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The Psychologist The Psychologist The Legacy of Anne Anastasi: 1908-2001 their research, and to recognize the contributions of The 2002 Division One program at the American other disciplines. Psychological Association meeting in Chicago features a symposium saluting Anne Anastasi, Her criticism included those who were trying to organized by Harold Takooshian to focus on promote the idea that psychology could influence her personal impacts on people. Excerpts from international understanding and end wars. She this symposium, one of two on the program to honor Anne, are presented here. Each pre- believed that such individuals were simply an- senter discusses one of the many facets of nouncing their political preferences under the Anastasi’s influence. See affiliations of pre- guise of psychology and, although they were well- senters at the end of this piece. meaning, they were essentially dishonest. She was adamant in her belief that psychologists A psychologist for all seasons and a past President should offer solutions to social problems only of APA Division One, Anne Anastasi (1908-2001) when there was adequate research evidence to passed away on May 4, 2001 at age 92. By all support their recommendations. measures, she had a unique career in psychology. She was an active researcher and her interests Its 70 years not only spanned over half the history of covered a wide range of topics. One of her early scientific psychology — starting with her PhD at age research emphases was on the development and 21 in 1930 — but it was remarkable in other ways. measurement of traits, particularly the role of ex- (1) Diversity: She excelled as a scientist, author, perience in trait development and measurement. editor, administrator, teacher — President of the By 1936, only six years after receiving her doctor- Eastern and American Psychological Associations, ate, she was engaged in a debate with the distin- Department Chair and Professor at Fordham, an guished psychologist and psychometrician, L. L. architect of test development in the USA, a recipient Thurstone, on the subject of traits. This was a of the National Medal of Science (from President remarkable exchange considering the differences Reagan in 1987), author of 150 publications. (2) in their age and experience — Anastasi was in her Overlooked Work. Though she was so widely re- late twenties and an unknown instructor; nowned for the seven editions of her authoritative Thurstone was almost fifty and was already a textbook on Psychological Testing (1954-1996), her giant in the field. other landmark contributions are typically over- looked—three editions of Differerential Psychology Her textbook, Psychological Testing played the (1937-1958), and Fields of Applied Psychology greatest role in maintaining her reputation. It is, (1964). (3) Personal Qualities. Though her work practically speaking, an encyclopedia of psycho- was known by thousands of students and colleagues logical testing. In it, she covered the full range of worldwide over many decades, her colorful personal information necessary for a sophisticated and qualities remain little known to all except those contemporary approach to the subject. It in- students and colleagues who knew her personally, cluded information about the history, nature, and and each seems to have distinct memories to share use of psychological tests; ethical considerations; about her or her impact on their lives. (Harold relevant statistical concepts including norms, reli- Takooshian) ability, validity, and item analysis; and descrip- tions of a broad band of instruments from the Anne as Scientist — John D. Hogan Stanford-Binet to the TAT. Several of Anastasi’s ideas about psychological For Anastasi, there was nothing mysterious about science can be found in her Presidential Address, psychological tests. They were simply tools, and titled “The Cultivation of Diversity,” given at the 80th their effectiveness depended on the skill and in- Annual Meeting of the American Psychological As- tegrity of the examiner. She never grew blase sociation (1972). In it, she stressed the importance about accurate measurement and was always of remaining objective, and of not confusing per- cautious about errors that might go unnoticed. sonal beliefs with science. This theme appears She believed basic research was still needed on repeatedly in her work. She challenged psycholo- larger issues such as the generality of psychologi- gists to remain humble in pursuing and interpreting Summer, 2002 Volume 37:2 Pages34 - 37 35 cal constructs derived within a single culture. She She received the National Medal of Science in maintained there was a common core to psychol- 1987, and many honors and awards in psychology ogy and that core was the scientific explanation for being “a major force in the development of for human behavior. Moreover, she argued there differential psychology,” for “unusual critical acu- were many unifying principles in psychology if we men in her timely undercutting of spurious issues” cared to look for them. (American