HANDBOOK of
PSYCHOLOGY:
VOLUME 1,
HISTORY OF
PSYCHOLOGY
Donald K. Freedheim
Irving B. Weiner
John Wiley & Sons, Inc.


HANDBOOK
of
PSYCHOLOGY
VOLUME 1
HISTORY OF PSYCHOLOGY
Donald K. Freedheim
Volume Editor
Irving B. Weiner
Editor-in-Chief
John Wiley & Sons, Inc.
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Library of Congress Cataloging-in-Publication Data:
Handbook of psychology / Irving B. Weiner, editor-in-chief.
p. cm.
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.
10987654321
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 areinterestedprimarilyinthebe-
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 psychologicalpracti-
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. WEINER
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. FREEDHEIM
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. POPPLESTONE
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