April 2011

AMERICAN

PSYCHOLOGICAL

ASSOCIATION

Division Five: Evaluation • Measurement • Statistics NEWSLETTER VOL XXXIII. NO 2 President’s Message

Since taking over the reins from Irv Wiener methods within Division 5. For these at the August meeting, I have worked issues, we dedicated the afternoon to to continue many of the initiatives that allow plenty of time for discussion and prior leadership began (e.g., welcoming input from all members of the EC. All who qualitative methods into Division 5). As attended this year’s mid-year meeting agree inside I outlined in my October that we engaged in a very column in the Score, I have thoughtful and productive Instructor’s Corner...... 4 begun complementary discussion of these issues, initiatives to help Division which included a wide- Division 5 EC Midyear 5 to be in good health and ranging discussion of the Meeting Minutes...... 5 in a good position to move overall mission, general forward. At the mid-year goals, and core values of Students’ Corner From Practice to meeting, which was held our division. Publish...... 10 March 5th in Kansas City, the Executive Committee B y w a y o f q u i c k Initiatives for Students met to review the activities background, Division 5 was and ECPs...... 12 of all the committees. In approached in 2007 under the following, I report Neal Schmitt’s term as What’s New...... 14 on the outcome of the President to see if Division mid-year deliberations and 5 would be an appropriate Upcoming Div. 5 discussions. Jim Bovaird’s home for a section that Sessions at 2011 column will provide a would house the Society Convention...... 15 summary of the individual for Qualitative Inquiry. February 2011 Council committee’s activities in Todd D. Little We were approached of Representatives this issue of the Score, so I President, Division 5 because the APA council Report...... 16 will only highlight selective of representatives did not features of their reports as feel this group warranted New Column!...... 19 they pertain to my stated initiatives. a Division of its own and, seeing some overlap in terms of the study of the methods Advertise in Before I delve further, I want to express my by which psychologists gather and evaluate the Score...... 23 sincerest appreciation for the dedication, systematic data, this group was encouraged effort, and collegiality of the members to contact us. Division 5 leadership has of the EC. We have a truly stellar cast of supported this discussion because then players on the EC. Division 5 is in great as well as now, our division is committed hands. A thank-you from me is hardly to incorporating qualitative methods into adequate. our portfolio of scientific tools. We have devoted hundreds of hours of EC members’ Welcoming Qualitative Methods time to this cause, including discussion time in Division 5 at EC meetings and participation in various In addition to the committee reports, two task forces. In the intervening years, we important reports were discussed in detail have also dedicated more than six hours at this year’s meeting, both of which continued on p. 20 pertain to the role and place of qualitative

©2011, Division 5, American Psychological Association. All rights reserved. 2 April 2011

The Score is the official newsletter of APA Division 5—Evaluation, Measurement, and Statistics—and is published quarterly in January, April, July and October. In keeping with this mission, the Score pub- lishes the division’s business meeting minutes, committee reports, and announcements. http://www.apa.org/divisions/div5/

In addition, where appropriate and space permits, short articles Division 5 Officers and Committees (800–1000 words) on technical issues and professional activities of Di- vision 5 members, or on topics of current interest may be accepted. Brief announcements and calls for presentations related to conferences or Officers meetings of particular interest to Division 5 members may also qualify. Executive Officers: Members-at-Large to the Submissions should be sent to Score Editor, Julie Lackaff: julie.lackaff@ President Executive Committee pearson.com. Todd D. Little Lesa Hoffman [email protected] [email protected] President-Elect Submission deadlines are one month prior to publication: March Thanos Patelis Marcia Andberg [email protected] 1 for the April issue, June 1 for July, September 1 for October, and [email protected] December 1 for January. Past President Patrick Shrout Irving B. Weiner [email protected] [email protected] The Score is published solely online and distributed via e-mail Representatives to APA Treasurer notification. Division 5 members receive the e-mail notice through the Council Division 5 DIV5ANN email listserv (see the box below). Barbara M. Byrne Gwyneth M. Boodoo [email protected] workboodoo@ Guidelines for advertising appear elsewhere in this issue. Paid Secretary optonline.net James A. Bovaird advertisements are solicited from a variety of sources and are not officially [email protected] Abigail T. Panter endorsed by Division 5. [email protected]

Guidelines for the “What’s New?” column are provided with the column. Committees Elections Fellowship Urgent announcements should be submitted to the Division 5 Irving B. Weiner, Chair Gregory J. Meyer, Chair e-mail lists, described in the box below. [email protected] [email protected] Gwyneth M. Boodoo Herman Aguinas workboodoo@ [email protected] optonline.net Deniz S. Ones Neal Schmitt [email protected] [email protected] Program Historian Stephen N. Strack, Chair E-mail Lists Gary J. Robertson [email protected] [email protected] Lesa Hoffman Keep up with the absolute latest Division 5 news through [email protected] Membership its two e-mail lists. Carolyn J. Anderson, Co-Chair Carol Woods [email protected] [email protected] DIV5 serves as a vehicle for discussion among members Deborah L. Bandalos, Co-Chair Assessment on topics related to evaluation, measurement statistics, [email protected] Susana Urbina, Chair and assessment. Noel A. Card [email protected] [email protected] John A. Schinka [email protected] DIV5ANN is used exclusively for announcements from Public Affairs & International Division leadership, such as convention or workshop Nathan Kuncel, Chair Ginger Calloway information or policy changes. This is a “one-way” list that [email protected] [email protected] does not support listwide replies (that is, it is not structured Frederick T. L. Leong Diversity [email protected] Lisa L. Harlow, Chair to support discussion). Leigh Wang [email protected] [email protected] Frank C. Worrell To subscribe to either or both lists, send the following Website [email protected] message to Mark Daniel, E-mail List Moderator Eun-Young Mun [email protected] [email protected] [email protected]: Alan Reifman, Website Editor Newsletter [email protected] Julie Lackaff, Editor SUBSCRIBE DIV5ANN John Doe [email protected] Awards Michael Edwards, Thanos Patelis, Chair SUBSCRIBE DIV5 John Doe Associate Editor [email protected] [email protected] (change “John Doe” to your name) Lesa Hoffman Nikki Bishop-Kallmeyer, [email protected] Associate Editor If you have any questions, contact Mark Daniel at Patrick Shrout [email protected] [email protected] Early Career Psychologists Network [email protected]. Kimberly Vannest [email protected] HUMRRO_CMYK_05_01_10 [IO-OB_wBleed].pdf 2/17/2010 6:53:43 PM

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Instructor’s Corner

The focus of this new column is to inform and educate Division 5 members on topics of interest. Each issue will contain a column written by a member with expertise in a particular area. The intent is to further educate Division 5 members on topics pertaining to evaluation, measurement, or statistics. If you have a topic you would like to write about for an upcoming issue, please contact Julie Lackaff at [email protected].

The Cave of Truth By P. Wesley Schultz

At our core, scientists are miners. Like the miners of old—with their provide a detailed route and map so that other miners can verify black-smudged faces, heavy picks and shovels, and lamps—we are the finding. prospectors, seeking our fortunes beneath the earth’s surface. In the early days of the cave, there were nuggets to be found As an academic psychologist, I work each day in a cave beneath the everywhere. Early miners in the cave poked around the entrance and earth. The existence of the cave has been known for at least several uncovered large nuggets of Truth. Their discoveries and exploration hundred years, and some date it back to the days of Plato and the didn’t require much in the way of tools or technology, and the ancient Greeks. Some doubt that it even exists, but I can tell you early explorers in the cave were quick to discover rich troves of from experience, it is in this cave that I seek my bounty. knowledge. Today, many of these early discoveries are salted along the path for novice students in laboratory It’s not gold, or gems, or precious stones that I classes to uncover in their lessons. seek, but Truth. Nuggets of knowledge; eternal veracities and Truths about the universe and As the tools of the discipline advanced over the human mind. As psychologists, we search the years, it became possible to discover for Truths about human behavior. These Truths ever-smaller nuggets of Truth. Precision of exist as nuggets, strewn throughout the cave. measurement, blazing-fast computers, and Some are just lying on the floor of the cave, new statistical techniques have allowed the waiting to be discovered. Others are buried deep mining community to uncover ever-smaller in the walls of earth. Our job—indeed, our life’s nuggets. Even areas once thought to be work—is to uncover these nuggets of Truth and fully excavated have revealed new Truths expose them for all to see. Our discoveries are in recent years. publicized in peer reviewed journals, textbooks, and professional conferences. Despite our many discoveries, the cave is yet to be fully explored. With the passage of Our work is aided by the use of many tools. Unlike the pick time, new branches of the cave are uncovered, and new areas open and shovel of miners from days gone by, our tools are more for exploration. The reaches of the cave are largely unknown, and sophisticated. There are technological devices for extracting, for the miner, there is an ever-present hope that today will bring synthesizing, and isolating basic psychological processes. Some the mother load. Just inches from the surface lies a jewel-studded nuggets are too small to be seen with the naked eye, and they require cavern, with walls radiating light reflected from the nuggets. And precise measurement tools to be detected. And different branches for the miner, this is the feeling of excitement that draws us to work of the cave lend themselves to different tools. In some tunnels of each and every day. the cave, there are sophisticated devices, often costing millions of dollars. In other branches, simpler devices will suffice. THE END

While the tools vary across the tunnels of the cave, the methods The cave of truth allegory is useful for teaching the following are largely the same. Experiments, surveys, observations of change principles: over time, and other basic methods of empirical science are shared by the miners. And always there are the statistical techniques, used • Positivism versus constructivism to distinguish nuggets of Truth from the sand and dirt that are • Scientific disciplines ubiquitous in the cave. Once discovered, nuggets are subjected to • Scientific method a number of verification procedures, including replication. When • Effect size and statistical power publishing or presenting their results, miners are expected to the score newsletter 5

Minutes

Division 5 Executive Committee Midyear Meeting ◊ Additional feedback was sought from additional division March 5, 2011 members Kurt Geisinger, Gary Robertson, Wayne Camara, Marriott Country Club Plaza, Kansas City, MO Thanos Patelis, and Mark Davison. ◊ The RNC is considering that the first three names and a Present: Todd Little, James Bovaird, Patrick Shrout, Thanos modified th4 (add Measurement to the title) be submitted Patelis, Gwyneth Boodoo, Marcia Andberg, Jodi Casabianca, Lisa to the Division 5 voting members and ask them to choose Harlow, Carolyn Anderson, Susana Urbina, Kimberly Vannest, what they prefer, can live with, and do not like. Following Lesa Hoffman, Leigh Wang, Julia Lackaff, Stephen Strack, Barbara the vote, the Division 5 RNC will resume discussions about Byrne, Abigail Panter (phone), Gregory Meyer (phone) names with the qualitative inquiry representatives. • The Division Leadership Conference was held in Washington Absent: Irving Weiner DC, January 21–23, 2011. Attendees were introduced to a number of support services offered by APA. President Todd Little called the Midyear Executive Committee ◊ Of particular interest were the legal services, including meeting of the APA Division 5 to order at 8:03 am on March 5, having APA counsel review/negotiate any contracts 2011, in Kansas City, MO. considered by the division. ◊ APA has a new web hosting service on their new platform President Report called JIVE that provides an all-in-one solution with design, • The major issues tackled by Dr. Little during the first half graphics, content and technical support free of charge to of his term involved reconstituting the division naming task divisions. It also includes a new social networking tool force, organizing several revisions to the division bylaws, and collaborative work area that will provide division assisting with developing the annual meeting program, general members a place to interact with one another, discuss topics membership issues, and finding successors for the division’s of interest, and work together on documents housed in a Historian and Treasurer positions. Each of these is a point of central repository. discussion elsewhere in the agenda, and Dr. Little elected to ◊ The division may apply for CE credit associated with reserve his comments until the later primary discussions. division convention sessions. Eight to ten attendees are needed to cover costs, and the division gets 50% of the net Past President (Elections) Report revenue. • The Past President (Irving Weiner) report was read into the ◊ There were many suggestions on how to recruit and retain minutes by Dr. Little. members, etc. • The Elections Committee announced candidates for the April • The Science Leadership Conference was held on Nov 11–13, APA election ballot for Division 5: 2010, and was focused on how to enhance the status of • President-Elect: Thanos Patelis, Stephen West, Keith psychology as a STEM discipline. Conference attendees Widaman produced a diverse set of proposals that were later summarized • Member-at-Large: Rick Hoyle, Jason Osborne, Amy and sorted into 7 major areas: Schmidt ◊ a) Improving public understanding of psychological science; • Representative to APA Council: Deborah Bandalos, Chris b) advocacy at the federal level; c) advocacy at the local Gruber level; d) K–12 education; e) undergraduate education; f) interdisciplinary research and training; and g) strengthening President-Elect Report the roles of APA divisions and other psychological science • Since assuming the role of President-Elect, Dr. Andberg has organizations. been involved in reviewing the bylaws revision, chairing the reconstituted Naming Committee, attending APA’s Division Secretary Report Leadership Conference, and attending the Science Leadership • The Executive Committee approved minutes from the last Conference. meeting, held August 2010. Motion made by Dr. Boodoo, • The Reconstituted Naming Committee (RNC) (Marcy motion seconded by Dr. Andberg, and passed unanimously. Andberg, Abigail Panter, Carol Dwyer, Pat Shrout, and Jodi Casabianca) suggested 4 names that they felt capture and Historian Report represent the current membership: • The Historian (Gary Robertson) report was read into the ◊ a) Evaluation, Measurement and Statistics; b) Measurement minutes by Dr. Little. and Research Methodology; c) Methodology, Measurement • Work has continued on finalizing the Division 5 Presidential and Analysis; and d) Quantitative and Qualitative Psychology. continued on p. 6 6 April 2011

