The Behavioral Neuroscientist and Comparative Psychologist Division 6 — American Psychological Association

VOLUME 15 • NUMBER 2 • Fall 2000

MESSAGE FROM THE PRESIDENT In This Issue Message from the President 1 by Herbert Roitblat Nominations Sought 2 The Evolution of 3 I am honored to be able to serve as IJCP Invites Manuscripts 6 the Divisional President for 2000-2001. Division 6 Award Recipients 6 I thought that I would take this Welcome to New Officers 7 opportunity to tell you some of the New Division 6 Award 7 why I am personally involved in the Council Rep’s Report 8 governance of the Division and in APA in APA 2K Photos 9 general. Basically, it is because I believe Nomination Ballot 10 in the efforts made on our behalf by APA, because it allows me to return to the community some of the benefits I had as a DIVISION developing scientist, and because it is a way of ensuring a future for an enterprise that I believe to be important. It will not be very surprising to the regular readers of this newsletter to 6 learn that APA spends far more on scientific activities than it receives in dues from its scientific members. APA has been working diligently to support science both AMERICAN within the organization and to other organizations on the outside. PSYPSYPSYCHOLCHOLCHOLOGICALOGICALOGICAL One of the key advocacy issues at the time of this writing is the formula- ASSOCIATIONTIONTION tion of new regulations governing the pain and suffering of animals used in research—the USDA Pain and Distress Classification System. Another important and current advocacy issue concerns the definitions of animals to be covered under the animal welfare act. The Alternatives Research & Development Foundation (ARDF), brought suit against the Department of Agriculture (ARDF vs. Glickman) seeking to include rats, mice, and birds in the enforcement of the Animal Welfare Act. APA is at the center of both of these issues advocating for our interests. It should be obvious that the regulations that will eventually emerge in these and related issues will have profound implications for the conduct of research and for research support. If you care about issues like these there are important things you can do. The first, is to show your support for APA on these matters. Part of APA’s clout

Continued on page 7

Page 1 Division Officers and Committees 2000-2001 The Behavioral Neuroscientist and Comparative Psychologist is the official newsletter of Division 6 — Behavioral Neuroscience and Comparative Psychology President: Herbert Roitblat — and is published 3 times a year in winter, spring, and fall. Mailing addresses University of Hawaii used are those appearing on the official APA roster and a separate Division roster. [email protected] Corrections and changes of address should be sent directly to the APA Directory President Elect: David C. Riccio Office, 1400 North Uhle St., Arlington, VA 22201, and to Fred Helmstetter (see Kent State University below). [email protected] As the official newsletter of Division 6, BNCP publishes official business, committee reports, news items, job announcements, information on technical Past President: Michael Domjan issues, topics of current interest, and information about the professional activities of University of Texas Division 6 members. News items and articles should be submitted to the Editor at [email protected] the address below (preferably by email). Paid advertisements are not officially endorsed by Division 6. The Editor welcomes comments and suggestions for ways Secretary/Treasurer: James Grau in which BNCP can better serve the needs of the members. The preferred method Texas A&M University of submission is by email. [email protected] Deadline for the receipt of news items and other articles for the next issue is Council Representative: MaryLou Cheal December 15, 2000. Items should be sent to: Arizona State University Fred Helmstetter [email protected] Department of Psychology Members-at-Large PO Box 413 Alan C. Kamil University of Wisconsin-Milwaukee University of Nebraska Milwaukee, WI 53211 [email protected] [email protected] Thomas Zentall University of Kentucky [email protected] NOMINATIONS SOUGHT: PRESIDENT- Chair of Membership & Growth Committee: Ruth Colwill ELECT & MEMBER-AT-LARGE Bown University [email protected] It’s that time of year again! Time for your help in generating nominations for officers in Division 6. Two positions on our Executive Committee will need Chair of Fellows Nomination Committee: to be filled this coming year – President-Elect and Member-at-Large. The new Alexandria Logue President-Elect will serve for three years, starting at the close of the 2001 Annual Baruch College Meeting. The elected individual will hold consecutively the positions of Presi- [email protected] dent-Elect, President, and Past President during his/her term of office. Our current President-Elect, David C. Riccio, will assume the role of President after Chair of Program Committee: August 2001. The new Member-at-Large will also serve for three years begin- Peter Balsam Columbia University ning in August 2001 and will replace Thomas Zentall who has served in this [email protected] position since 1998. Our other Member-at-Large is William Timberlake who will serve until August 2003. Chair of Awards Committee: Duane Rumbaugh We ask that you submit your nominations by February 1, 2001. Please list Georgia State University up to three individuals on the enclosed ballot, in order of preference, for each of [email protected] the positions. You may send the ballot by U.S. mail or by FAX, or you may send a list by e-mail. All nominations should be directed to Jim Grau (address appears Newsletter Editor: on the last page of the newsletter). Once our nominations are received, a division Fred J. Helmstetter University of Wisconsin-Milwaukee slate will be generated and sent to the APA Elections Office. In turn, APA will [email protected] send election ballots to all APA members who are members of Division 6. As in the past, we anticipate an enthusiastic response to our request for nominations. Division Historian/ Archivist: Look for the nominating ballot on the back cover (page 10) of this newsletter and Donald A. Dewsbury University of Florida look for the APA Division 6 ballot in your mailbox sometime in April. [email protected]