Psychologist, 1982, p. 52), and “for excellence ... major conceptual contributions to Anne as Role model — Agnes N. O’Connell our understanding ... [and] the development of Anne Anastasi was clearly a brilliant scientist, psychology as a quantitative behavioral science” scholar, author, teacher, and an extraordinary (American Psychologist, 1985, p. 340). role model of achievement. In examining her life She was the first woman in more than fifty years for her autobiography in Models of Achievement: (1921-1971) and the third woman (Calkins, 1905; Reflections of Eminent Women in Psychology, Vol- Washburn, 1921) in eighty years to serve as Presi- ume 2 (Anastasi in O’Connell & Russo, 1988), dent of the American Psychological Association Anastasi identified chance and a strong internal despite the significant percentage of women psy- locus of control as major themes in her personal chologists in the Association since its inception in and professional life. She wrote of being offered 1892. It was Anne Anastasi who made the five a position as instructor at Barnard College when decade breakthrough (O’Connell, 2001). she was crossing the street and met her professor, Harry Hollingworth, Chair of the Psychology De- My students at Montclair State University read of partment, in the pedestrian safety zone. What her life as an only child whose father died when she modestly does not say about this chance en- she was one year old, of her atypical family, her counter is that her academic record, knowledge, hardships, her unusual scholarship, her prolific and skills were truly impressive. A product of professional contributions, and her accomplish- home and public schooling, she had entered ments with great interest (Anastasi, 1988). Her Barnard College at 15, earned her bachelor’s de- excellence encompasses it all. They like her atti- gree at 19, and her doctorate from Columbia at 21 tude, her task-oriented rather than self-oriented years (1930). approach, her focus on the subject matter, and that she was not seeking awards and honors but doing Her perspective on life and career illuminated an the work she enjoyed most. They are impressed interaction between chance and locus of control by the psychological framework that she used to where even negative chance events were re- present her own life story, and that she overcame sourcefully turned into outstanding positives. At resistance to women in the field to achieve and age 26, one year after her marriage to psycholo- contribute so significantly. They find her an inspi- gist John Porter Foley, Jr. (1910-1994), they learned ration in many ways but especially in being persis- she had cervical cancer, and the radium treatment tent in the pursuit of their own goals. left her reproductively sterile. Her reaction was courageous acceptance of the loss and choosing Anne as APA leader — Edwin P. Hollander to focus on it as a resolution of possible family v career conflict. She wrote, “response to misfortune Anne and I were associated in both the Eastern can vary from self-pity, depression, and even sui- Psychological Association (EPA) and the APA. cide to enhanced motivation and a determination She had been a vital force in the former where she to show the world that it can’t keep you down” displayed a wonderful enthusiasm and commit- (Anastasi, 1988, p. 63). ment that stood her in good stead when she be- came the APA President. We were associated A unifying and guiding goal in Anastasi’s lifelong earlier on the APA Council where she showed personal and professional development was a great organizational understanding and a capac- desire to understand the world around her; to use ity to speak her mind regarding issues in a direct tough-minded rational procedures; to debunk and forceful manner, but very often with an engag- weak, sloppy generalizations; to fight charlatan- ing smile. ism; and to correct misconceptions. Within that framework, her scholarship contains major I knew of course of the considerable scholarly themes on the interaction of factors in psychologi- work, and her successful texts, which I and count- cal development; individual differences; psycho- less others used with great benefit. However, when logical traits; the construction, interpretation, and we were together with other colleagues and my evaluation of tests; and the relationships between wife Pat on the Columbia campus for the hun- art and abnormality. Her books and internation- dredth anniversary of the psychology department, ally known classics available in nine languages. I was struck by the sheer joy that she evidenced as The Psychologist Volume 37:2 Summer, 2002 36 we walked with the group across the campus. It utilitarian topic of individual difference—with the was as if she had been restored to the time when debut of her text Psychological Testing in 1954. she, at a much earlier time, and I, at a somewhat This prescient cultural sensitivity seemed to origi- later one, were both graduate students on that very nate from her early influences at Columbia, with appealing campus.
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