Minutes APAGS-DRSN Report continued from p. 5 • Ms. Casabianca has been collecting information regarding student leader roles from committees with student Biographical Information Form (BIF). The BIF is now ready representatives with the intent to compile student leader role to be sent to all living past presidents for their completion descriptions and put them into a manual for the division. and submission. Some committee chairs and/or student leaders have already • Lyle Jones, our oldest living past president, has completed sent student leader role descriptions including: official student writing the biographical sketches for himself and three other leader title/committee title; student leader history; length past presidents. These are now available for posting on the of service; committee mentor; main responsibilities/tasks; Division 5 website. meeting/convention attendance expectations; and transition • EC members are requested to review their files and select any protocol. documents which may be archived to preserve the history • A Facebook page for APA Division 5 Students and ECPs of Division 5. Documents for storage may be submitted has been created (search for: “APA Division 5—Students and electronically to Rennie Georgieva at [email protected]. ECPs”). Messages relevant to students and ECPs (travel award Be sure to also notify Gary via e-mail. opportunities, invitations to events, etc.) will be posted as well ◊ It was suggested that all reports from the March and August as relevant discussion topics. meetings be submitted to the archives by the division • There is [still] little activity on the DSRN listserv (about 1–2 secretary. emails a month). Relevant messages are sent on to the Division ◊ Follow-up with Keith Markus is needed regarding whether 5 listserv and posted on the Facebook page. archival copies of the Score donated by Susana Urbina and • Student/ECP-centered convention events for the 2011 meeting Thanos Patelis have been scanned and fully archived. were announced: ◊ Roundtable on Higher Education for Early Career Program Committee Report Professionals (ECP) and Graduate Students of APA Division • Division 5 was awarded 14 substantive hours, 7 non-substantive 5 (Thursday, August 4, 2011, 4:00–5:00 pm) hours, and 4 poster session hours. ◊ A student/ECP poster competition was proposed as similar • For the 2011 APA convention, Division 5 received 94 to the Assessment Breakfast, but held in the Thursday presentation proposals for review by the division. We received social hour in the hospitality suite. Senior scholars are significantly more proposals this year compared to last year recommended to attend the first poster convention session (posters = 25% more than 2010; symposia = only 2 for to provide feedback to students and ECPs on their work. 2010). Award winners will be identified at this session. Further • Each proposal was evaluated by at least 3 reviewers. Of the discussion involved using the Facebook page to solicit poster 70 individuals who agreed to read proposals, all but 4 finished authors interested in the competition, getting abstracts, the job in time for their ratings to be used in the selection pictures, etc. process. All of the reviewers will be recognized in the April 2011 issue of the Score. Membership Committee Report • We accepted 69 posters and rejected 16. Of the 9 symposia • The reasonable estimate of current membership as of Feb 22, proposals we accepted 8 (3 of which were invited) and rejected 2011, is 693–696. 1. The number of accepted proposals is 21% higher than last • Proposals for increasing membership where discussed year, and our rejection rate was also higher compared to 2010 including the ability to join Division 5 without joining APA. (18% vs. 6%). Submitters were notified via e-mail of the Current membership rates are: $43 Associate/Member/Fellow; acceptance or rejection of their submission in late January. $21 Life status; $9 Student Affiliate; and $20 Professional • Division 5’s convention program includes 2 poster sessions, 9 Affiliate. symposia (including 3 invited and 1 organized by APA’s Ethics • Member benefits can be better promoted, including publisher Committee), 3 invited talks, a discussion panel, 2 business and workshop discounts, a potential members-only web-page, meetings, and 2 social events. etc. • The Society for Multivariate Experimental Psychology • More targeted advertising/recruiting is needed, especially (SMEP) will sponsor a hospitality suite for 2 nights. The EC focusing on students, qualitative inquiry professionals, meeting on Wednesday will be held there as well as a Student and industrial/Organization psychology PhD programs. & Early Career social event on Thursday. A suggestion was made to identify a “local” division representative for each quantitative program within psychology Early Career Psychologist Network Report and educational psychology departments to serve as a • The ECPN & APAGS-DRSN representatives have worked spokesperson. together to represent the Early Career and Student constituency • Proposals for retaining existing members put forth by the through a three prong tier of approaching this task: electronic committee include: invitation to review conference proposals; media, use of formal division functions such as the APA conference session on how to write a paper for Psychological conference, and informal face-to-face interactions among Methods or Psychological Assessment; invitation to review student and early career members. the score newsletter 7

manuscripts submitted to journals; a Score column on Treasurer Report teaching methods; an award for best student presentation at • The Treasurer report summarizes the financial activity of the conference; feature Score articles on typical division 5 Division 5 during the period January 1 through December members and their jobs, etc.; provide leadership opportunities; 31, 2010, together with the financial status of the Division at encourage new members to make conference presentations; the end of 2010. a meet and greet session for new members at the annual • Division 5 had total revenue of $32,138.30 for 2010, which is convention; and sending new members a note of welcome. $2,188.30 more than the amount budgeted. The division had No specific action was taken regarding these proposals, but expenses of $33,353.85 which were more than the amount committee members will continue to pursue. budgeted by $2,953.85. Division 5 showed a net loss of • Dr. Boodoo began a discussion on what distinguishes Division $1,215.55, which was $765.55 over expectation. 5 from other specialty groups (Psychometric Society, NCME, • One notable loss of income can be attributed to the critical etc.). Further topics evolving from this discussion included: drop in advertising revenue for the Score which may possibly emphasizing membership as a CV item for students/ECPs; have resulted from the decision to distribute the newsletter reaching out to school psychologists, especially those with electronically. an interest or emphasis in Response to Intervention (RTI); ◊ Thank you to the very generous contributions in support of organizing a student organization that shadows the EC our awards and social programs: Cohen award (Taylor & structure/activities; and emphasizing quantitative collaborators Francis Group); Anastasi award (College Board, Fordham as important grant investigators. University, Buros Center for Testing); social hour at the • Dr. Little commended Dr. Anderson and the committee on APA Convention (College Board, SIOP); and Assessment their work this year! Breakfast at the APA Convention (Multi-Health Systems, NCS Pearson, Psychological Assessment Resources). Awards Committee Report • In comparison to the previous four years, 2010 income was • The 2010–11 awards committee consisted of Lesa Hoffman, substantially less than for the previous year, and the lowest of Jun Li, Thanos Patelis, and Patrick Shrout. The committee all four previous years. Despite exceptional efforts to increase considered nominations for four awards: the Anne Anastasi membership, it is disappointing to observe that Division 5 Early Career Award, the Jacob Cohen Award for Distinguished income from dues has been on a steady decline for the past Contributions to Teaching and Mentoring, the Distinguished four years. In contrast, dues from other sources, with the Dissertation Award and the Samuel J. Messick Distinguished exception of those reported for 2009, have remained relatively Scientific Contributions Award. A call for nominations was consistent. It is interesting to note that income from the two placed on the Division 5 website, distributed via the Division journals showed an upswing in 2010, which would appear to 5 listserv, disseminated to the AERA-D and NCME email parallel reported results for 2006. lists, and posted in the NCME and other regional newsletters. • In total, Division 5 finished 2010 with a fund balance (net The deadline for nominations was November 15, 2010. The worth) of $85,635.54, of which $15,969.75 is held in a separate results were 27 nominations to review: 5 Anastasi, 9 Cohen, 9 account for the Messick Award. Dissertation, and 4 Messick. Names of winners were provided • Dr. Strack asked whether we could spend on membership to the program chair and president on February 25, 2011, and activities. A proposal to do so will come through the will be announced in the July issue of the Score. Membership Committee at the August meeting. • Suggestions for the next committee to consider include developing an online form for submissions to ensure that Diversity Committee Report all material is provided in a uniform manner; revisiting • The committee has formalized a mission statement to be posted criteria used and aggregation methods for the identification on the division website. of the winner; and addressing rater consistency in light of • There was significant discussion regarding encouraging considerable variability. students from underrepresented groups in general and to attend • Dr. Patelis questioned whether the awards criteria can be the annual meeting. modified. Dr. Harlow pointed out that the current criteria were • Committee members are active in the Quantitative Training developed when Erlbaum became a sponsor 10 years ago. for Underrepresented Groups (QTUG) conference at Howard, Further discussion occurred regarding re-submission versus 8/1–3/11. QTUG will encourage about 40 participants at the automatic carry-over, and revision of, current nominations 2011 conference at Howard University to also attend APA and that were not selected as winners; external (to the committee) will pay for their APA registration. QTUG will select at least reviewers when nominee content does not match committee 3 students who attend the 2011 QTUG/APA conferences to expertise; and the need for an RFA to structure nominations. receive awards ($400, $300 & $200 for 1st, 2nd & 3rd prizes) for The current committee will develop a proposal for procedural outstanding research presentations. Division 5 EC members revisions by the August meeting.

continued on p. 8 8 April 2011

Minutes addition, members were involved in the actual revision of the continued from p. 7 standards. All comments and recommendations concerning the draft Standards must be submitted to the Joint Committee are encouraged to attend the QTUG reception, August 3, 2011, through the website, http://www.teststandards.net, and are due 3–5 pm, at Howard University. QTUG award recipients could by April 20, 2011. be encouraged to attend the Division 5 student/ECP social/ • The President of Division 14 (Society for Industrial and awards reception on Thursday. Organizational Psychology) recently sent a letter to Division • The committee would like to post a Diversity Corner on the 5 about the Model Act for State Licensure of Psychologists Division 5 website; create a community within Division (MLA). SIOP has wrestled at multiple points about the 5 to mentor students from underrepresented groups; and licensure of its members for professional practice. Historically hold ongoing symposia about diversity and quantitative many have been opposed. However, there are some who feel psychology. that licensure of I-O Psychologists will help protect the field from encroachment from other disciplines within psychology. Assessment Committee Report Whether this will gain momentum and support within I-O is • Planned, organized, and submitted a proposal for a joint Division uncertain. If it does it could have implications for test use 5/Ethics Committee symposium entitled Ethical Challenges and assessment practice. The full letter from Dr. Salas was in Psychological Assessment: Practical Perspectives from distributed to the Division 5 EC. Across the Field, will be presented at the 2011 APA convention. • Other public and international affairs news of interest to Participants include two members of Division 5 (Stephen Division 5 members: Sireci and Ginger Calloway); one from Division 12 (Radhika ◊ The Partnership for the Assessment of Readiness for College Krishnamurthy); and one from Division 40 (Tony Puente). and Careers (PARCC) received a grant for $170 million for Steve Behnke, Director of the APA Ethics Office will Chair developing common assessments. The PARCC is a multi- the symposium, and Dr. Urbina will be the discussant. state consortium. • The committee requested, gathered, and collated comments ◊ The National Research Council concluded its workshop on on the draft of the forthcoming revision of the Standards for the assessment of 21st Century Skills (for work). Details are Educational and Psychological Testing. Comments will be at: http://www7.nationalacademies.org/bota under “current entered into the Joint Committee’s Revision web site on behalf projects.” of Division 5. ◊ The next International Test Commission meeting will be • Plans are underway for the annual Assessment Breakfast to be held in Amsterdam July 3–5th in 2012. The theme of the held during the APA convention, co-sponsored by Divisions 5 conference is Modern Advances in Assessment: Testing and and 12 and the Association of Test Publishers. Digital Technology, Policies, and Guidelines. • APA’s Committee on International Relations in Psychology Public & International Affairs Report (CIRP) is sponsoring a special poster session at the 2011 APA • Leigh Wang attended the EC meeting in place of the current convention and invites all APA Divisions to participate. Each committee chair, Nathan Kuncel. Leigh is the incoming chair Division that participates will prepare a poster that outlines for the committee. for APA members the international activities of the Division • In the written report, Dr. Kuncel expressed concern that and/or Division members. These posters will be collated into a Division 5 (and Division 12) members are overlooked as brochure that will be available online and in printed form. As sources of information and leadership and that our public of January 25, 2011, 24 Divisions have agreed to participate. presence is grossly out of line with our expertise. He suggested Leigh Wang serves as the Division 5 liaison for this event. Input several initiatives that could be undertaken to correct this is welcome as to how we should proceed. Some suggested concern: content includes: ◊ Development of a larger Division 5 Website with resources ◊ Division membership; division sections with international (even links to book chapters or articles); development of emphasis; division award information if relevant a Division 5 Expert Database to help journalists or non- internationally; division journal information (international experts find experts; development of Division 5 Fact Sheets authors, reviewers, editorial board members, topics, on key topics (let people claim publication for the online etc.); international activities of the division; summary of document); development of a Wiki type site on key topics; division members’ activities; highlights of future divisional and development and discussion of methods for presenting international plans. research findings to general audiences. • CPTA minutes from their fall 2010 meeting will be available Newsletter Report after their approval at their spring 2011 meeting March, 25–27. • Two issues of the Score (October 2010 and January 2011) have At that time, they will be abstracted and forwarded as a report been successfully delivered to the Division 5 website on time to Division 5. since the last report. Thanks to both Alan Reifman and Mark • Division 5 is providing a division-wide response to the Daniel for their assistance. Appreciation also due to Micheline Revised Standards (see Assessment Committee report). In Meyers and the APA Division Services staffers. the score newsletter 9