Page 2 In the early seventies, when I was a THE EVOLUTION OF LEARNING1 young lad still new in the discipline, Pat Bateson called my attention to Martin Wells’ suggestion that Pavlovian conditioning had Bruce R. Moore2 evolved from . It was one of those moments that make lasting impres- sions. I realized that, unconsciously, I had always treated each form of learning as a separate creation, much as species were treated by pre-Darwinian biologists. That was very much in the zeitgeist—but impossible to defend, because one knows that just as species evolve from other species, organs from other organs, and instincts from other instincts, so also biological processes (like learning) typically evolve from similar, simpler processes. Sensitization was clearly the obvious source for Pavlovian conditioning. But my next reaction was, “Why stop there?” In the long run, with some effort, we should be able to figure out the evolutionary origins of almost every kind of learning. And if so, we might some day join them together and start reconstructing a great, branching, hierarchical tree, an evolutionary tree, which might eventually link all forms of learning and conditioning. And that could provide (at last) a proper evolutionary framework for a truly comparative study of learning. To find a precursor for each kind of learning, one would look for some simpler kind of learning that differed in just one way. And that way would have to be plausible as an evolutionary step: not too complicated, potentially adaptive, and compatible with comparative data. Of course, not every learning process had been identified, or defined clearly and correctly. So, altogether, this was not to lead to instant publications. It became a long-term project; it required someone young. To illustrate the approach, let us consider the evolution of movement , which can be defined as the non- reinforced copying of novel responses. That definition filters out most of the dozen simpler processes that often mimic imitation (simple maturation, local and stimulus enhancement, audience effects, behavioral contagion, environmental aftereffects of another’s performance, artifacts of following, Pavlovian, instrumental, and observational conditioning, circular reactions, and percussive mimicry). In eliminating those processes, the definition also rules out many shaky claims of imitation—in newborn infants, cats, rats, starlings, pigeons, and quail, not to mention slithey toves, snarks, and boojums. What creatures can imitate novel responses, without reinforcement? Humans about nine months or older and great apes, dolphins, and, surprisingly, parrots. Mimetic Learning in parrots Figure 1 shows my late friend Okíchoro (Keech, for short), an African grey parrot (Psittacus erithacus) who imitated at least sixteen human movements (Moore, 1992). Whenever I left the bird’s room, I waved good-bye and said, “Ciao.” In Fig. 1A, he is waving and saying “Ciao”; in Fig. 1B he is doing the same, but waving his wings instead of a foot. I sometimes said, “look at my tongue,” and showed it; in Fig. 1C, he is saying and doing that. I said “turn” Fig. 1. Examples of imitation of human movements by a parrot. While while rotating 360 degrees; he is doing that performing these actions the birds said: “ciao” (A and B), “look at my in Fig. 1 D. I often said “peanut” while tongue” (C), “turn” (D), “peanut” (E and F), “whoops, dropped the peanut” offering him one; in Figs 1E and F he is (G and H), “[head] shake” (I and J), “nod” (K), and “heads up” (L). The saying “peanut” while holding up and nibbling response (F) occurred only as a sequel to (E) and may have been nibbling an imaginary nut. Whenever he self-imitative (Moore, 1992). dropped a nut, I picked it up, and said, Continued on page 4

