This is the first of a two-volume work in the Annals series devoted to developmental psychology. The project was originally conceived in 1985 when Paul van Geert, who had just completed his Theory building in developmental psychology (North Holland, 1986), agreed to col laborate on anAnnals volume examining foundational issues pertaining to the concept of development. The project attracted considerable interest and, in view of the length of the resulting manuscript, a decision was made to publish it in two volumes. Fortunately, the contributors provided coherent perspectives on two relatively distinct developmen tal themes which served to facilitate our task of dividing their contribu tions into two volumes. The first volume deals with the foundations of developmental theory and methodology; the second volume -to appear as Volume 8 of the Annals -with theoretical issues in developmental psychology. In this first volume, the contributions by Willis Overton and Joachim Wohlwill were completed in 1988, those by Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries followed quickly and replies to commentaries were completed in 1990. Paul van Geert provides a general framework within which the founda tional issues of development are discussed. He is especially concerned with the nature of transition models and the structure of time in developmental theory. The relationship between methods and framework, or theory, is the topic of Joachim Wohlwill's contribution."

This is the sixth edition of a popular textbook on multivariate analysis. Well-regarded for its practical and accessible approach, with excellent examples and good guidance on computing, the book is particularly popular for teaching outside statistics, i.e. in epidemiology, social science, business, etc. The sixth edition has been updated with a new chapter on data visualization, a distinction made between exploratory and confirmatory analyses and a new section on generalized estimating equations and many new updates throughout. This new edition will enable the book to continue as one of the leading textbooks in the area, particularly for non-statisticians. Key Features: Provides a comprehensive, practical and accessible introduction to multivariate analysis. Keeps mathematical details to a minimum, so particularly geared toward a non-statistical audience. Includes lots of detailed worked examples, guidance on computing, and exercises. Updated with a new chapter on data visualization.

The ten year anniversary of the book offers an excellent opportunity to publish a second edition. Several aspects of the book have evolved considerably since its first printing. For instance, substantial revision to the internship, licensure, and certification processes has occurred, and are reflected in this resource. Much of the literature on clinical psychology, cultural sensitivity, and the current job market is updated. Changes in technology have large effects on teaching and practicing clinical psychology. These modifications are needed to offer appropriate and updated information for students. In short, virtually every chapter has substantial modification to ensure that the material is accurate and up to date.

Im beruflichen Alltag sind wir immer wieder mit Konflikten konfrontiert. Dieses Buch stellt anhand zahlreicher Praxisbeispiele dar, wie Konflikte in Unternehmen traditionell gehandhabt werden und welche komplementaren Formen der Konfliktbearbeitung es gibt. Stephan Proksch erlautert diese innovativen Methoden und stellt ihre Einsatzmoglichkeiten nachvollziehbar dar. Die Mediation wird als wirkungsvolle Form der Konfliktlosung ins Zentrum der Betrachtung gestellt. Gesprachs- und Fragetechniken als Werkzeuge des Konfliktmanagers werden leicht verstandlich erklart.

Die 2. Auflage ist komplett uberarbeitet und um das Kapitel Konfliktpravention sowie das Thema Konfliktanalyse erganzt. "

PsychoPy is an open-source software package for creating rich, dynamic experiments in psychology, neuroscience and linguistics. Written by its creator, this book walks you through the steps of building experiments in PsychoPy, from using images to discovering lesser-known features, and from analysing data to debugging your experiment. Divided into three parts and with unique extension exercises to guide you at whatever level you are at, this textbook is the perfect tool for teaching practical undergraduate classes on research methods, as well as acting as a comprehensive reference text for the professional scientist. Essential reading for anyone using PsychoPy software, the second edition has been fully updated and includes multiple new chapters about features included in recent versions of PsychoPy, including running studies online and collecting survey data. Part I teaches you all the basic skills you need (and some more advanced tips along the way) to design experiments in behavioral sciences. Each chapter introduces anew concept but will offer a series of working experiments that you can build on. Part II presents more details important for professional scientists intending to use PsychoPy for published research. This part is recommended reading for science professionals in any discipline. Part III covers a range of specialist topics, such as those doing fMRI research, or those studying visual perception. "This book fills an incredibly important gap in the field. Many users of PsychoPy will be excited to learn that there is now a highly accessible and well-designed written guide to refine their skills." - Susanne Quadflieg, University of Bristol