• Notice of availability for the October 2010 and January 2011 Fellowship Committee Report issues were circulated to all Division 5 members on the listserv. • The Fellowship Committee received 32 nominations this Total pages were similar to the prior year, and costs were lower year, and 27 of the nominees were eligible to be considered due to going online ($1,617.00 versus $3250.30 for October, for Fellow status. Sixteen individuals submitted the necessary 2009/January, 2010 (net costs were $1,034.00 versus $2,611.55 materials—4 current APA Fellows and 12 individuals who are for October, 2009/January, 2010). not yet fellows in an APA division. Fifteen individuals were • Using Sitemeter (thanks again to Alan Reifman), we have been unanimously recommended by the committee to the APA able to assess how many hits the Score has gotten. It appears Membership Board for Fellow status. that the amount of hits the Score is getting is increasing from • Marcia Andberg raised a procedural question regarding ~400 hits (4/10) to ~500 hits (1/11). These totals only include nomination of new fellows. Dr. Boodoo indicated that the the months the issue is published (e.g., hits in the month of process was opened up during her residency, and Dr. Little October for the October issue). Interestingly, the hit rate is also indicated it was a part of the planned bylaws revisions. increasing in the months after the Score is published as well • Thank you to Greg and the rest of the committee for taking on (e.g., there were more hits in 2/11 then there were in 11/10). It is an increased load this year! difficult to determine why the Score is receiving more hits. • Two new columns (at least) will be introduced in 2011 - a new Council of Representatives Report column called “Instructor’s Column” to inform and educate • A full report on the Council meeting appear in the April 2011 Division 5 members on topics of interest first appeared in edition of the Score on pages 16–19. the 1/11 issue; and another new column is planned for the 4/11 issue as a “commentary column” (yet to be named) to Other/New Business introduce a subject of significant interest and/or controversy • Dr. Little discussed the need to recruit successors to Gary that members can comment on with such comments published Robertson (Historian) and Barbara Byrne (Treasurer) to begin in the following issue. terms following the August 2011 meeting. • Suggestions at the meeting for other new features included an ◊ There have not been any volunteers or nominations to date ethics column, and a feature on new students and/or prominent for the Historian position, so a call for nominations will members with profiles and pictures. A write-up of the APAGS/ go out on the listserv. It was suggested that someone at the ECP sessions at the August convention was also suggested. University of Akron archive might be interested. • The Newsletter Editor, with the aid of the Website Developer, ◊ Jodi Casabianca has been appointed as the new Treasurer will pursue adding “In this issue…” highlights to the website effective after the August 2011 EC meeting in Washington, along with hotlinks that enable readers to go directly to content DC. Congratulations Jodi, and thank you for your continuing within an issue of the Score. service to the division! * Jodi’s new position creates a need for a new APAGS/ Website Report DSRN representative. • The Website (Alan Reifman) report was read into the minutes ◊ There was additional discussion regarding the “institutional by Dr. Lackaff. memory” nature of the Secretary, Newsletter Editor, • The lists of leadership incumbents, committee memberships, Treasurer, and Historian positions. Dr. Patelis suggested and Fellows, with additions of new/updated biographical some sort of informal past-president advisory group. The sketches and photographs have been completed on the Division Secretary could maintain a list of Past-President e-mail 5 website, as has an Announcements page. addresses for the current President to use in soliciting • A Division 5 Facebook page (currently at 103 members) has advice. been created. • Dr. Urbina and the Assessment Committee felt that the • The Awards page has been extensively revamped to include comments regarding the Revised Standards initially provided photos of past year’s winners and more colorful design by Division 5 members were limited. The original deadline of overall. 2/15/11 will be extended into March. An executive summary of • Practical tips for junior faculty in Quantitative Psychology the final Division 5 comments will be submitted to the Score programs (i.e. finding web links, light written pieces, etc.) is for reporting to the general division membership. in progress by Eun-Young Mun. • After extensive discussion, it was decided that no action would be taken at this time in regards to recommending a Listserv Report name change for Division 5. Members of the Division 5 • The Listserv (Mark Daniel) report was read into the minutes Executive Committee remain committed to welcoming new by Dr. Lackaff. members with an emphasis in accommodating colleagues • As of March 4, 2011, there were: 1,745 subscribers to the from a diverse methodological background and world-view. announcements list and 824 subscribers to the discussion The consensus among the Executive Committee was that the list. continued on p. 10 10 April 2011

Minutes members of the EC voted to rescind the previous vote and continued from p. 9 proceed with the postcard vote to allow e-voting (moved by Todd Little; seconded by Pat Shrout; approved 7–0). If division already has a process outlined in the current bylaws approved by the division membership, a series of e-votes will that govern changes to the division’s structure. The current be conducted over the next several months to bring the rest of procedures and processes should be followed if such changes the bylaws up-to-date. are desired by the membership. • Pat Shrout challenged all EC members to recruit two new • Voting members of the Executive Committee previously members to Division 5 within the 2 weeks following the EC approved a comprehensive set of bylaws revisions. These meeting. revisions were intended to be submitted to the division membership for approval. The costs in conducting the intended The meeting was adjourned at 5:33 pm on Saturday, March mail vote were deemed prohibitive given some controversy 5, 2011. surrounding certain proposed revisions. Consequently, a postcard vote was initiated to allow the division to conduct Respectfully submitted, electronic voting rather than expensive mail voting. Voting James A. Bovaird, Secretary

Students’ Corner

Division 5 Student Committee Members

APAGS–DSRN Representative Awards Fellowship Public Affairs & Jodi M. Casabianca Jun Li Sandra L. Horn International [email protected] [email protected] [email protected] Jana Rigdon Assessment Mentor: Thanos Patelis Mentor: Gregory Meyer [email protected] Matt Valente Diversity Membership Mentor: Nathan Kuncel [email protected] Brittney Poindexter Nate Helwig Score—Div. 5 Newsletter Mentor: Susana Urbina [email protected] [email protected] Joshua R. Polanin Mentor: Lisa Harlow Mentor: Carolyn Anderson [email protected] Program Mentor: Julie Lackaff Rawni Anderson [email protected] Mentors: Stephen Strack Carol Woods

From Practice to Publish: Increasing Collaboration Opportunities

Joshua R. Polanin I believe meaningful contributions derive, in part, from collaboration. It is no secret that academics habitat a “publish or perish” community. Baseball players respect singles and strikeouts; Wall Collaboration is the act of partnering with other fellow researchers, Street brokers treasure bull-market bonds; politicians prize votes. mentors, students, or consultants to provide a contribution to an Academics and researchers create worth through, among other academic work. [I should mention that for the purposes of this intangibles, publications. column I will focus exclusively on the important aspects of graduate students’ collaboration.] Indeed, the system in place today values contributions to the general If you are reading this column, you are more than likely a graduate fund of knowledge. And for the most part, academic publications, student in a field that values statistical and methodological whether peer-reviewed journal articles, books, or conference contributions. Indeed, the vast majority of my coursework, presentations, advance our society’s knowledge on a particular assistantship responsibilities, and internship opportunities have construct. incorporated those pertinent issues. In other words, the opportunity to practice our skills abound. However, it should also come as no surprise that we students struggle to penetrate the procedural walls of academic productivity. But how does one apply those classroom-formed skills to the Assistantships, externships, internships, practicums, presentations, academic arena? I believe an increase in the opportunity to classes, theses, dissertations: How do we manage the rigors of collaborate will produce greater productivity. graduate school life (GSL; see Jan. issue) and hope to contribute meaningfully? the score newsletter 11

As such, below is a list of tips I have generated from graduate 7. Be present at academic conferences. Not only is it important school that have proved helpful to increasing my opportunities to experience and learn from others in your field, I find it most to collaborate. I should mention that these are not advice for helpful to my own work. Moreover, these are opportunities to successful collaboration, nor is this an exhaustive list. Rather collaborate with someone in your specific field, with your area these suggestions aim to engender opportunities to communicate of expertise, who will usually be willing to listen. Once again, the intent to collaborate: however, this takes student lead effort. Fortunately academic conferences present many opportunities for student-lead work. 1. Join Division 5’s Student and Early Career Professionals Don’t be afraid to start writing. The APA convention coming (ECPs) group! This organization has multiple avenues and up in August is the perfect opportunity. See the Initiatives for opportunities for graduate students to collaborate and work Student and Early Career Professionals (ECPs) column for together. See the Initiatives for Student and Early Career a special convention event for graduate students and early Professionals (ECPs) column which follows for more career professionals. information. 8. When in doubt, recruit your own collaborators! Everyone 2. Speak frequently with your advisor. This may go without likes to hear “I know you have {insert skill set here}, and I saying. Your advisor and mentor is someone who probably possess this {certain skill set}. Let’s work together on this shared similar experiences, and your intentions to collaborate project.” Knowing your skill set and that of others is important (both with her/him and others) should be well-known. The here. Of course, your work will be stronger if you include a majority of my experiences derive from my advisor (Dr. TDP) professional in your field but this is not always an option. At being actively engaged in our field and other faculty’s work. the least, student collaborations can initiate manuscripts that Therefore I am always asking her questions, developing ideas, subsequently involve academic professionals. and generally analyzing and contemplating how we will work together next. This person can and should be your closest ally; I need to state one further construct: comprehend clearly your role utilize this fleeting experience fully. in the collaborative process. Often the graduate student role is one 3. Introduce yourself to others in the department. It is difficult of assistant or advisor. If this is the case, then you may not qualify to accomplish, but will be well worth your time and effort. for authorship. A commitment to communication that establishes Remember, the goal is to increase the number of collaboration your role, upfront, at the start of the project, will help to prevent opportunities. If your advisor is busy, other professors and future complications. Of course this is easier said than done, but it researchers at your university are your next best option. Take remains the only way to know your role in the project’s outcome. the time to create positive relationships with them, and you will feel more comfortable asking for their input and help. On a similar note, obstructions will occur in this process. Often 4. Keep in contact with former advisors. One of the most important these occur not because of dysfunctional relationships; rather, things we can do as graduate students is to communicate with due to circumstantial incidents from delayed publication, abated former advisors. Usually these individuals have known us productivity, or simple miscommunication. Understand that the longest, and will usually share similar interests. They academic productivity is a fractious enterprise, and impactful, will be your best advocates in speaking to your long-term thoughtful work requires time and effort. commitments and successes. This consultation, however, rarely occurs without the student’s effort. Keep in contact and Consequently, persistence and self-preservation are paramount in communicate with them whenever possible. our fields. Indeed tantamount to understanding disappointment is 5. Rely on your cohort (and do the same for them). Some of the the ability to construct self-satisfaction from important contribution. most fulfilling collaboration opportunities I have received Truly important inquiry rarely fails to produce meaningful gains, if resulted from members of my program introducing me to merely personal ones. A commitment to one’s craft will engender other academics. positive results eventually, both personally and professionally. 6. Take analysis opportunities outside of your comfort zone. And on a similar note, apply the techniques you learn in the I admire academics and researchers who prolifically produce solo- classroom readily to analysis opportunities. Many, if not most, authored manuscripts: it is a difficult enterprise. For the rest of us of us in Division 5 will have plenty of analysis opportunities. (especially graduate students), increasing your opportunities to The last thing you want to do is limit yourself to the “perfect” contribute to meaningful literature will ultimately engender greater analysis project. The best part of being a student (at least in my discourse. Therefore collaboration with your peers and advisors is opinion) is the opportunities to explore unchartered intellectual of utmost importance. territories. Of course, if you lack experience in an area, you should probably be upfront about your abilities. But if you have If you have questions, comments, or would like to collaborate, feel a solid foundation in the concepts, try something new! free to email me: [email protected]. 12 April 2011

Initiatives for Student and Early Career Professionals (ECPs)

Jodi Casabianca (APAGS/DSRN Representative) Kimberly Vannest (ECP Representative)

Facebook Page Did you join the APA Division 5 Facebook page for students and early career professionals? If not, join here: http://www.facebook.com/pages/APA-Division-5-Students-and-ECPs/157860477590911. “Like” our page to receive important announcements, discuss issues as an ECP or student, and learn about events and opportunities relevant to you! If you have already joined, post a message, pose a question, start a discussion, or post pictures from previous APA Conventions!

Convention Event: Discussion Panel on Professional Development Issues for Early Career Quan- titative Psychologists and Graduate Students We are organizing a special event specifically for students and ECPs interested in academic careers or already in one! A panel, including Dr. Deborah Bandalos (James Madison University), Dr. Noel Card (University of Arizona), Dr. Michael Edwards (The Ohio State University), Dr. Todd Little (University of Kansas) and Dr. Kimberly Vannest (Texas A&M University) will discuss issues including:

• Getting the academic position • Publishing • Grantwriting/Funding • Getting Tenure • Issues with being a “Twofer”

We would love to hear from the students and ECPs of Division 5. Are there topics you would like discussed, or specific questions asked? Join the Facebook group and submit topics/questions on the Discussions tab!