Page 3 “Whoops, dropped the peanut”; in Figs. 1G and H he is imitating that. In Now, how is it that parrots can Figs. 1I and J he is saying “shake,” while shaking his head; in Fig. 1K he is imitate when most other creatures can not? It nodding and saying “nod.” In Fig. 1L he is raising his head and saying, cannot be mere coincidence that the only “heads up.” He copied other combinations of words and movements, e.g., a birds known to copy movements just happen subtle upward head rotation (“microphone”), a slow, unilateral head turn to be those best at copying sounds. It seems (“ready”), and a slight shoulder movement (“jump”). There was also likely that movement imitation in parrots “Remember Lloyd Morgan, don’t forget,” emphasized by two admonishing evolved from vocal mimicry, a far more strokes of the finger—well, foot. common process in birds. More dramatically, he sometimes synchronized imitative move- There is one minor problem, how- ments with vocal mimicry by walking in place while mimicking the sounds ever: These two processes differ in two ways, of my footsteps, or by making knocking movements in mid air with a foot one sensory and one motor. The sensory (or beak) while vocalizing appropriate sounds. difference is that vocal mimicry involves In most cases he announced in plain English (or Italian, or Yiddish) auditory models, and movement imitation exactly what he was imitating. Not all of his responses were novel, but visual models; the motor difference is that many were. Further, there was no possibility of even social reinforcement vocal mimicry involves vocal muscles, and because no one was present when he performed. So this was true imitation. movement imitation, non-vocal muscles. Therefore, if movement imitation did evolve Surprisingly, he also showed cross-modal imitation. That is, he from vocal mimicry, it had to do so in two was able to imitate using responses that he could not see himself perform, steps, which means that there had to be an such as “nod,” “shake,” and “heads-up” (Figs 1 I-L), and also “micro- intermediate process—a missing link. One phone” and “ready.” can deduce that in the new process parrots would use non-vocal muscles to copy sounds, and Keech sometimes did precisely that. He sometimes copied the sound of my knocking on his door by banging on things with the top of his beak or head—neither of which I had done. My graduate student, Patricia Cole, has replicated the effect with a second Grey parrot. I call this new form of learning percussive mimicry. I think that there is a simple evolu- tionary sequence linking five different forms of mimetic learning in parrots: Song learning -> Vocal mimicry -> Percussive mimicry -> Movement imitation -> Cross-modal imitation. Primitive song learning is highly constrained. Birds of some species can reproduce only sounds of a certain frequency range, duration, or phrasing, as documented by William Thorpe and others. But, as Peter Slater has pointed out, mere relaxation of such constraints would transform song learning into Fig. 2. Hierarchical relationships between various forms of learning and vocal mimicry. A change from using vocal to conditioning in vertebrates. In each case, a small modification of the source non-vocal muscles would transform vocal process would produce the next-higher form of learning. Horizontal arrows are mimicry to percussive. A change from used instead of vertical lines where one process is a special case of another. auditory to visual models would produce movement imitation, and imitating movements Taxonomic groups, where given, indicate populations in which particular forms of without visual feedback (God knows how) learning may have evolved (Moore, 1996). would give cross-modal imitation.