Contemporary society is in constant change. Transitions and crises occur in every life, regardless of status, ethnicity, sex, race, education, or religion. Yet, the traditional societal forms for helping with these transitions and crises are changing as well. The typical nuclear family has given way to single-parent, blended, or dual-career structures. Religious, health, educational, social service, philanthropic, and other organizational support systems have also changed from their pre-1950 counterparts. As these sometimes evolutionary, sometimes revolutionary, changes have occurred, considerable scholarship and empirical research has attempted to identify and develop methods of helping people encounter these transitions and crises. These efforts have come from various fields: psychology, sociology, anthropology, linguistics, law, social work, nurs ing, medicine, education, labor relations, and others. Each has brought its own theories, research methods, and practical experiences to bear on the problems. One of the methods that these fields have universally been intrigued with is the use of empathy. Empathy, that crucial but elusive pheno menon (so the literature has reported), has been identified as important in human interactions. Labor mediators, legal arbitrators, psychiatric psychoanalysts, encounter group facilitators, classroom instructors, and kindred helpers have been told that "understanding how the other person or group is thinking and feeling" will help that person or group. The anxious parent and troubled spouse have been urged to "understand the other's point of view." Some writers have even argued that empathy is crucial to resolving international tensions and terrorist group violent actions."

The third edition of Evaluating Research by Francis C. Dane and Elliot Carhart provides students with the skills to read and evaluate research studies. Aimed at courses where it is more important for students to develop an understanding of methods, rather than conduct their own research, this book covers all aspects of reading social, behavioral, and health science research from the basics, such as the structure of reports and accessing research, as well as overviews of the main types of research methods. The authors emphasize critical reading skills to enable students to become experts in evaluating research, so students can decide whether to incorporate that research into their future professional activities. Each chapter includes an overview at the beginning and exercises at the end to reinforce the content learned. Starting from the basic principles of why we do research, the book moves readers through the practicalities of finding studies to the principles of the scientific method and how to break down and analyze research reports. New to the third edition, Understanding Checks placed throughout each chapter help students cement their learning. The organization of the book is now more logical, with a new chapter on accessing research up front and ending with a chapter on statistical analyses. New research examples throughout, including such topical examples as mindfulness, college attendance, and bias in healthcare, help students see the relevance of research in their lives.

Modeled after Barbara Byrne's other best-selling structural equation modeling (SEM) books, this practical guide reviews the basic concepts and applications of SEM using Mplus Versions 5 & 6. The author reviews SEM applications based on actual data taken from her own research. Using non-mathematical language, it is written for the novice SEM user. With each application chapter, the author "walks" the reader through all steps involved in testing the SEM model including:

• an explanation of the issues addressed
• illustrated and annotated testing of the hypothesized and post hoc models
• explanation and interpretation of all Mplus input and output files
• important caveats pertinent to the SEM application under study
• a description of the data and reference upon which the model was based
• the corresponding data and syntax files available at http: //www.psypress.com/sem-with-mplus/datasets .

The first two chapters introduce the fundamental concepts of SEM and important basics of the Mplus program. The remaining chapters focus on SEM applications and include a variety of SEM models presented within the context of three sections: Single-group analyses, Multiple-group analyses, and other important topics, the latter of which includes the multitrait-multimethod, latent growth curve, and multilevel models.

Intended for researchers, practitioners, and students who use SEM and Mplus, this book is an ideal resource for graduate level courses on SEM taught in psychology, education, business, and other social and health sciences and/or as a supplement for courses on applied statistics, multivariate statistics, intermediate or advanced statistics, and/or research design. Appropriate for those with limited exposure to SEM or Mplus, a prerequisite of basic statistics through regression analysis is recommended.

This volume provides an integrative review of the emerging and increasing use of network science techniques in cognitive psychology, first developed in mathematics, computer science, sociology, and physics. The first resource on network science for cognitive psychologists in a growing international market, Vitevitch and a team of expert contributors provide a comprehensive and accessible overview of this cutting-edge topic. This innovative guide draws on the three traditional pillars of cognitive psychological research-experimental, computational, and neuroscientific-and incorporates the latest findings from neuroimaging. The network perspective is applied to the fundamental domains of cognitive psychology including memory, language, problem-solving, and learning, as well as creativity and human intelligence, highlighting the insights to be gained through applying network science to a wide range of approaches and topics in cognitive psychology Network Science in Cognitive Psychology will be essential reading for all upper-level cognitive psychology students, psychological researchers interested in using network science in their work, and network scientists interested in investigating questions related to cognition. It will also be useful for early career researchers and students in methodology and related courses.