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* The training CD is free. CE credits are available for $15 per program, for a total of $45 for all three. To obtain credit, applicants must be quali ed to administer the MCMI-III test and obtain a passing score on each program’s assessment. Pearson is approved by the American Psychological Association to provide continuing education for psychologists. Pearson maintains responsibility for this program and its content. See website for details, http://psychcorp.pearsonassess- ments.com/pai/ca/training/democd/TrainingDemoCDs.htm. Copyright © 2011 Pearson Education, Inc. or its affi liate(s). All rights reserved. Pearson. design for Psi, and PsychCorp are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affi liate(s). MCMI-III and Millon are trademarks of DICANDRIEN, INC. 5112 04/11 A3Y the score newsletter 13

The Center for Research Methods and Data Analysis and the Quantitative Training Program at the University of Kansas announces our 9 TH Annual Summer Institutes: “Stats Camps”’

KU Summer Institutes — Stats Camps 2011 Now Enrolling

June 6-10, 13–17, & 20–24, 2011 ● 9:00 a.m.– 5:00 p.m. Holiday Inn Convention Center ● Lawrence, Kansas www.Quant.KU.edu

Structural Equation Modeling: Foundations and Extended Applications (Todd D. Little & Noel A. Card, instructors) June 6–10, 2011

Multilevel Modeling: Foundations and Applications (Kristopher J. Preacher & James P. Selig, instructors) June 6–10, 2011

Structural Equation Modeling: Advanced Longitudinal Modeling (Todd D. Little & Wei Wu, instructors) June 13–17, 2011

Foundations of Meta-Analysis (Noel A. Card, instructor) June 13–17, 2011

Categorical Data Analysis (Pascal R. Deboeck & Carol M. Woods, instructors) June 13–17, 2011

Foundations of Statistical Analysis and Data Management in R (Paul E. Johnson & Pascal R. Deboeck, instructors) June 20–24, 2011

Foundations of Test Development and Validation (Carol M. Woods, instructor) June 20–24, 2011

Social Netw ork Analysis (Christian E. G. Steglich, instructor) June 20–24, 2011

Comments from Past Participants: "Although I have been involved with structural equation modeling (SEM) for many years now, I am still an inveterate SEM course taker. Without question, of all the courses I have ever taken, the course presented at the KU Stats Kamp has to be the best ever—hands down! Virtually everything about it was superb—material presented was thorough and well documented, ...and participants were provided with an abundance of supportive resources. In my view, the Summer Stats Kamp at KU is an absolute gold mine of information."—Barbara Byrne, School of Psychology, University of Ottawa"

"This course was the most useful statistical training course I've ever had! The instructors are down to earth and practical in their teaching style and the classroom environment was relaxed and non-threatening, which is necessary for such a potentially daunting topic. In particular, the one-on-one private consultation with my own data was invaluable."—Anonymous comment from the participant satisfaction survey

"Just a quick note to thank you for a wonderful class. I really learned a tremendous amount. Great workshop, nicely paced, good balance between theory and the practicalities of doing SEM. Definitely worth the cost and, more important to me, worth my time."—Megan R. Gunnar, Distinguished McKnight University Professor, Institute for Child Development, University of Minnesota

REGISTER ONLINE TODAY www.Quant.KU.edu Register by April 22 and receive an early bird discount on the institute fee. Sign-up for consecutive courses and receive a discount to offset the weekend hotel costs

(These training institutes are offered every year in June. Go to www.Quant.KU.edu for ongoing information and to sign-up) 14 April 2011

Books Handbook of Ethics in Quantitative Categorical Data Analysis for the Behavioral Methodology and Social Sciences By A. T. Panter and Sonya K. Sterba By Razia Azen and Cindy M. Walker Published in 2010 by Psychology Press ($53.96 Published in January 2011 by Psychology Press hardback; also available as e-book) ($44.96 paperback; $90 hardback) This comprehensive Handbook is the first to Featuring a practical approach with numerous provide a practical, interdisciplinary review examples, this book focuses on helping the of ethical issues as they relate to quantitative reader develop a conceptual, rather than methodology including how to present evidence technical, understanding of categorical methods, for reliability and validity, what comprises an making it a much more accessible text than adequate tested population, and what constitutes others on the market. The authors cover scientific knowledge for eliminating biases. The common categorical analyses and emphasize book uses an ethical framework that emphasizes specific research questions that can be addressed the human cost of quantitative decision making by each analytic procedure so that readers are to help researchers understand the specific able to address the research questions they implications of their choices. This Handbook wish to answer. It is written for those without appeals to researchers and practitioners in an extensive mathematical background, and psychology, human development, family is ideal for graduate courses in categorical studies, health, education, sociology, social work, data analysis or cross-classified data analysis political science, and business/marketing. taught in departments of psychology, human development & family studies, sociology, Nonrecursive Models: Endogeneity, education, and business. Reciprocal Relationships, and Feedback Loops Scientific Foundations of Clinical By Pamela Paxton, John R. Hipp, & Sandra Assessment Marquart-Pyatt By Stephen N. Haynes, Gregory T. Smith, and Published in 2011 by Sage ($17.95 John D. Hunsley paperback) Published in March 2011 by Routledge Mental Health ($25.16 paperback; $84.60 hardback) Nonrecursive Models is a clear and concise introduction to the estimation and assessment Scientific Foundations of Clinical Assessment is of nonrecursive simultaneous equation models. a user-friendly overview of the most important This unique monograph gives practical advice science-based principles and concepts of on the specification and identification of clinical assessment. It provides readers with simultaneous equation models, how to assess a science-based framework for interpreting the quality of the estimates, and how to correctly assessment research and making good interpret results. assessment decisions, such as selecting the best instruments and measures, and interpreting the An EasyGuide to APA Style obtained assessment data. Written in a direct and By Beth M. Schwartz, R. Eric Landrum, & highly readable fashion, this text is one every Regan A. R. Gurung professional and graduate student needs. Published in 2011 by Sage ($26.95 spiral) Written by experienced psychology instructors Have you published a new psychological test or testing product; a book on advanced who are respected members of the APA’s statistics, measurement, or evaluation; an interesting web site or other Internet group Teaching of Psychology division, this guide related to measurement, statistics, or evaluation; or a computer program useful to Division 5 membership? If so, we would like to include an announcement of about 100 provides an easy alternative for anyone words in this column. We would also appreciate any suggestions, or feedback, on struggling with APA style. Written in a clear, how this section of the newsletter can better serve the Division 5 membership. Please conversational, and sometimes humorous take the opportunity to share information with colleagues through your contributions style, this book presents easy-to understand to this column. explanations of how to write research papers, cite research, and do any work requiring APA Please send announcements and/or product literature to Associate Editor Michael format. The authors demystify the process Edwards: [email protected] with easy-to-follow advice, tips, and visual representations of how to use APA style. the score newsletter 15

Upcoming Division 5 Sessions at the APA Annual Convention, Washington, DC, August 4–7, 2011

Division 5 Program Committee: Stephen Strack, 2011 Program General Program Information about Contributed Chair; Carol Woods, 2012 Program Chair; Lesa Hoffman, 2010 and Invited Sessions Program Chair; Rawni Anderson, 2011 Student Program Repre- Division 5’s convention program includes 2 poster sessions, 9 sentative symposia (3 invited and 1 organized by APA’s Ethics Committee), 3 invited talks, a discussion panel, 2 business meetings, and 3 social Proposal Submission and Review events. Primary conference programming begins on Thursday, For the 2011 convention in Washington, DC, Division 5 received August 4, 2011, at 8:00 a.m. and continues through Sunday, and evaluated 94 proposals for scientific presentations. As in past August 7, 2:00 p.m. The two Division 5 poster sessions (one for years, the vast majority were for posters (n = 85, 90%), with the professional contributors and one for students) are tentatively remaining being for symposia (n = 9, 10%), 3 of which were invited scheduled for Thursday and Friday morning. We will have two as part of Todd Little’s presidential programming. We received business meetings: An Executive Committee meeting (tentatively significantly more proposals this year compared to last year (posters scheduled for Wednesday evening), and a general business = 25% more than 2010; symposia = only 2 for 2010). Each proposal meeting to follow the Division 5 Presidential Address by Todd was independently evaluated for scientific merit by 3–5 professional Little (both tentatively scheduled for Friday afternoon). There members of Division 5. Of the 70 individuals who agreed to read are three invited symposia (Advances in Multilevel Structural proposals, all but 4 finished the job in time for their ratings to be Equation Modeling, Design and Analysis Issues for Missing Data, used in the selection process. This is amazing, especially when you Evaluating Quality in Qualitative Inquiry) and an invited talk by consider that the reviews were completed between December 12 Noel Card, Recent Advances in Meta-Analysis. Addresses are also and January 7! Based on the results of these reviews, 69 posters planned by this year’s Division 5 Award recipients (tentatively and 8 symposia were accepted for presentation. We very much scheduled for Saturday afternoon). Jodi Casabianca, Division 5 appreciate the efforts of all those who evaluated proposals. Without APAGS representative, will be moderating a Discussion Panel on the dedication and efforts of these persons, Division 5 would not Professional Development Issues for Early Career Quantitative be able to offer the high-quality convention programming we are Psychologists and Graduate Students, currently scheduled for known for. The program committee is pleased to recognize the Thursday afternoon. contributions of these individuals: Concerning social events, Division 5 will again collaborate with Jill Adelson Holmes Finch Craig Love Section IX of Division 12, and Division 40, on a Meet and Greet Robin D. Anderson Patrick Fowler Patricia Lowe breakfast featuring our mutual interest in assessment, tentatively Razia Azen Matt Fritz Michael MacLean scheduled for Friday morning. We hope to build on cooperation with Helen Smith Barnet Ilene Gast Scot McNary test publishers and emphasize our mutual interests in encouraging Yossi Ben-Porath Kurt Geisinger Jason Osborne students towards careers in this area. The Division 5 Social Hour Bruce Biskin Bernard Gorman Joseph Rausch will again be held in cooperation with Division 14, and is tentatively Anne Black Tom Gray Mark Reckase planned for Friday evening. A third social hour is scheduled for Ann-Renee Blais James Green Susan Reilly late Thursday afternoon in Division 5’s Hospitality Suite (to Jim Bovaird Barbara Hanusa Joseph Rossi immediately follow the Discussion Panel). More inclusive program Tim Brown Richard Harris Marcia Scherer information, and the final schedule of all Division 5 sessions, will Gary Canivez Flaviu Hodis Jonathan Shaffer appear in the July issue of Score. We look forward to seeing you Noel Card Tom Hogan Avron Spiro in Washington, DC! Grace Caskie Cheryl Holt David Streiner Lee Anna Clark Bill Hoyt Larry Stricker David Conroy George Johanson Jay Thomas S. Bartholomew Craig John Johnson Terry Tracey Patrick Curran Stephen Johnson Susana Urbina Mende Davis Sook Kim Alexander von Eye Ralph De Ayala Kelli Klebe Leigh Wang Michael Edwards Kamiar Kouzekanani Nathan Weed Bill Farmer John Kurtz Stephen West Emilio Ferrer Andrew Lac Scott Young 16 April 2011

Report of February 17–20, 2011, Meeting of the Council of Representatives

Gwyneth M. Boodoo and A. T. Panter1 caregivers/index.aspx. At some point soon there will be a tab on the website that describes psychological outcomes assessed Introduction to Meeting and APA Presidential in practice settings but this is not yet live. Initiatives • One Other Report: Report of the Working Group on Diversity APA President Melba Vasquez began the meeting by thanking past Training. President Carol Goodheart, introduced the new Council members, and acknowledged colleagues who died in the past year. She also CEO Report announced three presidential task forces and one collaborative Norman Anderson’s CEO report provided brief updates on the effort: following:

1. Task Force on Immigration. Will study psychological factors 1. The Strategic Plan. An update was provided on APA’s related to the experience of immigration. A draft report exists Strategic Plan, the first one since 1892 (http://www.apa.org/ now. monitor/2009/10/strategic-plan.aspx). The plan’s goal is to help 2. Task Force on Preventing Discrimination and Promoting APA clarify directions and its priorities, make decisions, solve Diversity. This task force seeks to reduce and prevent major organization problems, and improve performance. APA’s discrimination against and enhance the benefit of including mission statement is: The mission of the APA is to advance people whose social identities are marginalized in society. the creation, communication and application of psychological 3. Task Force on Educational Disparities. This task force knowledge to benefit society and improve people’s lives. The addresses the extent to which psychology addresses the vision statement is: That APA aspires to excel as a valuable, impact of educational disparities among poor and racial ethnic effective and influential organization advancing psychology minorities. as a science serving in a number of different roles as, for 4. Task Force on the Development of Guidelines for the Practice example, a uniting force for the discipline (http://www.apa. of Telepsychology/ Telepractice. This is a collaborative org/about/index.aspx). After taking inventory of the APA effort among APA, the Association of State and Provincial programs (over 500) and identifying 30 initiatives with Psychology Boards, and APA Insurance Trust. input from APA boards and committees, APA is considering seven priorities. The Board of Directors will decide which Dr. Vasquez hopes to lead APA this year by also emphasizing self- priorities should be funded in 2012. They are (1) assessing care: good hard work, relationships with family and friends, leisure, and restructuring the business model for dues, convention, play, and stress-management strategies. and products to increase member engagement and value; (2) conducting ongoing analyses of demand for psychology Reports Received workforce; (3) promoting opportunities for graduate and • Two Past President Reports. Two reports were received by continued professional development to advance psychology in the Council from past president Carol Goodheart: Report of health; (4) expanding the public education campaign to include the 2010 Presidential Task Force on Advancing Practice and the entire discipline of psychology; (5) continuing to develop Report of the 2010 Presidential Task Force on Caregivers. and promulgate treatment guidelines to promote transitional They describe a wonderful new website (www.psyclink.apa. science; (6) eliminating health disparities; and (7) evaluating org) with resources for researchers and practitioners in time the government and structure with the help of the firm Cygnet for the 2011 Year of the Caregiver. Web-based products such Strategy via the “APA Good Governance Project.” as the Practice Wiki were developed and offer information and 2. Public Education Campaign. Anderson is examining the best searchable databases by population (e.g., parents of ill children, way to implement and measure the outcomes of the Public long-distance, dementia, young caregivers, veterans) and by Education Program (begun in 1996) so they are consistent specific health issue (cancer, anxiety, Alzheimer’s). PsycLink with the Strategic Plan and are infusing psychological science is free to APA members and has a growing presence (August messages in the public education campaign. A committee has 2010: 2,000 new users; February 2011: 6,400 new users). been charged to handle this component of the program. Answers questions relevant to practitioners (burden, assessment 3. Lawsuit against APA. There is a lawsuit underway related to and intervention, business pragmatics) and to caregivers via the APA practice organization and how memberships were The Caregiver Briefcase (Facts, practice, research, advocacy, billed. There is a question about whether there are violations resources) located at http://www.apa.org/pi/about/publications/ of tax laws. APA is working on current member relations during this time. 1These minutes are jointly written. the score newsletter 17