Page 4 The proposed sequence is entirely compatible with learner’s body through the response, as when we teach comparative data. That is, no species shows any of these children to hold pencils and form letters. That is like skill processes without also showing its hypothesized precursor. learning except that the origin of the response is external Thus, several hundred species of birds are capable of song rather than internal. Putting through could be considered learning. The vocal mimics are a subset of the song the highest level of instrumental learning. But it is also the learners. The percussive mimics are a subset of the vocal lowest level of imitative learning, because in putting mimics, and the movement (and cross-modal) imitators a through you copy a movement that you have seen and felt subset of them. your own body make—and that amounts to self imitation. Mimetic Learning in hominoids (That insight was not mine, alas, but I have searched in vain for its author. If anyone can tell me who that was, I would Great apes are also good at movement imitation, be grateful.) naysayers notwithstanding. Chimpanzees have been reported by many credible researchers (e.g., Furness, Kohts, Now, what are the small transformations that Kohler, Hayes and Hayes) to have imitated the use of underlie this sub-sequence? Donald King pointed out some screwdrivers, brooms, scrub brushes, spades, trowels, years ago that both instrumental and imitative learning hammers and nails, keys and locks, drills, paint brushes, might require stimulus matching. The essence of the pencil sharpeners, sand paper, dust rags, window sprays, progression in question, I believe, is a progressive loss of cigarettes, and even eyebrow tweezers. stimulus support. When one uses skill learning to copy a previous response, one can use any of three forms of Orangutans are also masters of imitation. Anne stimulus matching: kinaesthetic, other proprioceptive, or Russon of Toronto’s York University has video-taped visual. When one learns by putting through, one loses the orangs (raised by humans) sawing lumber, scraping bark possibility of kinaesthetic matching, but retains other from saplings, sharpening tools, washing laundry, applying proprioception and vision. And with movement imitation, lotion, and paddling boats. One even pulled the starting one loses all proprioceptive matching, and retains only cord of an outboard motor. These responses are unambigu- visual. ously novel. Orangutans rarely do such things in the wild. The final step involves cross-modal imitation, The imitation of great apes is almost certainly where one can not even get a visual match because one can unrelated to that in parrots. So where did it come from? I not see what one is doing. Piaget explained that young think that it came from instrumental learning. Consider the children learn to do this after coordinating visual and tactile following sequence: matching. The child goes through a stage of touching its Thorndikian conditioning -> mother’s nose, eyes, ears, mouth, etc., and then finding its -> own corresponding parts by touch. The process is some- Skill learning -> times initiated by the mother instead of the child (personal Putting through -> communication, Elizabeth Coscia, 1999). In either case, Visual movement imitation -> the infant learns to find its unseen parts and can thereafter Cross-modal imitation. use them in cross-modal imitation. Thorndikian conditioning involves elicited, spe- In summary, just five steps build a bridge between cies-typical responses, whereas Skinner’s operant condi- the simplicity of Thorndikian conditioning and the com- tioning involves non-elicited, novel ones. Sherrington’s plexity of cross-model imitation: classic book ends by describing the emergence of novel o first, the transition to novel responses, responses as one of the great achievements of the vertebrate o then a switch to intrinsic reinforcement, nervous system. Their emergence may have taken mil- o a loss of kinaesthetic matching, lions—perhaps tens of millions—of years. But their o a loss of all proprioceptive matching, eventual availability would have transformed Thorndikian o and, finally, the use of visuo-tactile matching. conditioning to operant. Complex operant learning occur- This sequence is very different from that attributed ring without extrinsic reinforcement would be called skill to parrots, which implies that imitation has evolved at least learning—as when we learn to serve a tennis ball, shoot twice. There are many reasons for thinking that imitation is pool, or use a clutch. What probably happens there is that radically different, and did evolve independently, in parrots we use intrinsic, rather than extrinsic, reinforcement. When and hominoids. And that should hardly be surprising since one makes progress on some skill the outcome is satisfying, their last common ancestor was a very primitive reptile that and one tends to repeat whatever one did that was right. lived 300 million years ago, and 100 million before the first Putting through is like skill learning except that dinosaur. someone else helps out initially by molding or guiding the Continued on page 6