Twenty years is a long time in the life of a science. While the historical roots of psychology have not changed since the first edition of this book, some of the offshoots of the various theories and systems discussed have been crit ically reexamined and have undergone far-reaching modifications. New and bold research has led to a broadening of perspectives, and recent devel opments in several areas required a considerable amount of rewriting. I have been fortunate in the last fifteen years to have worked with about 2,000 psychologists and other behavioral scientists who contributed to several collected volumes I have edited. As the editor-in-chief of the In ternational Encyclopedia of Psychiatry, Psychology, Psychoanalysis and Neurol ogy, I have had the privilege of reading, scrutinizing, and editing the work of 1,500 experts in psychology and related disciplines. In addition, I have written several books and monographs and over one hundred scientific papers. Armed with all that experience, I have carefully examined the pages of the first edition. Chapter 8 required substantial rewriting and several new sections have been added to other chapters: "Current Soviet Psychol ogy" (Chapter 2, Section 7); "New Ideas on Purposivism" (Chapter 5, Sec tion 4); "Recent Developments in the Sociological School of Psychoanalysis" (Chapter 9, Section 4); and "Present Status of Gestalt Psychology" (Chapter 12, Section 4). Chapter 15 was omitted, and two new chapters were added: Chapter 14 ("Humanistic Psychology") and Chapter 16 ("Selected Research Areas").

This book is a major revision and extension of my earlier book, Experimental Psychology and Human Aging, which appeared in 1982. The intervening years have seen a remarkable expansion of psychological research on human aging, especially on topics dealing with cognition. They have also seen research on cognitive aging gain increasing importance within the mainstream of basic cognitive research. As my lecture notes for my course in the psychology of aging grew, so did my apprehension regarding the task ahead of me in revis ing the first edition. The research explosion in cognitive aging forced several major changes in content from the first to the second edition. Two chapters on learning and memory in the first edition were necessarily expanded to six chapters in the present edition. Similarly, the single prior chapter on percep tion and attention became two chapters, as did the single prior chapter on thinking. Another change from the first edition is in the addition of some review of the effects of abnormal aging on various cognitive processes, parti cularly in regard to memory functioning. To keep the revision within reason able length, some sacrifices had to be made. The multiple chapters on metho dology and theory in the first edition were condensed into the present, single chapter. However, the major topics from the first edition were retained and, in fact, added to by the inclusion of important topics and issues that emerged over the past eight years.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series."

ALOIS ANGLEITNER and JERRY S. WIGGINS The personality questionnaire has been with us for more than 60 years. It has been, and still is, the most popular method of personality assessment and it no doubt will continue to be so. The method has been sharply criticized since its inception (e. g. , Allport, 1921; Watson, 1933; Ellis, 1946; Janke, 1973), and this criticism is also likely to continue. The long-standing indifference of test con structors to criticisms of their craft is brought home by noting the similarities between objections raised many years ago and those that are offered today (Gynther & Green, 1982). Within this context, one might well ask why a book on personality questionnaires should appear at this time. Despite the centrality of the personality questionnaire to personality as sessment, there are, to our knowledge, no recent books on the general topic of personality questionnaires. There are of course books on specific instru ments (e. g. , Dahlstrom, Welsh & Dahlstrom, 1972, 1975), books on interpre tation of specific instruments (e. g. , Comrey, 1980), and books on specific is sues such as response styles (e. g. , Block, 1965). Although not specifically focused on personality questionnaires, Bass and Berg's (1959) Objective Ap proaches to Personality Assessment dealt with a number of issues that are cen tral to questionnaires.

Featuring contributions from some of the leading researchers in the field of SEM, most chapters are written by the author(s) who originally proposed the technique and/or contributed substantially to its development. Content highlights include latent variable mixture modeling, multilevel modeling, interaction modeling, models for dealing with nonstandard and noncompliance samples, the latest on the analysis of growth curve and longitudinal data, specification searches, item parceling, and equivalent models. This volume will appeal to educators, psychologists, biologists, business professionals, medical researchers, and other social and health scientists. It is assumed that the reader has mastered the equivalent of a graduate-level multivariate statistics course that included coverage of introductory SEM techniques.