Archie Turner, Financial Report CFO shall have the right to appeal the Council of Representatives. Turner reviewed the financial structure for the prior year and • Revision of Guidelines for Psychological Evaluations in Child presented the preliminary budget for 2011. The three pillars of the Protection Matters. In the first phase, an investigation by child financial structure are: (1) Real estate (with two real estate holdings welfare authorities may be triggered by a report of suspected that are worth over $72 million to the association and make strong child maltreatment which may include involvement by annual contributions each year, with leases to 2018); (2) Investments parent(s), siblings(s), or others who have access to the child. (classically diversified, with a 17.2% annual return for 2010), and • Guidelines for Assessment of and Intervention with Persons (3) Publishing. The revenue for print journal continues to decline, with Disabilities but electronic media is stable or increasing. There is a decline • Principles for Quality Undergraduate Education in Psychology. in membership as well. The 2011 budget includes $106,857,300 Adopted as APA policy for expenses with estimated revenues of $106,877,300. In 2010, • Affirming Research on Global Climate Change dues accounted for 12% of revenue while print and electronic • Report of the BEA Task Force on Classroom Violence Directed publications, including licensing, accounted for 70% of revenue. Against K–12 Teachers, Understanding and Preventing Salaries and benefits were, as to be expected, the major expense, Violence Directed against Teachers: Recommendations for a 60% of expenses. Consulting and contracts were 10%, and APA is National Research, Practice and Policy Agenda working on reducing that amount. • Guidelines for the Practice of Parenting Coordination • Revised Guidelines for Psychological Practice in Health Care Gary Vandenbos, Publisher and Executive Director Delivery Systems of APA’s Office of Publications and Database • Guidelines for Psychological Practice with in Health Care In light of budget figure showing print products leveling and then Delivery Systems and Guidelines for the Evaluation of going down while licensing revenues are doing well and leveling Dementia and Age-Related Cognitive Change. This was off, a new investment plan was introduced. The plan includes formerly called Guidelines for the Evaluation of Dementia components related to introducing new products, expanding and Age-Related Cognitive Decline marketing and sales force to members, other customers, and • New Division 43 Journal: The Family Psychologist institutions, increasing the technology platform capacity and • Task Force for the Development of Telepsychology Guidelines infrastructure (especially for PsychNet search), expanding the up for Psychologists. This motion follows from President sell potential for existing customers and untapped markets, and Vasquez’s proposal with $10,600 allocated for APA members evaluating renewal rates. Five new products are: (1) PsychVideo— attending task force meetings. Psychologists demonstrating their techniques; 300 demonstrations • Reauthorization for Continued Support for the Archives of the of therapy; (2) Psych Reference—reference books; (3) PsycTests History of American Psychology. This reauthorization holds —facilities; primary records named scale tests in the literature; for the 2011–2013 and allocates $60,000 as part of the 2011 references to in citations; (4) PsycNET Mobile—make PsycNET APA Budget. platform; and (5) PsychExtra expansion: useful. The 2011 annual • Long-Term Investment in APA in Line with Vandenbos’ Plan investment will be 3.7 million, with a middle level expectation of ($3.7M) 52% return on the investment. PsycInfo and PsycArticles are well • The Net Asset Allocation Plan including the 2011-2013 used—the top 10 of searches in libraries. APA is working to produce Financial Forecast new content from existing sources, expand existing products and • New Agenda Item. APA central office will provide summaries services, identify and develop needed new features and tools, and of information concerning APA work or issues from COR develop new products and revenue streams. members elected by an SPTA to APA members residing within the state they represent, regardless of the recipients’ SPTA Motions Passed, Reports Received, Policies Ad- membership status opted • Inclusion of $7,000 in the Draft 2011 Budget to increase the • List American Board of Assessment Psychology (ABAP) total amount of funding available for diversity training to 10K Diplomates in APA Directory. This issue is relevant to for both the Council and Consolidated Meetings. There was Division 5 members because there are 170 American Board discussion about evaluating the effectiveness of the training of Assessment Psychology diplomats (20 grandfathered in, formally. 150 earned diplomats). The question was who should be • Proposed Dues Schedule. This motion proposed to (1) reduce the governing body to certify bodies for inclusion in the full member dues by $40; (2) preserve lower expenses for membership directory? The issue was discussed as broader early career psychologists; and (3) eliminate discounts for than the ABAP issue on the table. The Commission for the dual memberships. There was major debate about this topic Recognition of Schools Specialties and Proficiencies in for many reasons. The Canadian Psychological Association Professional Psychology (CRSPP) will be the governing has had a long-standing agreement and was not consulted so body to undertake the task of determining certifying bodies this component will be handled at a later date. In addition, the for inclusion in the membership directory, based on defined proposed dues structure would rescind a recent commitment criteria. Any group that receives an adverse ruling by CRSPP related to inclusion of a listing in the membership directory continued on p. 18 18 April 2011

COR Report for the evaluation of the CEO provided by APA members continued from p. 17 Drs. Steve Kincaid, Randy Smith, and Vicki Vandeveer. The general process was that the CEO supplies draft goals for the by the Council to offer $25 discounts to members of the coming year to the Board, the Board reviews and comments on Association for Psychological; the Society for Neuroscience draft goals, behavioral measures are collected, the evaluation or any one of the organizations that are part of the Federation is completed by the Board, the executive management group, for the Advancement of Behavioral and Brain Sciences; and the and Council, data are analyzed, the Board discusses results and state, provincial and territorial psychological associations and develops recommendations on compensation and compares the four national ethnic minority psychological associations. to Quatt Associates data and the IRS Form 990 database, and • Changes to Life Status/Dues Exempt Category. A Bylaw the Board provides feedback. CEO Dr. Anderson’s salary was amendment will be sent to the membership for a vote in steady in 2008, 2009, 2010 as APA weathered the economic November 2011 eliminating the dues step down process for conditions. The 2011 compensation was recommended. For members who have reached 65 years of age and 25 years others at APA there would be a merit pool raise. of membership and choose dues reduction. In essence, the • Diversity Training on Immigration and Intercultural amendment will propose that members who are not in the dues Effectiveness. This training was presented by Jan Pieter step down process in 2013 continue to pay full dues until they van Oudenhoven, University of Groningen. Noting the reach 69 years of age and 29 years of membership at which changing demographics of the U.S., he discussed principles time they will advise Central Office of their choice to become of intercultural effectiveness and engaged the Council in an dues exempt. exercise based on this measure of critical incidents. A measure • Enlarge the Committee on Early Career Psychologists from that he developed (the Multicultural Personality Questionnaire) six to seven members ($4,900) involves five competencies and traits: cultural empathy, open- • Reinstatement of Funds. Council previously suspended items mindedness, social initiative, emotional stability, flexibility. due to the recent economic downturn. Now that APA is back The Council watched several brief video scenarios for a on firm financial footing, funds will be provided for the training he uses involving interactions between individuals Education Leadership Conference ($37,600), Interdivisional from different cultures. Council members responded how Grant Program ($25,000), Commission on Ethnic Minority they would behave. For example, these scenarios involved Recruitment, Retention, and Training ($100,000), and bargaining in a marketplace, accepting an invitation, an APA support to the American Psychological Foundation embrace, accepting information, handling views about ($100,000). retirement homes, and breaking a vase at someone’s home. • Presentation of the Annual Report by Katherine Nordal Other Council Activities and Informational Items (Executive Director of APA’s Practice Directorate). Dr. Nordal • Archives of the History of Psychology. The Council heard a discussed the differences between the 501 c3 designation wonderful presentation by Dr. David Baker, the Director of (serves the public) and the 501 c6 designation (practice the Archives (located in Akron, Ohio). The archives, now a organization). The APA Practice Directorate has staff that is member of the Smithsonian, include manuscript collections, funded from each of these components depending on their personal papers of psychologists, still images, file recordings, work. They conduct legislative and legal Advocacy, monitor rare books, psychological tests, and various artifacts. Medicare payment, develop initiatives (e.g., Psychologically • The “APA Good Governance Project.” Over lunch we Health Workplace Program, educational efforts about the value participated in one aspect of the work to understand what of psychologists practicing in applied settings), and provide works well and not so well in APA governance. The Cygnet tools such as the e-newsletters, pocket guide regular activity Strategy, along with APA Council members, are conducting updates, finances calculator, online learning and multimedia focus groups, electronic surveys, phone interviews, interactive programs planned for Practice, and a psychologist locator. working sessions, and in-person interviews related to • Draft report from the Convention Task Force. Final report maximizing organizational effectiveness. A summary of the will be submitted to Council in August. In summary, the project was provided, followed by a roundtable exercise. draft report proposes emphases on tracks that cut across areas Council members were asked to identify and discuss questions of Psychology. To facilitate this, the task force proposes such as: What are the strengths of the current governance that program chairs participate in the Division Leadership system? What challenges or concerns do you have or what Conference with president-elects. The allocation formula could be strengthened about the current governance system? for hours allotted to divisions is also being considered. An What do you hope will be gained from this process? What oversight committee is also being considered. worries do you have about what might be lost by this process? • Seating the Four Ethnic Minority Psychological Associations What advice do you have for the Project Team as we seek to on Council. Discussion of this item was postponed to the carry out our charge to the best of our ability? There was also August meeting. a brief survey administered to capture baseline data. • Treasurer’s Annual CEO Evaluation and Compensation Report to COR. This executive session described pro bono services the score newsletter 19

Awards and Recognition Presidential citations were awarded during the meeting to Susan Krauss Whitbourne (Division 20 Adult Development and Aging), William Strickland (Division 19, Military), William Hill (Division 2, Teaching), Terry Gock (Division 44, Lesbian, Gay, Bisexual and Transgender Issues), Helen Coons (Division 38, Health Psychology), and Linda Campbell (Division 29, Psychotherapy).

Other News During the Council meeting Gwyn Boodoo and Abigail Panter, prepared and submitted a new business item to encourage the Council to have more focused attention on the early career professionals (ECP) cohort in APA. Specifically, the item requests further information about ECP needs and concerns related to joining and staying members of a large professional organization like APA and their propensity to join divisions versus APA at large. With an organization with aging members we hope that data will help us think about ways to maximize interest and usefulness in APA among individuals in this group. This new business item was prepared in consultation with the past (Council member Deborah Loftis) and the present (Oksana Yakushko) chairs of the ECP committee and State of Florida representative Bruce Frumkin (who chairs the caucus dealing with new members in governance). We had 28 co-sponsors, and we hope that the item will move forward and gain traction by being assigned as a priority to working committees on Council.

Respectfully submitted, Gwyneth M. Boodoo and A. T. Panter

136 April 2011 Volume 48 Number 4 New Column!

The purpose of this new column is to present provocative articles of interest to Division 5 members and provide a forum to engage our membership in thoughtful response to the article. The current article that follows from the Journal of Psychoeducational Assessment concerns the variability of the Flynn Effect across ability ranges. Based on their findings, the authors question the emerging view that 0.3 IQ points per year is an appropriate adjustment in routine clinical practice. They also question the use of forcing an IQ adjustment using a fixed rate such as moving the cutoff point for the intellectual and developmental disability classification as it could cause misleading results and potentially misclassify a proportion of examinees.

What do you think? Should scores be adjusted in clinical practice, especially in high stakes judiciary evaluations? Do you agree with the methodology used? Does this article raise any other issues or concerns?