Page 5 Continued from page 5 The fact that psittacine and hominoid imitation CONGRATULATIONS, evolved independently does not mean that they are entirely unrelated. While far from homologous, they share a very AWARD RECIPIENTS! distant, ancestor: Garcia conditioning, as shown in the evolu- tionary tree in Fig. 2 (from Moore, 1996). The Awards Committee, Chaired by Meredith The tree has grown considerably since that chapter West, made three awards this year. The recipients were was published, and a book-length manuscript is nearing announced at the Division 6 Business Meeting at the completion. It has been delayed by microscopic grants, high APA convention. teaching loads, and possibly shrinking telomeres. But, with The Brenda A. Milner Award was given to Lou luck, it may reach closure before, instead of after, the once- Sherburne for her paper, “Timing in pigeons: The young lad hits the age of forced retirement. choose-short-effect may result from pigeon’s confusion between delay and retention intervals.” Psychonomic Bulletin & Review, 1998, 5, 515-522. This award is given Suggested Readings each year to recognize an outstanding paper in the field Moore, B. R. (1992). Avian movement imitation and of behavioral neuroscience or comparative psychology a new form of mimicry: Tracing the evolution of a complex written by a member of Division 6 who is within five form of learning. Behaviour 122, 231-263. years of having received the Ph.D. Moore, B. R. (1996). The evolution of imitative The F. A. Beach Comparative Psychology learning. In C. M. Heyes & B. G. Galef, Jr. (Eds.), Social Award was given to Nicola S. Clayton and Anthony Learning in Animals: The Roots of Culture (pp. 245-265). Dickinson for their paper, “Scrub jays (Aphelocoma London: Academic Press. coerulescens) remember the relative time of caching as well as the location and content of their caches,” Journal of Comparative Psychology, 113, 403-416. This award is 1 This is a condensed version of a talk given at the Symposium given each year to recognize the best paper published in on Evolutionary Cognition at the 108th Annual A.P.A. Con- the Journal of Comparative Psychology. vention, August 4, 2000, Washington, D.C. The D. G. Marquis Behavioral Neuroscience 2 e-mail address: [email protected] Award was given to Patricia E. Sharp for her paper, “Subicular place cells expand or contract their spatial IJCP INVITES MANUSCRIPTS firing patterns to fit the size of the environment in an open field, but not in the presence of barriers: Compari- son with hippocampal place cells,” Behavioral Neuro- by Mauricio Papini science, 113, 643-662. This award is given each year to recognize the best paper published in Behavioral Neuro- This is a cordial invitation to all Division 6 members to science. consider the International Journal of Comparative Psychology Honorable mention for the F. A. Beach Compara- (IJCP) when preparing your next manuscript. The IJCP pub- tive Psychology Award went to Klaus Zuberbuehler, lishes studies on the evolution and development of animal Dorothy L. Cheney, and Robert M. Seyfarth for their behavior, including humans. Articles based on experimental or paper, “Conceptual semantics in a nonhuman primate” descriptive research procedures, carried out in laboratory, semi- Journal of Comparative Psychology, 113: 33-42, and natural, or natural settings, and involving mechanistic, develop- Lucia F. Jacobs and Michael W. Shiflet for their paper, mental, functional-adaptive, or evolutionary heoretical ap- “Spatial orientation on a vertical maze in free-ranging proaches are welcome. Articles may include a single study or a fox squirrels (Sciurus niger). Journal of Comparative series of related studies. Papers developing original theoretical Psychology, 113: 116-127. models of behavior and brief reports (4000 words) will also be considered. Articles reviewing a particular area of research will The Executive Committee of Division 6 voted to be occasionally accepted for consideration. Send 4 copies of establish a new award for sustained distinguished scien- your manuscript (APA format) and a cover letter with the name tific contributions to Behavioral Neuroscience and and address (with e-mail) of three potential reviewers to: Comparative Psychology. This award will be knows as Mauricio R. Papini, Editor. International Journal of Compara- the D. O. Hebb Distinguished Scientific Contributions tive Psychology. Department of Psychology. Texas Christian Award. University. Box 298920. Fort Worth, TX 76129 U.S.A.