Progress in understanding humor and developing a comprehensive, testable theory of humor has been slow in coming. Fortunately, we do not need to have at our command a thorough understanding of a phenomenon in order to make use of it. In Volume II, Applied Studies, of the Handbook of Humor Research, there is a movement away from theoretical issues that lay beneath humor and laughter as biological, psychological, and social acts. Rather than attempting to deal with the dynamics of humor-with why a particular situation or object elicits laughter-the chapters in Volume II explore humor and laughter as behaviors that are correlated with and have effects upon a great many other realms of social and psychological life. In this volume we explore the uses and consequences of humor. Joel Goodman is one of only a handful of individuals who teaches the development of humor, not for purposes of entertainment, but for the enhancement of human relationships. He has taught humor techniques to business executives and rank and file workers, teachers, medical and mental health practitioners, and government employees. In recognizing that humor is an important form of social communication, Goodman focuses on making conscious the often unthinking use of humor. What does a card-carrying comedian think of humor? More than you may have supposed. In Chapter 2, Stanley Myron Handelman likens humor to religion, a set of beliefs and a foundation for interpreting the cosmos.

The United Nations' designation of 1979 as the International Year of the Child marked the first global effort undertaken to heighten awareness of the special needs of children. Activities initiated during this special year were designed to promote purposive and collaborative actions for the benefit of children throughout the world. Michigan State University's celebration of the International Year of the Child was held from Septem ber 1979 through June 1980. A variety of activities focused attention on the multiplicity of factors affecting the welfare of today's children as well as the children of the future. Many people involved with the university were concerned that benefits to children continue beyond the official time allocated to the celebration. The series Child Nurturance is one response to this concern. The first five volumes of Child Nurturance reflect directly the activities held on the Michigan State University campus and consist of original contributions from guest speakers and invited contributors. Subsequent biennial volumes will present original contributions from individuals representing such fields as anthropology, biology, education, human ecology, psychology, philosophy, sociology, and medicine. We hope the material presented in these volumes will promote greater understanding of children and encourage interdisciplinary inquiry into the individual, family, societal and cultural variables which influence their welfare and development. We would . like to express both our thanks and our admiration for who not only typed the camera-ready copy for each of Margaret Burritt the volumes, but also served as general manager of the entire project."

"Models of Psychological Space" begins the reformulation of the construct of psychological space by bringing together in one volume a sampling of theoretical models from the psychometric, developmental, and experimental approaches. The author also discusses five general issues which cut across these three approaches; namely, age-related differences, sex-related differences, trainability, imagery, processing solutions, and the effect of stimulus dimensionality upon spatial performance. "Models of " "Psychological Space" provides an overview of a significant construct which has many researchable ideas, and which should be of interest to scholars from a wide range of disciplines.

The major portion of the investigations described in the present volume would never have been undertaken without the generous support of the Deutsche Forschungsgemeinschaft (German Research Society). During my professorship at the University of Marburg, I could not have carried on with my work in the psychology of language had it not been for the aid offered by this institution. Since these experimental investigations constitute the empirical backbone of the entire argument, I feel especially indebted to the Society. My warm thanks are also extended to the over two thousand subjects whose willing cooperation enabled my associates and myself to collect the body of data reported in these pages. I would like to thank the many parents, teachers, and school principals whose good will and collaboration were the prerequisites for conducting many of our experiments. The book also incorporates valuable contributions by my associates, insofar as my ideas and arguments bear the imprint of our joint work and discussion, to an extent that makes an accurate acknowledgement of each inspiration next to impossi ble. Giving them due credit, I would like to thank my assistants, the graduating students, and the student-aides back in Marburg and more recently in Mannheim."

Examines the importance of evolutionary biology for key issues in human development. Illustrates the power of socio- biological approaches in understanding developmental pheno- mena and their importance in generating new, empirically verifiable predictions.

Sample surveys provide data used by researchers in a large range of disciplines to analyze important relationships using well-established and widely used likelihood methods. The methods used to select samples often result in the sample differing in important ways from the target population and standard application of likelihood methods can lead to biased and inefficient estimates.

Maximum Likelihood Estimation for Sample Surveys presents an overview of likelihood methods for the analysis of sample survey data that account for the selection methods used, and includes all necessary background material on likelihood inference. It covers a range of data types, including multilevel data, and is illustrated by many worked examples using tractable and widely used models. It also discusses more advanced topics, such as combining data, non-response, and informative sampling.

The book presents and develops a likelihood approach for fitting models to sample survey data. It explores and explains how the approach works in tractable though widely used models for which we can make considerable analytic progress. For less tractable models numerical methods are ultimately needed to compute the score and information functions and to compute the maximum likelihood estimates of the model parameters. For these models, the book shows what has to be done conceptually to develop analyses to the point that numerical methods can be applied.

