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OSU Department of Psychology First-Tier Journals List
OSU Department of Psychology First-Tier Journals List To search for a journal not listed here, visit the Journal Citation Reports website by clicking here FIRST TIER - GENERAL 2015 2015 Journal 2016 2016 Journal 2017 2017 Journal Impact Ranking Impact Ranking Impact Ranking Rating Rating Rating American Psychologist 5.454 10/129 (Psychology, 6.681 7/128 (Psychology, 4.856 9/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Annual Review of Psychology 19.085 2/129 (Psychology, 19.950 1/128 (Psychology, 22.774 2/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Bulletin 14.839 3/129 (Psychology, 16.793 2/128 (Psychology, 13.250 4/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Methods 5.000 11/129 (Psychology, 4.667 10/128 (Psychology, 6.485 7/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Review 7.581 5/129 (Psychology, 7.638 5/128 (Psychology, 7.230 6/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) Psychological Science 5.476 9/129 (Psychology, 5.667 8/128 (Psychology, 6.128 8/135 (Psychology, Multidisciplinary) Multidisciplinary) Multidisciplinary) 2015 2015 Journal 2016 2016 Journal 2017 2017 Journal FIRST TIER SPECIALTY Impact Ranking Impact Ranking Impact Ranking Area Other Rating Rating Rating 3.268 9/51 (Behavioral 2.385 29/51 (Behavioral 2.036 34/51 (Behavioral Behavior Genetics Sciences) Sciences) Sciences) BN 3.048 3/13 (Psychology, 3.623 1/13 (Psychology, 3.597 -
Psychological Bulletin
Vol. 19, No. 8 August, 1922 THE PSYCHOLOGICAL BULLETIN CONTRIBUTIONS TO THE HISTORY OF PSYCHOLOGY— 1916-1921 By COLEMAN R. GRIFFITH University of Illinois Contributions to the history of psychology since 1915 fall nat- urally into two groups. There are, on the one hand, the systematic and the experimental studies which have made the science six years older. There are, on the other hand, the historical and biographical notes and the large and searching retrospections which relate con- temporary psychology to earlier stages in the development of the science. It is to an enumeration of these contributions that the present paper is devoted. We cannot, of course, comment in detail upon the character of contemporary psychology, for an historian, speaking of his own times is like the Hawaiian surf-rider who seeks to judge the incoming tide from his experiences while riding a single wave; but it is possible to get a certain amount of information about the current trend of a science by considering events of various kinds which reflect or which have, presumably, influenced its general course. These events taken in conjunction with what appear, at the present moment, to be outstanding experimental and systematic studies may give a suggestion of the history of the last few years. In psychology, as well as in many other sciences, the most important event, during the period under survey, was the World War. The science of psychology was, as all know, well on the way toward complete mobilization for military purposes when the war ended. Since many of the consequences of this reorganization have not yet appeared, a detailed account of this aspect of the period must fall to a future historian. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
An Academic Genealogy of Psychometric Society Presidents
UvA-DARE (Digital Academic Repository) An Academic Genealogy of Psychometric Society Presidents Wijsen, L.D.; Borsboom, D.; Cabaço, T.; Heiser, W.J. DOI 10.1007/s11336-018-09651-4 Publication date 2019 Document Version Final published version Published in Psychometrika License CC BY Link to publication Citation for published version (APA): Wijsen, L. D., Borsboom, D., Cabaço, T., & Heiser, W. J. (2019). An Academic Genealogy of Psychometric Society Presidents. Psychometrika, 84(2), 562-588. https://doi.org/10.1007/s11336-018-09651-4 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 psychometrika—vol. 84, no. 2, 562–588 June 2019 https://doi.org/10.1007/s11336-018-09651-4 AN ACADEMIC GENEALOGY OF PSYCHOMETRIC SOCIETY PRESIDENTS Lisa D. -
A History of Intelligence Assessment: the Unfinished Tapestry
From Contemporary Intellectual Assessment: Theories, Tests, and Issues, Third Edition. Edited by Dawn P. Flanagan and Patti L. Harrison. Copyright 2012 by The Guilford Press. All rights reserved. CHAPTER 1 A History of Intelligence Assessment The Unfinished Tapestry John D. Wasserman When our intelligence scales have become more accurate and the laws governing IQ changes have been more definitively established it will then be possible to say that there is nothing about an individual as important as his IQ, except possibly his morals; that the greatest educational problem is to determine the kind of education best suited to each IQ level; that the first concern of a nation should be the average IQ of its citizens, and the eugenic and dysgenic influences which are capable of raising or lowering that level; that the great test problem of democracy is how to adjust itself to the large IQ differences which can be demonstrated to exist among the members of any race or nationality group. —LEWIS M. TERMAN (1922b) This bold statement by the author of the first of intelligence and its assessment deservedly elicits Stanford–Binet intelligence scale captures much many strong feelings. of both the promise and the controversy that have Intelligence is arguably the most researched historically surrounded, and that still surround, topic in the history of psychology, and the concept the assessment of intelligence. Intelligence tests of general intelligence has been described as “one of and their applications have been associated with the most central phenomena in all of behavioral some of the very best and very worst human be- science, with broad explanatory powers” (Jensen, haviors. -
