The advent of telemetric devices that sample data extensively over time has facilitated single subject or idiographic research to intensively study a single person over time. One of the challenges of idiographic research is combining single subject results to determine generalizability across subjects. This article demonstrates the first behavioral science application of pooled time series analysis, an extension of time series analysis that allows for the testing of between-person effects. The analysis used cardiovascular data gathered from 4 children with autism between the ages of 10 and 20 while exposed to 6 experimentally manipulated environmental stressors. A pooled time series analysis using the general transformation approach identified 1 general (a difficult learning task) and 3 specific stressors (exposure to a loud noise, unstructured time, and eating a preferred food) across the 4 participants. This application of pooled time series analysis demonstrates the challenges and potential for this method to address the issue of generalizability when using an idiographic research approach in the behavioral sciences. (Contains 1 figure and 2 tables.)

In this article, the authors comment on Nesselroade, Gerstorf, Hardy, and Ram's efforts (this issue) to grapple with the challenge of accommodating idiographic assessment as it pertains to measurement invariance (MI). Although the authors are in complete agreement with the motivation for Nesselroade et al.'s work, the authors have concerns about Nesselroade et al.'s construal of the problem, as well as their proposed solution. The authors begin by summarizing their understanding of Nesselroade et al.'s problem statement and solution. They then delineate their concerns and conclude by considering other strategies that may help to reconcile the Nomothetic/Idiographic debate as it pertains to MI.

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute's (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year.

From a behavioral perspective, the CA3a,b subregion of the hippocampus plays an important role in the encoding of new spatial information within short-term memory with a duration of seconds and minutes. This can easily be observed in tasks that require rapid encoding, novelty detection, one-trial short-term or working memory, and one-trial cued recall primarily for spatial information. These are tasks that have been assumed to reflect the operations of episodic memory and require interactions between CA3a,b and the dentate gyrus via mossy fiber inputs into the CA3a,b. The CA3a,b is also important for encoding of spatial information requiring multiple trials including the acquisition of arbitrary and relational associations. These tasks tend to be non-episodic and can be mediated by arbitrary and conjunctive operations. All these tasks are assumed to operate within an autoassociative network function of the CA3 region. The output from CA3a,b via the fimbria and the medial and lateral perforant path inputs play a supporting role in the neural circuit that supports the operation of these tasks. The CA3a,b also plays a role in sequential processing of information in cooperation with CA1 based on the Schaffer collateral output from CA3a,b to CA1. The CA3a,b also supports retrieval of short-term memory information based on a spatial pattern completion process. Finally, CA3c may, in cooperation with the dentate gyrus, serve an important role in processing the geometry of the environment.

Different functions have been suggested for the hippocampus and its subdivisions along both transversal and longitudinal axes. Expression of immediate-early genes (IEGs) has been used to map specific functions onto neuronal activity in different areas of the brain including the hippocampus (IEG imaging). Here we review IEG studies on hippocampal functional dissociations with a particular focus on the CA3 subregion. We first discuss the cellular functions of IEGs and the brain system interactions that govern their dynamic expression in hippocampal neurons to provide a more solid framework for interpreting the findings from IEG studies. We show the pitfalls and shortcomings of conventional IEG imaging studies and describe advanced methods using IEGs for imaging of neuronal activity or functional intervention. We review the current IEG evidence of hippocampal function, subregional-specific contribution to different stages of memory formation, systems consolidation, functional dissociation between memory and anxiety/behavioral inhibition along the septotemporal axis, and different neural network properties of hippocampal subregions. In total, IEG studies provide support for (1) the role of the hippocampus in spatial and contextual learning and memory, (2) its role in continuous encoding of ongoing experience, (3) septotemporal dissociations between memory and anxiety, and (4) a dynamic relationship between pattern separation and pattern completion in the CA3 subregion. In closing, we provide a framework for how cutting-edge IEG imaging and intervention techniques will likely contribute to better understanding of the specific functions of CA3 and other hippocampal subregions.

The use of reliable and valid tools to evaluate theory-based health interventions is widely accepted as critical to the behavioral sciences. However, quite often the psychometric properties of survey instruments used to evaluate behavioral interventions are not published, limiting our understanding of how the theory works. The purpose of this study was to present the results of psychometric analyses on measures used to evaluate an HIV/AIDS prevention program for youth in Tanzania. We first began by pilot-testing a self-administered questionnaire with sixth and seventh-grade students in nine schools in 11 villages throughout the Kahe ward of Tanzania (n = 524). Theory-based scales tapped into intrapersonal, social and attitudinal factors. Reliability was evaluated by examining internal consistency, while validity was determined by examining content, construct and discriminant validities. The results indicate that the scales constructed are reasonably reliable and valid measures. Use of these measures should be considered when designing, implementing, and analyzing interventions targeting youth in sub-Saharan Africa.