Designed for statisticians who are interested in the general theory of statistics, Maximum Likelihood Estimation for Sample Surveys is also aimed at statisticians focused on fitting models to sample survey data, as well as researchers who study relationships among variables and whose sources of data include surveys.

The Proliferation of Action Theories and Their Applications Jaan Valsiner and Louis Oppenheimer Our contemporary psychology becomes satiated by references to "action" and "activity. " Over the recent decade numerous theoretical perspectives have appeared. all of which operate with the notion of "action" (Ajzen. 1985; Eckensberger & Silbereisen. 1980; Keller & Reuss. 1984; Lantermann. 1980). each of which define it (see Oppenheimer. Chapter 1 of this volume). Likewise. the empirical literature in child psychology is filled with "action-theoretic" notions--facilitated by the ease of seeing children acting within their environments at a pace that surpasses that of even the most hyperactive adult! Of course. the empirical discourse in contemporary psychology is highly limited by its empiricistic emphasis. which dissociates empirical work from theoretically elaborate reasoning. At times. one can find in the literature an "anything goes" attitude--as long as the "umbrella" (theoretical) notion under which the given empirical study looks consensually respectable. the theoretical needs of "research" are satisfied. and psychologists can continue to accumulate "data" in their pursuit of "normal science. " The latter attitude to theory. of course, is but a convenient illusion. For any serious hope for progress in any discipline, the conceptual sphere must be explicitly developed further together with the empirical efforts. This sentiment led us to organize a symposium at the conference of the Society for Research in Child Development (SRCD) in Baltimore, Maryland, in 1987. The presentations at that symposium gave us the idea of editing a book on the origins of action.

Dreams seem the most private territory of experience. Yet Dreaming Culture argues they are a space in which we practice, consider, question, and adapt cultural models of the self, gender, sexuality, relationships, and agency. Through an innovative "dream ethnography" from college students in the northwestern U.S., this book contributes to recent research on dreaming and the brain in psychology and continuing research on dreaming and the self in clinical psychology and psychological anthropology. Dreaming Culture uses critical theory to understand power relations embedded in cultural models, a perspective often lacking in cognitive anthropology and in psychological studies of self and mind.

Shame remains at the core of much psychological distress and can eventuate as physical symptoms, yet experiential approaches to healing shame are sparse. Links between shame and art making have been felt, intuited, and examined, but have not been sufficiently documented by depth psychologists. Shame and the Making of Art addresses this lacuna by surveying depth psychological conceptions of shame, art, and the role of creativity in healing, contemporary and historical shame ideologies, as well as recent psychobiological studies on shame. Drawing on research conducted with participants in three different countries, the book includes candid discussions of shame experiences. These experiences are accompanied by Cluff's heuristic inquiry into shame with an interpretative phenomenological analysis that focuses on how participants negotiate the relationship between shame and the making of art. Cluff's movement through archetypal dimensions, especially Dionysian, is developed and discussed throughout the book. The results of the research are further explicated in terms of comparative studies, wherein the psychological processes and impacts observed by other researchers and effects on self-conscious maladaptive emotions are described. Shame and the Making of Art should be essential reading for academics, researchers, and postgraduate students engaged in the study of psychology and the arts. It will be of particular interest to psychologists, Jungian psychotherapists, psychiatrists, social workers, creativity researchers, and anyone interested in understanding the dynamics of this shame and self-expression.

About a decade ago we edited The Psychology of Humor. Besides the summary chapter and bibliography of about 400 items, the book contained eleven original papers that represented the state of knowledge at that time. We confess that it was not easy to fill that volume with first-rate contributions. In a few instances we invited contributors only on the basis of having heard through the grapevine that they were doing interesting work on humor. Our sources proved reliable and we were pleased with the results. We even made new friends as a result of these blind invitations. But the fact remains that in the early 1970s there was only a handful of social scientists studying humor and laughter. The history of humor research prior to the 1970s can also be characterized in terms of the short-term commitment to investigating humor among those who did venture out and try their hand at designing humor studies. For reasons that remain unclear, many investigators published only one or two humor studies before abandoning the area in favor of some other research domain. We have the impression that for decades social scientists have been very intrigued by the idea of studying humor. Psychologists have suspected for a long time that humor somehow is very important in the lives of people. We find laughter and humor occurring almost wherever we find people engaged in social interaction.