Experimental Psychology Programs Handbook
Experimental Psychology Programs Handbook Ph.D. in Experimental Psychology M.A. in Experimental Psychology Cognition & Cognitive Neuroscience Area Human Factors Area Social Psychology Area Edition: 2019-2020 Last Revision: 8/23/19 Table of Contents Introduction ................................................................................................................................................. 1 Practical Issues ........................................................................................................................................... 2 Department & Program Structure ........................................................................................................... 2 Advisors .................................................................................................................................................. 2 Registration and Enrollment ................................................................................................................... 3 Performance Requirements .................................................................................................................... 3 Course Withdrawals ............................................................................................................................... 4 Second Year Project Timeline ................................................................................................................ 4 Recommended Timeline of Major Milestones ....................................................................................... -
Introduction to Psychology Historical Timeline Of
Kumar Hritwik E- Content material ANS College, Nabinagar Assistant Professor Psychology INTRODUCTION TO PSYCHOLOGY HISTORICAL TIMELINE OF MODERN PSYCHOLOGY AND HISTORICAL DEVELOPMENT OF PSYCHOLOGY IN INDIA Prepared by: Kumar Hritwik Assistant Professor Department of Psychology ANS College, Nabinagar Magadh University, Bodh Gaya This e-content has been designed for the B.A. Part-I Psychology Students. This e-content must be read in continuation to the previously drafted content on Introduction to Psychology for better understanding. This E-content material designed by Kumar Hritwik is licensed under a Creative Commons Attribution 4.0 International License. 1 Page Kumar Hritwik E- Content material ANS College, Nabinagar Assistant Professor Psychology Historical Timeline of Modern Psychology The timeline of Psychology spans centuries, with the earliest known mention of clinical depression in 1500 BCE on an ancient Egyptian manuscript known as the Ebers Papyrus. However, it was not until the 11th century that the Persian physician Avicenna attributed a connection between emotions and physical responses in a practice roughly dubbed "physiological psychology." Some consider the 17th and 18th centuries the birth of modern psychology (largely characterized by the publication of William Battie's "Treatise on Madness" in 1758). Others consider the mid- 19th century experiments done in Hermann von Helmholtz's lab to be the start of modern psychology. Many say that 1879, when Wilhelm Wundt established the first experimental psychology lab, was the true beginning of psychology as we know it. From that moment forward, the study of psychology would continue to evolve as it does today. Highlighting that transformation were a number of important, landmark events. -
Perception and Identification of Random Events
Journal of Experimental Psychology: © 2014 American Psychological Association Human Perception and Performance 0096-1523/14/$12.00 http://dx.doi.org/10.1037/a0036816 2014, Vol. 40, No. 4, 1358–1371 Perception and Identification of Random Events Jiaying Zhao Ulrike Hahn University of British Columbia Birkbeck College, University of London Daniel Osherson Princeton University The cognition of randomness consists of perceptual and conceptual components. One might be able to discriminate random from nonrandom stimuli, yet be unable to identify which is which. In a series of experiments, we compare the ability to distinguish random from nonrandom stimuli to the accuracy with which given stimuli are identified as “random.” In a further experiment, we also evaluate the encoding hypothesis according to which the tendency of a stimulus to be labeled random varies with the cognitive difficulty of encoding it (Falk & Konold, 1997). In our experiments, the ability to distinguish random from nonrandom stimuli is superior to the ability to correctly label them. Moreover, for at least 1 class of stimuli, difficulty of encoding fails to predict the probability of being labeled random, providing evidence against the encoding hypothesis. Keywords: randomness, perception, texture, alternation bias How people understand randomness has been a question of bling (e.g., Dreman, 1977; Ladouceur, Sylvain, Letarte, Giroux, & longstanding interest in psychology. The ability to apprehend Jacques, 1998; Manski, 2006; Michalczuk, Bowden-Jones, randomness is fundamental to cognition since it involves noticing Verdejo-Garcia, & Clark, 2011). Experience with randomness may structure, or the lack thereof, in the environment (Bar-Hillel & also influence religious beliefs (Kay, Moscovitch, & Laurin, Wagenaar, 1991). -
Herrmann Collection Books Pertaining to Human Memory