Please send all comments to Score Editor Julie Lackaff at [email protected]. Comments will be reviewed and selected to appear in our next issue of the Score. Please also send us your ideas for a title for this new column. Note: Permission to reprint this article was granted by Sage Publications. Journal of Psychoeducational Assessment http://jpa.sagepub.com/

Peeking Inside the ''Black Box'' of the Flynn Effect: Evidence From Three Wechsler Instruments Xiaobin Zhou, Jianjun Zhu and Lawrence G. Weiss Journal of Psychoeducational Assessment 2010 28: 399 originally published online 16 June 2010 DOI: 10.1177/0734282910373340

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Downloaded from jpa.sagepub.com by guest on February 1, 2011 Journal of Psychoeducational Assessment 28(5) 399­–411 Peeking Inside the “Black © 2010 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav Box” of the Flynn Effect: DOI: 10.1177/0734282910373340 Evidence From Three http://jpa.sagepub.com Wechsler Instruments

Xiaobin Zhou1, Jianjun Zhu1, and Lawrence G. Weiss1

Abstract This study investigated the Wechsler Performance IQ (PIQ) or Perceptual Reasoning Index (PRI)/ Perceptual Organization Index (POI) change over time and its relation to ability levels. PIQ or PRI/ POI was analyzed because of the known sensitivity of nonverbal scales to the Flynn effect. Scores were analyzed using two methods. First, analysis of covariance was applied to the combination of four representative samples of individuals who were administered the following pairs of Wechsler batteries in counterbalanced order: Wechsler Preschool and Primary Scale of Intelligence–Revised (WPPSI-R) and WPPSI-III (N = 174), Wechsler Intelligence Scale for Children – Third Edition (WISC-III) and WISC-IV (N = 239), Wechsler Adult Intelligence Scale–Revised (WAIS-R) and WAIS-III (N = 191), and WAIS-III and WAIS-IV (N = 240). Second, equal percentile equating was applied to each of the samples independently. Although the two methods produced different patterns of results, both methods showed some evidence of variation in the magnitude of the Flynn effect across ability levels. These results call into question the practice of adjusting IQs based on an average expected Flynn effect in routine clinical evaluations.

Keywords Flynn effect, IQ, Wechsler intelligence scales

Research in the past two decades has shown cumulative support for the existence of the Flynn effect (FE)—the massive IQ gain at about 0.3 points per year (Daley, Whaley, Sigman, Espinosa, & Neumann, 2003; Flynn, 1984, 1987; Nettelbeck & Wilson, 2003). However, increasing evi- dence also suggests that there are large variations in IQ change over time. For example, the magnitude of IQ change was found to vary in different nations (e.g., Must, Must, & Raudik, 2002) and in different times of history (e.g., Colom, Lluis-Font, & Andres-Pueyo, 2005). Some researchers have demonstrated that the FE may have ceased or reversed in recent years (e.g., Sundet, Barlaug, & Torjussen, 2004; Teasdale & Owen, 2005). Variations in the magnitude and the direction of FE are also found among different instruments (e.g., Wicherts et al., 2004; Yang, Zhu, Pinon, & Wilkins, 2006). In one article, Flynn (2006) stated that the Wechsler Adult

1Pearson, San Antonio, TX, USA

Corresponding Author: Xiaobin Zhou, Pearson, 19500 Bulverde Road, San Antonio, TX 78259, USA Email: [email protected]

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Intelligence Scale–Third Edition (WAIS-III) standardization sample is substandard and a 2.34- point adjustment to individual IQ scores is required. The only evidence Flynn provided for this statement is that WAIS-III scores did not fit expectations based on the average FE. As Weiss (2008) pointed out, however, this amounts to adjusting data to fit theory and is therefore contrary to the orderly progress of science. Along with exploration of the magnitude and direction of the FE, researcher have also focused on the “black box” behind it (e.g., is it a real IQ gain due to social, population, and or genetic fac- tors or it is simply a psychometric artifact). Factors such as environment (e.g., Dickens & Flynn, 2001), nutrition (e.g., Colom et al., 2005), education (e.g., Teasdale & Owen, 2005), genetic (e.g., Rodgers & Wanstrom, 2007), changes in assessment construct or content (Zhu & Tulsky, 1999), and methodological issues (e.g., Rodgers, 1998; Yang et al., 2006) have been identified as poten- tial contributors to the IQ changes. In the meantime, policy makers, test developers, and clinical psychologists are also making reference to the FE in their practice (Beaujean & Gulling, 2006; Kanaya, Scullin, & Ceci, 2003). However, much is still left to be learned about the nature of this phenomenon and how usable it is in clinical evaluation. This article concerns the variability of the FE across ability ranges. In his initial research, Flynn (1984) cautioned researchers that applying the allowance calculated based on the FE when estimating IQs may be “reliable only for scores in the normal range of 90 to 110” (p. 39). This word of caution was supported by later studies. For example, based on Dutch draftees’ IQs obtained from a group intelligence test composed of four subtests—letter matrices, verbal analo- gies, number sequences, and geometric figures—Teasdale and Owen (1989) identified that the magnitude of IQ change varies across the distribution of intelligence level. The authors found that IQ increase is more evident at lower intelligence levels than at high intelligence levels. In another study, Spitz (1989) collected investigations that compared WAIS and WAIS-R full-scale IQ change across the IQ range of 50 to 130. The researcher showed that larger IQ difference and reversed IQ change are evident at IQ levels below average and above average, respectively. The most recent evidence came from the WAIS-IV standardization studies. A mild intellectual dis- ability (MID) group and a borderline intellectual functioning (BIF) group were tested on both the WAIS-IV and the WAIS-III. The full-scale IQ (FSIQ) increase was 4.1 for the former and 2.2 for the latter; whereas the FSIQ increase for the average test–retest sample was 2.9 (Wechsler, 2008). Thus, the results from the MID group support the higher IQ change rate in lower ability groups; the results from the BIF group suggest possible variations even within the lower intellectual functioning groups. With converging evidence that the FE might be a more typical phenomenon in the average ability range, it would be uncertain how generalizable this aggregated IQ change is to any par- ticular ability group of concern. Despite this legitimate concern, the FE has already had impact on the definition of intellectual and developmental disability (formerly mental retardation) and is consequently affecting practice in special education and judiciary evaluation (e.g., Kanaya, Scullin, & Ceci, 2003). The current research investigated the variability of the FE using the data from a series of Wechsler intelligence scales that assess individuals in a wide age range. We focused on (a) the relationship between the FE and ability level, and (b) the within ability group, or individual, vari- ability of the FE. Changes in Performance IQ (PIQ) between the recent editions of three Wechsler intelligence scales—Wechsler Preschool and Primary Scale of Intelligence (i.e., WPPSI-R and WPPSI-III; Wechsler, 1989, 2002), Wechsler Intelligence Scale for Children (i.e., WISC-III and WISC-IV, Wechsler, 1991, 2003), and Wechsler Adult Intelligence Scale (i.e., WAIS-R, WAIS- III, and WAIS-IV, Wechsler, 1981, 1997, 2008)—were investigated. Because PIQ is not available in WISC-IV and WAIS-IV, the comparable index scores, Perceptual Organization Index (POI) and Perceptual Reasoning Index (PRI), were used in comparisons involving these two instruments

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(see Table 2 footnote for subtest compositions of the indexes compared). To simplify the discus- sions in the remaining sections of this article, the term PIQ will be used when referring to com- parisons involving PRI/POI. The PIQs are analyzed because, compared with verbal scales, this composite is a better measure of fluid intelligence, the type of cognitive ability that has been shown in repeated studies to be the most sensitive to the IQ gain (e.g., Flynn, 1998; Kaufman & Lichtenberger, 2006; Truscott & Frank, 2001).

Method Samples

The samples used for examining each of the three instruments were collected during the stan- dardizations of the later editions of the tests. All samples were collected to represent the percent- ages of key national demographics (i.e., age groups, sex, ethnicity, and self or parent education level). The test administration was counterbalanced, such that approximately half of the sample was tested on the earlier edition first and the other half was tested on the newer edition first. The testing interval between the two administrations ranged from 5 days to 12 weeks with mean test- ing interval of 28 to 35 days. The total sample sizes were 174, 239, 191, and 240 for WPPSI-R and WPPSI-III, WISC-III and WISC-IV, WAIS-R and WAIS-III, and WAIS-III and WAIS-IV, respectively. Within each sample, the demographic compositions of the two testing orders are balanced on most categories. Detailed demographics information for each sample is presented in Table 1.

Analysis Analyses were conducted to investigate differences across all tests by ability groups. To reduce the influence of the regression-to-the-mean effect in comparing PIQ change across ability levels, the verbal composite score obtained on the newer edition of the tests was used to categorize the ability level of the examinee (i.e., Verbal Intelligence quotient [VIQ] was used in WPPSI-III and Verbal Comprehension Index [VCI] was used in the other three com- parisons). The following five verbal ability levels were used: ≥120, 110 to 119, 90 to 109, 80 to 89, and ≤79. The year of publication for each instrument was used to estimate the time gap between the two versions of the test. The publication gaps are 13 years, 12 years, 16 years, and 11 years for WPPSI-R and WPPSI-III, WISC-III and WISC-IV, WAIS-R and WAIS-III, and WAIS-III and WAIS-IV, respectively. The PIQ change per year for each examinee was then calculated. Preliminary analysis of variance (ANOVA) confirms that, on PIQ change per year, there is no significant main effect of test battery, F(3, 838) = 0.90, p = .44, partial h2 = .003. There is also no significant interaction between ability level and test battery, F(12, 838) = 1.35, p = .19, partial h2 = .02. These results suggest a consistent relation between ability level and PIQ changes across data sets. Therefore, the four data sets were merged to increase statistical power. The first analysis used descriptive statistics to examine the mean PIQ change across instru- ments and ability levels. The second analysis further modeled the trend in PIQ change using an analysis of covariance (ANCOVA) model with ability level used as the main effect predicting PIQ change per year. Test battery and demographic information were used as covariates. The actual and the demographic-adjusted PIQ change rates for each ability group were plotted and compared. To further investigate the variation of the PIQ change across ability levels, the third set of analyses used equal percentile equating on each of the four samples. This methodology, unlike

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First Total 120 WAIS-III WAIS-III

WAIS-IV and WAIS-III and WAIS-IV First 120

WAIS-IV WAIS-IV

191

First Total 96

WAIS-R WAIS-R

WAIS-III and WAIS-R and WAIS-III First 95

WAIS-III WAIS-III

239

First Total 111 WISC-III

WISC-IV and WISC-III WISC-IV and First 128

WISC-IV

4.6 1.6 4.5 2.9 8.4 3.1 5.8 7.5 4.2 5.8 17.8 19.5 24.3 21.8 18.9 33.3 26.2 25.0 24.2 24.6 174

26.7 21.3 3.1 1.8 2.5 8.4 14.6 11.5 17.5 18.3 17.9 First Total WPPSI-R WPPSI-III and WPPSI-R WPPSI-III and 1.1 1.2 1.1 3.0 2.9 2.9 21.0 20.4 20.6 24.8 24.2 24.5 4.9 5.0 4.93.4 11.35.7 11.4 2.3 11.4 3.5 2.9 47.4 3.9 47.2 47.3 6.3 54.2 5.0 51.3 3.2 52.7 2.1 2.6 6.7 6.7 6.7 45.5 50.0 47.7 53.1 52.388 52.7 52.6 86 51.0 51.8 61.7 62.5 62.1 54.556.8 50.023.9 52.3 52.3 18.6 54.613.6 46.931.8 21.337.5 76.611.4 47.7 8.1 16.4 32.6 81.7 31.4 47.3 10.9 24.4 32.2 10.8 78.7 34.5 47.4 10.9 28.9 13.8 82.1 39.1 49.0 6.3 6.3 28.8 48.2 76.0 36.0 28.9 79.1 8.8 38.3 37.7 7.3 43.2 65.8 9.5 20 6.8 37.5 24.0 67.5 37.9 10.0 9.4 30.2 33.5 66.7 9.4 25.1 7.5 27.5 13.3 26.7 8.8 36.7 29.2 5.8 32.1 27.9 9.6 First WPPSI-III Mean deviation Standard Female Male White AmericanAfrican Hispanic Other 15.9 ≤ 8 9-11 12 13-15 ≥ 16 Age (years) N Gender Race/ethnicity Education (years) Percentages of Demographic Categories in the Four Samples in the Four Categories of Demographic 1. Percentages Table Adult Intelligence Scale. Wechsler = WAIS Children; Intelligence Scale for Wechsler WISC = and Primary Preschool Scale of Intelligence; Wechsler WPPSI = Note:

402

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Table 2. Overall Average PIQ Scores and Average PIQ Change Over Time

Overall PIQ Scales (Years Aparta) Mean 1 SD 1 Mean 2 SD 2 PIQ Change/Year WPPSI-R and WPPSI-III (13)b 102.59 13.34 99.47 14.82 0.24 WISC-III and WISC-IV (12)c 107.36 14.71 103.90 13.95 0.29 WAIS-R and WAIS-III (16)d 108.17 14.41 103.54 15.38 0.29 WAIS-III and WAIS-IV (11)e 103.70 15.49 100.27 15.43 0.31

Note: PIQ = Performance Intelligence Quotient; SD = standard deviation; WPPSI = Wechsler Preschool and Primary Scale of Intelligence; WISC = Wechsler Intelligence Scale for Children; WAIS = Wechsler Adult Intelligence Scale. Source: Data and table copyright Pearson, Inc., 2009. All rights reserved. a. Years between publication. b. The WPPSI-R PIQ comprises Block Design, Object Assembly, Picture Completion, Geometric Design, and Mazes; The WPPSI-III PIQ for ages 2 to 3 years comprises Block Design and Object Assembly; WPPSI-III PIQ for ages 4 to 7 years comprises Block Design, Matrix Reasoning, and Picture Concepts. c. The WISC-III Perceptual Organization Index (POI) is compared with the WISC-IV Perceptual Reasoning Index (PRI). The WISC-III POI comprises Picture Completion, Picture Arrangement, Block Design, and Object Assembly; The WISC-IV PRI comprises Picture Concepts, Block Design, and Matrix Reasoning. d. The WAIS-R PIQ comprises Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Digit Symbol; The WAIS-III PIQ comprises Picture Completion, Digit Symbol-Coding, Block Design, Matrix Reasoning, and Picture Arrangement. e. The WAIS-III POI is compared with the WAIS-IV PRI. WAIS-III POI comprises Block Design, Matrix Reasoning, and Picture Completion; The WAIS-IV PRI is comprises Block Design, Matrix Reasoning, and Visual Puzzles.

the ANCOVA approach, eliminates any possible influence of the regression effect. The equiva- lent PIQ on the two versions of the test across the score range of the scale was examined.