Page 6 Continued from page 1 academic to make myself known to the community. comes from having a very large membership base. The more APA journals are universally acknowledged to be scientists who participate in APA (I know that it is expensive, among the most important in their field. APA conven- but there are discounts for members of other scientific societ- tions, although sparsely attended by our scientific ies), the larger our clout. I know that there is a tendency to say colleagues are also the site of first rate presentations on that APA will do the same advocacy role whether I pay my a variety of scientific topics. Almost all of the presenta- individual dues or not, but that is just abrogating ones respon- tions are invited and a large majority of them are by the sibility. The second thing one can do is to make your voice true stars of our fields. They not only provide opportuni- heard in Washington directly. Government organizations, like ties to talk to one another, they also provide an opportu- the USDA, respond directly to the public input they receive. nity to talk to policy makers and investigators from That means that any group that has an organized voice is other areas of psychology. Now I have the opportunity likely to have more say in determining the outcome of regula- to help other up and coming investigators. Among tory considerations than a group without organization. Let me these, the most prominent opportunity I have to support quote from a recent email from Nancy Dess, APA Senior our future is through the educational activities of APA Scientist: and the Division’s awards program. By taking responsi- The scientific voice is one of many that government agencies bility, I like to think that I am returning something of the hear, and it is often not the loudest or most persuasive one. value I received from the organization while I am … some scientists learn early to embrace their role as stewards of science–to make long-term contributions to helping to build the future of our field. science’s vitality through teaching, public outreach, policy APA is the strongest voice in Washington involvement, and so on –but may do not. Plenty figure arguing for the necessity and value of animal behavioral someone else will do it, that it is more important to get one and neuroscientific research. No other organization, so more journal article out. The activist vigor of scientists for far as I am aware, exerts as much effort, spends as much science and the public good is far exceeded by the activist money, or is as effective as the American Psychological vigor of anti-science, antivivisectionist, anti-intellectual Association. These advocacy efforts are absolutely groups for their causes…Our best hope for effectively crucial to the conduct of our science. countering groups opposed to scientific progress is to change that. By being a member of APA and the Division you show your support for these efforts. By persuading I participate in APA as part of my role as a steward of science. your colleagues to also join you enhance our voice. My second main for participating in APA is Supporting APA is both a pleasure and a responsibility. more personal. APA gave me opportunities as a young NEW DIVISION 6 AWARD WELCOME TO NEW OFFICERS by Duane Rumbaugh, Awards Chair by James Grau The D. O. Hebb Distinguished Scien- Herbert Roitblat is our new President. Many thanks to tific Contribution Award honors a psycholo- Michael Domjan for his efforts over this last year and congratulations gist who has made distinguished theoretical or to our new President-Elect, David Riccio. empirical contributions to basic research in As President-Elect, Riccio has enlisted the assistance of behavioral neuroscience and/or comparative Karen Hollis (Awards), James Brennan (Fellows), Nancy Dess psychology. The recipient is expected to (Membership), and Roger Mellgren (Program). Each will serve as present the D. O. Hebb Award Distinguished Chair-Elect over the coming year. Current Chairs are Duane Scientific Contribution Award Lecture at the Rumbaugh (Awards), Alexandra Logue (Fellows), Ruth Colwill APA convention, San Francisco 2001, and will (Membership), and Peter Balsam (Program). Thanks to our Past be presented with a plaque prior to the lecture. Chairs, M. West, T. Schallert, M. Papini, and E. Hull. Nominations should be addressed to MaryLou Cheal will continue on as our Council Representa- Duane M. Rumbaugh, 2717 River Summit tive. William Timberlake was elected to the Member-at-Large Lane, Decatur, GA 30034. Letters of nomina- position held by Alan Kamil who had served since 1997. Thomas tion should incude a brief summary of the Zentall will serve as our other Member-at-Large one more year. We candidate’s major contributions. Selection will are currently seeking nominations to fill this position (see page 10). be made by the Executive Committee of Jim Grau will continue to serve as our Secretary/Treasurer Division 6, acting upon recommendations made and Fred Helmstetter will edit the newsletter and maintain the Divi- by the Awards Committee of that division. sion 6 website. Special thanks to Fred for keeping the newsletter going.