Special Collections Department Cunningham Memorial Library Indiana State University September 28, 2010 Herrmann Collection Books Pertaining to Human Memory Gift 1 (10/30/01), Gift 2 (11/20/01), Gift 3 (07/02/02) Gift 4 (10/21/02), Gift 5 (01/28/03), Gift 6 (04/22/03) Gift 7 (06/27/03), Gift 8 (09/22/03), Gift 9 (12/03/03) Gift 10 (02/20/04), Gift 11 (04/29/04), Gift 12 (07/23/04) Gift 13 (09/15/10) 968 Titles Abercrombie, John. Inquiries Concerning the Intellectual Powers and the Investigation of Truth. Ed. Jacob Abbott. Revised ed. New York: Collins & Brother, c1833. Gift #9. ---. Inquiries Concerning the Intellectual Powers, and the Investigation of Truth. Harper's Stereotype ed., from the second Edinburgh ed. New York: J. & J. Harper, 1832. Gift #8. ---. Inquiries Concerning the Intellectual Powers, and the Investigation of Truth. Boston: John Allen & Co.; Philadelphia: Alexander Tower, 1835. Gift #6. ---. The Philosophy of the Moral Feelings. Boston: Otis, Broaders, and Company, 1848. Gift #8. Abraham, Wickliffe, C., Michael Corballis, and K. Geoffrey White, eds. Memory Mechanisms: A Tribute to G. V. Goddard. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1991. Gift #9. Adams, Grace. Psychology: Science or Superstition? New York: Covici Friede, 1931. Gift #8. Adams, Jack A. Human Memory. McGraw-Hill Series in Psychology. New York: McGraw-Hill Book Company, c1967. Gift #11. ---. Learning and Memory: An Introduction. Homewood, Illinois: The Dorsey Press, 1976. Gift #9. Adams, John. The Herbartian Psychology Applied to Education Being a Series of Essays Applying the Psychology of Johann Friederich Herbart. -
Psychology's First Award Author(S): David B. Baker and Kevin T
The Howard Crosby Warren Medal: Psychology's First Award Author(s): David B. Baker and Kevin T. Mahoney Source: The American Journal of Psychology, Vol. 118, No. 3 (Fall, 2005), pp. 459-468 Published by: University of Illinois Press Stable URL: http://www.jstor.org/stable/30039075 Accessed: 10-03-2018 20:29 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/30039075?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms University of Illinois Press is collaborating with JSTOR to digitize, preserve and extend access to The American Journal of Psychology This content downloaded from 128.252.67.66 on Sat, 10 Mar 2018 20:29:42 UTC All use subject to http://about.jstor.org/terms History of Psychology RAND B. EVANS, EDITOR East Carolina University The Howard Crosby Warren Medal: Psychology's first award DAVID B. BAKER University of Akron KEVIN T. MAHONEY Slippery Rock University This article explores the development of the first major award given in American psychology, the Howard Crosby Warren Medal. -
University of Rhode Island School Psychology Graduate Programs Adopted May 4, 2015
University of Rhode Island School Psychology Graduate Program Handbook Ph.D. Program in School Psychology 2017-2018 URI School Psychology Ph.D. Program Handbook, 2017-2018, p.2 Table of Contents 1. WELCOME AND INTRODUCTION ................................................................................................................. 4 2. URI’S SCHOOL PSYCHOLOGY PROGRAM................................................................................................... 5 OVERVIEW ................................................................................................................................................................................ 5 MISSION .................................................................................................................................................................................... 6 PROGRAM PHILOSOPHY AND MODEL .................................................................................................................................. 6 PROGRAM EDUCATIONAL PHILOSOPHY, GOALS, OBJECTIVES, AND COMPETENCIES................................................... 7 Educational Philosophy ........................................................................................................................................................ 7 Relationships between Program Goals, Curriculum Objectives, and Student Competencies ............... 8 MULTICULTURAL EMPHASIS .............................................................................................................................................. -
1. Overview 2. Database Architecture 3. Example Tree 6. Mentorship Network Influences?
Neurotree: Graphing the academic genealogy of neuroscience Stephen V. David1, Will Chertoff1, Titipat Achakulvisut2, Daniel Acuna2 1Oregon Health & Science University, 2Northwestern University 1. Overview 3. Example tree 4. Founding ancestors Neurotree (http://neurotree.org, [1]) is a collaborative, open-access Name N Resarch area Family tree The distance between two nodes can be Johannes Müller 7715 Physiology website that tracks and visualizes the academic genealogy and history P+ William Fitch measured by the number of mentorship Sir Charles Sherrington 4758 Neurophysiology of neuroscience. After 10 years of growth driven by user-generated Allen Hermann von Helmholtz 3048 Psychophysics University of P- steps connecting them through a Sir John Eccles 2998 Synapses content, the site has captured information about the mentorship of over Rudolf Oregon Ludwig Robert Samuel Alexander Sir Charles Medical common ancestor i(below). The list at Karl Lashley 2558 Learning and memory 80,000 neuroscientists. It has become a unique tool for a community of John Friedrich Karl Koch Sir Charles Kinnier Charles Gordon John Scott Sir Charles Harvey Sir Charles Karl Edgar School C+ Louis Agassiz 2241 Anatomy Sir Michael Newport Goltz Virchow Universität Scott Wilson Symonds Holmes Farquhar Sherrington Scott Williams Scott Spencer Wilder Douglas Frederic right shows the 30 most frequent primary researchers, students, journal editors, and the press. Once Foster Langley Kaiser-Wilhelms- Universität Berlin (ID Sherrington National Hospital, Queen National