Results Average PIQ Change on Wechsler Scales

Table 2 shows the average PIQs on the four instruments. The average PIQ change is 0.24, 0.29, 0.29, and 0.31 points increase per year for WPPSI-R, WISC-III, WAIS-R, and WAIS-III, respec- tively. Applying the terminology used by Kaufman (2010), the FE for the total samples ranged from 2.4 points per decade on the WPPSI-R to 3.1 points per decade on the WAIS-III, with a weighted mean of 2.85 points per decade for N = 844. The descriptive statistics of PIQ change at each verbal ability level are presented in Table 3. PIQ change is calculated as the “increase” from the older version to the newer version. Thus, a positive discrepancy indicates IQ gain whereas the negative value indicating IQ decrease. Given the publication intervals between the two versions of the test, the expected discrepancy based on the FE prediction would be within the range of 3 to 5 points across all four comparisons. Table 3 shows a clear decrease in PIQ gain at the above-average ability levels. The average PIQ change per year in the middle and lower ability groups is in the range of 0.31 to 0.37; whereas this change rate drops to 0.06 and 0.15 in the two higher ability groups. Figure 1 shows the percentages of PIQ change per year by ability level. In addition to the rather small proportion of examinees having PIQ change around 0.30 (i.e., between 0.20 and 0.40) per year from the FE prediction, two other patterns are notable in Figure 1: (a) higher proportion of examinees in the three lower ability groups than in the two higher groups have PIQ change greater than 0.40 points per year and (b) higher proportion of examinees in the two higher ability groups than in the lower groups have reversed FE, which contributes to the shrinking average PIQ change rate in these groups.

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Table 3. Descriptive Statistics of PIQ Change by Verbal Abilitya

VCI/VIQb Levels PIQ Change (Total) ≤79 (N = 54) 80-89 (N = 129) 90-109 (N = 421) 110-119 (N = 156) ≥120 (N = 79) Mean 4.2 4.6 4.6 0.9 1.9 SD 8.9 9.7 10.5 9.8 11.0 Median 4.5 5.0 5.0 -1.0 2.0 PIQ change (per year) Mean 0.31 0.36 0.37 0.06 0.15 SD 0.69 0.78 0.84 0.77 0.88 Median 0.37 0.38 0.38 -0.08 0.13

Note: PIQ = Performance IQ; VCI = Verbal Comprehension Index; VIQ = Verbal IQ. Source: Data and table copyright Pearson, Inc., 2009. All rights reserved. a. PIQ discrepancy is calculated using the score obtained on the older version minus score obtained on the newer version. b. VIQ is used on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI).

100%

80%

60%

40%

20%

0% < = 79 (N = 54) 80-89 (N = 129) 90-109 (N = 421) 110-119 (N = 156) > = 120 (N = 79)

Verbal Ability Levels

IQ Gain >.40 per Year IQ Gain between .20 and .40 per Year IQ Gain <.20 per Year IQ Decrease

Figure 1. Percentages of examinees obtaining various PIQ change by ability level Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved.

PIQ Change Per Year: Predictive Approach by Ability Level

The ANCOVA analysis was conducted on the consolidated sample. Ability level was investigated as the main effect predicting PIQ change per year. Testing group categories (i.e., test battery and

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Figure 2. Actual and demographically adjusted average PIQ change per year by ability level. Average PIQ changes at each ability level adjusted by demographics are plotted by the solid line. Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved. testing order), and main demographics (i.e., age, sex, ethnicity, education level) were used as covariates. Significant effects of ability level, F (4, 817) = 2.48, p = .04, and testing order, F (1, 817) = 64.75, p < .01, were found. For both factors, the effect sizes are small (partial h2 = .01 for ability level; partial h2 = .07 for testing order). To control the influences of testing group and demographics composition in the samples, least- squares adjusted average PIQ change for each ability level was calculated. Figure 2 shows the observed and the adjusted PIQ change per year at each ability level. The least-squares adjusted average PIQ changes at each ability level are plotted by the solid line. This figure shows two important patterns of PIQ change with respect to ability: (a) the adjusted PIQ change is higher at low ability levels than at high ability levels—the PIQ change at the middle and lower ability levels is 0.36 or 0.37, which about doubles the change rate for ability level 110 –119 (0.15) and ≥120 (0.20) and (b) within each ability level, the range of observed change is rather large. The variability of the PIQ change across verbal ability levels is evident in the above results. However, given the moderate-to-strong correlation between verbal and perceptual scales, it is possible that the inversed relation between the magnitude of PIQ change and ability level observed in Figure 2 is partially inflated by the effect of regression to the mean. Therefore, non- linear equating on the performance scale was used to validate this finding.

PIQ Change: Equal Percentile Equating Equal percentile equating was conducted independently on the four samples. The results are shown in Figures 3 to 6. If the PIQ increase were at a fixed rate regardless of individual’s ability

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150

140

130

120

110

WPPSI-R 100

90

80

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Figure 3. Equal percentile equating of the WPPSI-R and the WPPSI-III Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved. level, we would expect to see a parallel line on top of the identity (diagonal) line. That is, at every percentile of the sample, the PIQ would be consistently higher in the older version than in the newer version by the same amount. This pattern, however, is not observed in any of the four analyses. In contrast, in the WPPSI (Figure 3) and WAIS-R (Figure 5), the equated scores move closer to the identity line at the higher percentile level; in the WISC (Figure 4) and the WAIS-III (Figure 6), the equated scores move away from the identity line at the higher end of the percen- tile. The nonparallel relation between the equating line and the identity line, again, confirms the variability of the change in PIQ across the ability distribution in the sample. If inferred directly from the ANCOVA results, a certain pattern of the equated score is expected. The ANCOVA findings suggest higher IQ gain at the lower end of the ability level and lower IQ gain at the higher end. Therefore, the equated scores could be expected to rise higher from the identity line at the bottom than at the top. This pattern is only observed in the WPPSI and WAIS-R results. For example, at about one standard deviation below the mean, the PIQ of 86 on WPPSI-III is equivalent to the PIQ of 91 on WPPSI-R—a 5-point IQ gain. In contrast, at about one standard deviation above the mean, the PIQ of 114 on the WPPSI-III is equivalent to the PIQ of 115 on WPPSI-R—only 1-point IQ gain. The equating result for the WISC and the WAIS-IIII seems to contradict the direction of the magnitude change by ability levels suggested in the ANCOVA analysis.

Discussion The present exploration of the relation between PIQ change and ability level provides critical and valuable insight into the nature of the FE across ability levels. The magnitude of the FE

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Figure 4. Equal percentile equating of the WISC-III and the WISC-IV Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved.

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Figure 5. Equal percentile equating of the WAIS-R and the WAIS-III Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved.

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Figure 6. Equal percentile equating of the WAIS-III and the WAIS-IV Source: Data and figure copyright Pearson, Inc., 2009. All rights reserved.

(as measured by change in PIQ scores) varies across ability groups, although the direction of the variation across ability groups is inconclusive. This finding is consistent for all Wechsler intel- ligence tests studied spanning the range from preschool to older adult. Overall, our findings suggest that the average IQ gain Flynn initially described may only be valid as an aggregated phenomenon. The variation by ability group we demonstrated implies that adjusting an individ- ual observed IQ by a fixed rate obtained from the overall sample may yield systematic over or under estimates of IQ depending on the individual’s ability level. The ANCOVA analysis allowed the four samples to be combined and results suggested that the rate of change in PIQ scores is larger at the middle and lower portion of the distribution and smaller in the upper portion of the distribution of scores. The equating analyses were necessarily conducted on each of the four samples separately. Results of the equating analyses agreed with findings of the ANCOVA analysis for the WPPSI-R and WPPSI-III and the WAIS-R and WAIS- III samples in that both methods suggested larger rates of change in the middle and lower por- tions of the distribution. Results of the equating analyses did not agree with findings of the ANCOVA analysis for the WISC-III and WISC-IV or the WAIS-III and WAIS-IV samples in that the equating analyses suggested larger rates of change in the upper portion of the distribution for these samples. Multiple analysis approaches were used in the current study with the intent that the strength of each method could complement the limitations of the other method. A strength of the ANCOVA method is that it allows the four samples to be combined to increase statistical power. A possible limitation of the ANCOVA method when examinees are categorized by ability level is its vul- nerability to exaggerated findings in the tails of the distribution because of the regression-to- the-mean effect. Although this risk was ameliorated by categorizing ability based on VIQ, the

Downloaded from jpa.sagepub.com by guest on February 1, 2011 Zhou et al. 409 high correlation between VIQ and PIQ might still produce some regression effects on the PIQ change scores. A strength of the equating method is that it allows for nonlinear solutions. However, the equating method is vulnerable to sample fluctuations at the upper and lower tails of the distribu- tion because each data point has the same weight regardless of the frequency of the value. Equating was necessarily conducted on the four samples separately possibly producing less stable outcomes because of the smaller sample sizes. Finally, the equating procedure introduces additional errors and the error at the extreme ends of the distribution is often several times larger than the equating error in the middle of the distribution. Clearly, further analyses are needed to better understand why findings from these two methods diverge for some samples but not others. Both the ANCOVA and the equating methods demonstrate converging evidence of the vari- ability of the PIQ change across ability groups, although the inconsistent directions in the varia- tion merit further exploration. Taken together, these findings suggest that the FE may vary by ability level but the pattern across ability levels may be different for different tests or age groups tested. Further research is needed to untangle these findings. Although the different methods suggest different patterns across ability levels, both methods show that the magnitude of the IQ change is not the same across IQ levels. This convergent aspect of the two methods presents a challenge for the emerging view that 0.3 points per year is an appropriate adjustment in routine clinical practice. The debate over adjusting IQ scores based on the FE is further complicated by applied issues in clinical practice, theoretical issues in test development, and research methods selected. When the FSIQ cannot be obtained for a particular examinee, the clinician sometimes must use VIQ, PIQ, or an abbreviated IQ as the best estimates of intellectual ability. In such instances, applying an adjustment derived based on FSIQ could yield an erroneous interpretation of the person’s abil- ity because different domains of intelligence may have different patterns of change over time. At the same time, test developers are changing the mix of constructs included in the FSIQ based on new research in human intelligence, recently, by replacing older subtests measuring crystallized knowledge and visual spatial skills with new working memory and processing speed subtests that may not show the same rate of change over time. For example, in the WAIS-III FSIQ, 3 out of 11 subtests, or 27% are working memory and processing speed subtests; in the WAIS-IV FSIQ, 4 out of 10 subtests, or 40% measure these two domains. Such change in test structure could also lead to variation from the expected rate of IQ change across time and/or among instruments. Thus, without adequate definition of restrictions, forcing an IQ adjustment using a fixed rate, such as moving the cutoff point for intellectual and developmental disability classification, could cause misleading results and potentially misclassify a proportion of examinees. At the same time, clini- cal practice must continue even as research continues that may affect practice. Although the evi- dence for differential adjustments based on ability level is still nascent, early indications appear to favor slightly larger adjustments in the lower range of scores where high-stakes legal evaluations are most likely to occur. The FE is a much more complicated phenomenon than a simple overall increase of IQs. Further research in the following directions is necessary to evaluate and extend the findings and hypotheses of the current study:

1. To go deeper into the history—to include more data from earlier versions of Wechsler, such as WPPSI, WISC-R, and WAIS. This will not only allow us to test the robustness of the current results but will also give us an understanding of the development of IQ during a longer historical period. 2. To go wider into the human mind—to extend the research into other domains such as language, achievement, and adaptive behavior assessment. The findings from diverse domains might provide a better understanding of the nature of the FE.

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3. To go wider into the diverse societies—to apply similar analysis strategies to interna- tional data. 4. To go wider into examining and comparing the various statistical methodologies used for deciphering the IQ change.

If converging results could be found in other populations, across different historical time points, or on various aspects of human intellectual properties we would then be in a better posi- tion to open the “black box” behind the FE.

Declaration of Conflicting Interests The author(s) declared no conflicts of interest with respect to the authorship and/or publication of this.

Funding The author(s) received no financial support for the research and/or authorship of this article.