Page 7 REPORT TO DIVISION 6 ON governance. Policy & Planning Committee COUNCIL MEETING, will have one member who is serving for his/ AUGUST, 2000 her first or second term on council. by MaryLou Cheal 6. The new fellows nominated by Div. 6 Council met on the day before the convention and on the were approved by Sunday during convention. A wide variety of topics was council: David Crews, covered. Ones that may be of interest to the members of Sheri Berenbaum, and our division are presented below. Elaine Hull. 1. As usual Ray Fowler gave an update on the 7. Council voted to establish a Task Force to examine organization. membership: retention and recruitment. a. The APA Web site is very popular; there are 20 million hits per month. 8. Council voted to combine Finance and Investment b. The new APA/Oxford University Press Encyclo- Committees for more efficient overall handling of finances pedia of Psychology has been released and sales are of the organization. going well. There have been 3000 copies sold, bringing 9. Council voted to use $25,000 from the 2000 in $2.4 million in revenue. I had an opportunity to contingency funds and to budget hereafter $100,000 per examine it at the exhibits, and if your university has not year to expand the Scientific Press Releases. This will help gotten a set, you may wish to encourage them to do so. It to focus attention on the important research that is pub- covers many areas of psychology and was written by the lished in the APA journals. key people in each field. 10. Council voted to approve adding $150,000 to the c. APA has been named a consultant to the United 2001 budget and $350,000 to the 2002-2004 budgets for Nations. full funding of the Academic Enhancement Initiative. 1. The Education Directorate stressed the impor- Contact Merry Bullock of the Science Directorate for tance of their directorate for Science divisions because further details. This initiative is to fund: most scientific psychologists are involved in education. a. Advance Training Institutes, such as the one on 2. A new Congressional Fellowship for a midcareer functional magnetic resonance imaging that was held in psychologist who wants experience in the public arena June, 2000. was established. Applications are due December 15th. b. Early Career Awards for ethnic minority faculty Contact the APA office if interested. c. Summer Science Institute d. Preparing Future Faculty Program 3. The new 501.C organization that was established e. Research Development Conference in February has been named the American Psychological Association Practice Organization. This is separate from f. Academic Career Workshops the Practice Directorate. This organization will be free to g. Staff Director of Outreach raise money for lobbying for the practice constituents. h. Promotional materials for Outreach, and temporary This helps science because it allows more lobbying by staff support the science contingent and does not involve any expense 1. Council approved allocating $12,400 from the to APA. contingency fund to support two meetings of the Task 4. Council approved recognition of Behavioral Force on Advertising and Children to study the impact of Psychology as a specialty in Professional Psychology. advertising on children and to recommend potential roles This was supported by Division 25, whose name was for psychologists related to advertising and children. recently changed from Experimental Analysis of Behav- 2. Council approved including $26,000 in the 2001 ior to include the practice contingent that has always budget to establish a cross-constituency Ad Hoc Committee contributed members to the division. on End-of-Life issues to study the opportunities for re- 5. Council voted to increase opportunities for search, training, education, practice, and development of newcomers on council by asking governance groups to public policy on these issues provide opportunities for newcomers to participate in

Page 8 3. And finally, at the end of the meeting, Council voted to approve the 2001 preliminary budget, and to include a small dues increase. It was decided to implement yearly (but must be voted yearly) small increases that would be tied to the consumer price index. This results in a $4 increase per member in 2001. All in all, I think this was a good year for the science constituency of APA. The approved items resulted in $4.3 million for the Science Directorate per year.

APA 2K DIVISION 6 HIGHLIGHTS

WANTED: Reviewers for JOURNAL OF COMPARATIVE PSYCHOLOGY We are updating our reviewer base and invite people interested in reviewing to send us an e mail at [email protected] or a note to MJW at Dept. of Psychology, IU, Bloomington, IN 47405. We need reviewers in many areas and issue a special invitation to new or almost PhD’s to get involved in the peer review process. Thank you!...... Meredith West, Editor.

Page 9 NOMINATION BALLOT

List your nominations for the offices of President-Elect and Member-at-Large in order of preference. See the APA Directory or visit our website (http://www.apa.org/divisions/div6) for a listing of Division 6 members.

President-Elect Member-at-Large 1st Choice ______1st Choice ______2nd Choice ______2nd Choice ______3rd Choice ______3rd Choice ______

Mail, FAX, or e-mail your nominations to: James W. Grau, Ph.D. Department of Psychology Texas A&M University College Station, TX 77843 FAX: 979 845-4727 e-mail: [email protected]

Nominations must be RECEIVED by February 1, 2001.

Fred J. Helmstetter, Editor BNCP Department of Psychology University of Wisconsin-Milwaukee PO Box 413 Milwaukee, WI 53201

ADDRESS SERVICE REQUESTED

Page 10