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Sundet, J. M., Barlaug, D. F., & Torjussen, T. M. (2004). The end of the Flynn effect? A study of secular trends in mean intelligence test scores of Norwegian conscripts during half a century. Intelligence, 32, 349-362. Teasdale, T. W., & Owen, D. R. (1989). Continuing secular increases in intelligence and a stable prevalence of high intelligence levels. Intelligence, 13, 255-262. Teasdale, T. W., & Owen, D. R. (2005). A long-term rise and recent decline in intelligence test performance: The Flynn effect in reverse. Personality and Individual Differences, 39, 837-843. Truscott, S. D., & Frank, A. J. (2001). Does the Flynn effect affect IQ scores of students classified as LD? Journal of School Psychology, 39, 319-334. Wechsler, D. (1981). Wechsler Adult Intelligence Scale–Revised. San Antonio, TX: Psychological Corporation. Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence–Revised. San Antonio, TX: Psychological Corporation. Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Third Edition. San Antonio, TX: Psycho- logical Corporation. Wechsler, D. (1997). Wechsler Adult Intelligence Scale–Third Edition. San Antonio, TX: Psychological Corporation. Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence–Third Edition. San Antonio, TX: Psychological Corporation. Wechsler, D. (2003). Wechsler Intelligence Scale for Children–Fourth Edition. San Antonio, TX: Psycho- logical Corporation. Wechsler, D. (2008). Wechsler Adult Intelligence Scale–Fourth Edition. San Antonio, TX: Pearson. Weiss, L. G. (2008). WAIS-III technical report: Response to Flynn. Retrieved from http://www .pearsonassessments.com/NR/rdonlyres/98BBF5D2-F0E8-4DF6-87E2-51D0CD6EE98C/0/WAISIII _TR_lr.pdf Wicherts, J. M., Dolan, C. V., Hessen, D. J., Oosterveld, P., Caroline, G., van Baal, M., . . . Span, M. M. (2004). Are intelligence tests measurement invariant over time? Investigating the nature of the Flynn effect. Intelligence, 32, 509-537. Yang, Z., Zhu, J., Pinon, M., & Wilkins, C. (2006, August). Comparison of the Bayley–III and the Bayley–II. Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA. Zhu, J., & Tulsky, D. (1999). Can IQ gain be accurately quantified by a simple difference formula? Perceptual and Motor Skill, 88, 1255-1260.

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President’s Message in Division 5 as a sanctioned section. We encourage all Division 5 continued from p. 1 members to attend our annual business meeting in August in order to participate in this important process. of programming time to qualitative methods over the past three programs (including a symposium this year—see Program report Bylaws Revisions. Working with Irv Weiner, Gwyn Boodoo, and summary). The latest task forces convened under my presidency Marcy Andberg, I reconvened a bylaws revision task force to bring are the reconstituted naming task force and the bylaws revision the woefully outdated bylaws up to date with current practices. task force. The revisions to the bylaws are extensive in parts. In November 2010, the EC voted 6–2 to approve the bylaws revisions that were Naming Task Force Reconstituted. The process of establishing circulated at that time. I then approached Kurt Geisinger to write a formal qualitative presence in Division 5 has continued to the con statement to the bylaws document and I wrote the pro progress slowly as such matters generally do. After considerable statement on behalf of the task force. Because our bylaws currently discussion and negotiation in task forces under the leadership of require a mail ballot, we then approached division services to mail Gwyn Boodoo and Irv Weiner during their respective presidencies, the documents out to the membership. Division services pointed one issue remained that needed a resolution (i.e., the name of out that the cost to conduct such a vote, however, was significant what the expanded division would be). At the insistence of the and if the ballot failed for any reason, the process would have to qualitative inquiry group, Division 5 established a task force to be repeated. Given this delay and the fact that we would be able find a name for the division that would accommodate our current to meet and discuss the bylaws changes more extensively at the constituents and the addition of qualitative methods. As I reported mid-year meeting, I decided to put the full ballot on hold. Division in my Score column in October, the initial recommendation to the services recommended an alternative mail ballot mechanism that EC at the August 2010 meeting regarding a name change to the would be cost effective and allow us to present a selective revision division (Division for Research Methods and Practices) met with for e-balloting as a non-controversial proposal to the membership. unforeseen concerns and justifiable resistance. At the EC discussion, Each of us should have received a post card from APA notifying it became clear that the measurement community in Division 5 had us of this vote and requesting that we return a mailed ballot to strong views on keeping measurement in the name (the historical division services by April 15th. At this year’s meeting, we did not origins of the division being a key argument). As a result, I asked have time to discuss each of the bylaws changes in detail but it was Marcy Andberg to reconstitute the naming task force, taking into clear that many of the changes that had been approved in November consideration the comments of Kurt Geisinger, Thanos Patelis, needed more careful review, particularly in light of comments that and others representing the measurement community of Division EC members made at the meeting and that Division Services made 5. Carol Dwyer, Abigail Panter, Pat Shrout, and Jodi Casabianca regarding our proposed bylaws changes. At the mid-year meeting, I joined Marcy as the representatives of Division 5 who worked asked the EC to officially rescind the prior approval and requested and discussed with Ken Gergen, Mark Freeman, and Ruthellen that the bylaws task force continue working on and refining the Josselson as representatives of the qualitative inquiry group. I bylaws changes. I also invited Pat Shrout to join the task force, have been extremely pleased with the considerable effort and given his extensive experience in this type of activity. The next thoughtfulness with which this task force has taken on its charge. round of bylaws revisions will be submitted to the membership for This task force presented its report on the content and outcomes consideration (likely as an e-ballot later this summer, presuming of their deliberations at our mid-year meeting. Following detailed the current vote carries). discussion of the task force’s deliberations, the EC agreed that the next step is to follow our current bylaws document on how a section The procedures for conducting e-voting were discussed. KU will should be formed within Division 5. Specifically, article X, section host a secure web-based survey for members to cast their ballot 1 states: “To propose a new section, it is first necessary to present for each of the bylaws revisions that are presented. Members will a petition to the Secretary-Treasurer [sic] containing names of at be notified of the electronic ballot by e-mail and by postcard if we least 400 APA members who indicate a commitment to join such a do not have a valid e-mail on file. Members will have 30 days to section and to join Division 5 if not already a member. The petition review and cast a ballot for each of the bylaws changes. requires approval by a majority of those Division 5 members in Another item that came up at this year’s mid-year meeting is the attendance at the next annual business meeting and approval by a need for a survey of the membership in order to ‘take the pulse’ of majority of those voting in a subsequent mail ballot to all Associate our members. In the coming months, I will be working with EC Members, Fellows, and Members of Division 5.” members to construct a Very Short survey for the membership.

Because the process of creating a section cannot occur until the Update on my initiatives August business meeting of Division 5 and because we cannot know Program. This year I am trying something new on a trial basis. if a section on qualitative methods would in fact materialize, the Namely, I am securing a hospitality suite to allow our Division to EC determined that any further discussion of renaming the division use more programming hours during the convention proper and is fundamentally premature. The EC of Division 5 is unanimous to allow supplemental programming for the Division. Because of in our view that rigorous qualitative methods have a place in our the substantial cost that can be associated with a hospitality suite, division and we would hope such methods will find a formal home I contacted the Society of Multivariate Experimental Psychology, the score newsletter 21

which has a small grants program to support quantitative us at the convention in August. Further suggestions for targeting psychology, to inquire if they would be willing to sponsor the this recruitment effort are welcome. suite for two nights. SMEP has graciously and generously agreed to sponsor the hospitality suite. In a few weeks, I will work with Membership has been on the upswing this past month. Members APA to reserve our suite for Wednesday and Thursday of the of the qualitative group have recently been joining the Division August convention. On Wednesday, we will use the suite for the and I believe we will see a significant increase in the months EC meeting. Although we won’t have a table to sit at during the of February and March when we get the official numbers from meeting, we will have sufficient space for all of us to sit and discuss Division Services. the business of the Division. Holding the EC meeting in the suite saved three programming hours for substantive presentations. The Fellowship. As you will see in the summary of the fellowship hospitality suite will also be used for student/ECP programming report, Gregory Meyer and the entire fellowship committee were on Thursday afternoon and a reception in the evening. Jodi extremely busy processing all the nominations that came in. I put Casabianca and Kimberly Vannest report on this program in this out a call to nominate persons who qualify for fellowship now issue of the Score. The suite is available for additional meetings rather than waiting for years before a well-qualified member is or programming during the day on Thursday. If you would like to finally nominated. I personally wrote seven letters of support for request use of the hospitality suite please contact me or Jim Bovaird the fellows’ nominations that were made. I’m pleased that these with your request. nominations were well received by the committee and forwarded to APA for review. In the July issue of the Score, we can announce For this year’s program, I invited one symposium on Advances the names of our newest fellows. in Multilevel SEM, one symposium on Modern Missing data, one student/ECP symposium, one symposium on Qualitative Division response to testing standards. I asked Susana Urbina Methods, and a talk by an early career member on Meta-analysis. to coordinate a division-level response to the call for comments. The programming time we save by using a hospitality suite also Gary Robertson was instrumental in encouraging a division level allowed Steve Strack, Program Chair, flexibility to program more response rather than relying on individual members to respond. talks initiated by the membership. At the mid-year meeting, I also tasked the other members of the Assessment Committee to work with Susana to craft a division- Service to Division 5. The Center for Research Methods and level response. By the time you read this column, the response will Data Analysis (CRMDA) that I direct at the University of Kansas have been submitted to the Joint Committee for the Revision of the continues to host the interactive program review web site for Standards for Educational and Psychological Testing (a synopsis Division 5. CRMDA has committed to providing this service to of our response will appear in July issue of the Score). Division 5 until such time as APA will allow these kinds of web pages to reside on their web pages. Replace Historian and Treasurer. According to the bylaws, the position of historian and treasurer are time limited appointments. The CRMDA at KU will also host the interactive bylaws revision Both Gary Robertson and Barb Byrne have exceeded the time limits votes that will take place in the coming months as well as a database of their respective appointments. Gary has expressed a desire to for the Awards Committee to be able to view the submitted materials step down. Consequently we will begin a search to replace him and to make their ratings of the applications. as historian.

Membership. I worked with the membership committee and with Regarding the position of treasurer, the EC appointed Jodi the student/ECP representatives to make Division 5 both rewarding Casabianca to become the Division Treasurer after the August and relevant. As indicated in the program discussion, I asked Jodi meeting in Washington DC. Barb is willing to stay on until August, and Kimberly to develop a symposium followed by round-table because this position requires a significant amount of training. discussion of issues that are central concerns for student and ECP On behalf of the entire EC and the past eight ECs, I would like to members of our division. Since the EC meeting in August, many of express our deepest gratitude to Barb for her incredible commitment us were instrumental in contacting publishers and summer training to serve the Division in so many capacities, but especially as our programs to secure discounts for members of Division 5. We also Treasurer these past eight years. Thank you Barb! Also, I would like created a membership recruitment flyer. In the coming months to thank Jodi for her devotion and commitment to serve Division the membership committee will begin a full scale membership 5. She has been the APAGS representative for the past two years recruitment drive. We will emphasize diversity in our recruitment and she has served as the student member for both Naming Task efforts. By way of example, Pat Shrout challenged each EC member forces. She has also been very active in our membership recruitment present at our meeting to personally identify and recruit at least efforts as well as promoting the relevance of Division 5 for student one new member to the Division, particularly individuals from members. Thanks for those efforts Jodi and we look forward to underrepresented groups. I challenge you to do the same. continuing to work with you during your term as Treasurer.

We plan to resend the flyer around along with the program of this year’s meeting to encourage more folks to join the Division and join continued on p. 22 22 April 2011

President’s Message e. Creates and maintains the Division Presidential Archive continued from p. 21 consisting of the following: a photograph of the current Regarding the historian position, we are soliciting nominations for president and Executive Committee, the presidential this position. Appended to my column you will find the description address given by the current president at the annual of the Historians duties as described in our administrative APA convention, and the annual report submitted by the manual. president to record significant events, achievements, and actions taken during the president’s term in office. DIVISION 5 HISTORIAN f. Assists members of the Division in locating and securing 1. Responsibility historical documents needed for a specific purpose. The Historian: g. Prepares reports or special data required to document the a. Preserves the historical documents of the Division. archive selection and storage process. b. Maintains an archival record of the historical Documents 4. Procedures of the Division. This section cannot be completed until procedures for c. Serves on the Executive Committee (ad hoc). identifying and selecting archive documents are agreed upon Term2. by members of the Executive Committee. The Historian is appointed by the Division president as 5. Historian’s Calendar and Duties required and serves a perpetual term of office. Every month: 3. Specific Duties • Assist Division members as required with the storage of a. Creates, modifies as required, and manages the process used archive materials to select and store materials important for the preservation August: of the history of the Division. • Attend the Executive Committee meeting at the annual b. Serves as the liaison between the Division and the archive APA convention to remind members of the necessity to repository for the historical documents of the Division. preserve historical documents and to review the procedures c. Undertakes special projects of a historical nature as that outgoing Committee Chairs and Executive Committee requested by the Division president and/or Executive members are to use in selecting and preparing materials for Committee. archive storage. d. Attends at least one meeting of the Executive Committee • Place a notice in the October issue of the Score for archive each year to review procedures for selecting and sending documents. materials to the archives, to solicit archive/historical October: materials from Executive Committee members, and to • Update the presidential/Executive Committee archive and promote the need to preserve the history of the Division. send this to archives for storage. the score newsletter 23

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