APA DIV7 Newsletter Fall/Winter 2004 DEVELOPMENTAL PSYCHOLOGIST

Fall/Winter 2004

DIV7 APA

Table of Contents

REFLECTIONS ON MY FIRST DAY AS THE PRESIDENT OF DIVISION 7 – Ann Masten...……… 1 MESSAGE FROM THE OUTGOING PRESIDENT –Nathan Fox………………………………… . 2 DIVISION 7 ANNOUNCEMENTS Division 7 Awards Recipients for 2004…………………………………………...... 3 Thanks for Jobs Well Done! ………………………………………………………...8 Welcome to Division 7 New Officers and Fellows………………………………….8 DOTDEP Pre-Conference Event at SRCD 2005………………………………….....8 Call for Division 7 Nominations………………………………………………….....9 Check out the Division 7 webpage…………………………………………………11 ROBERT SIEGLER RECEIVES THE APA DISTINGUISHED SCIENTIFIC CONTRIBUTION AWARD – A commentary by David Klahr………………………………....12 COLUMNS FROM THE APA SCIENCE DIRECTORATE Developing Psychological Science for the 21st Century- Steven Breckler…………13 Please Lend Us Your Voice – Merry Bullock……………………………………..15 OBITUARY: ESTHER THELEN…………………………………………………………….. ...17 OTHER ANNOUNCEMENTS...... 18 UPCOMING MEETINGS SYMPOSIA AND WORKSHOPS...... 22 DIVISION 7 EXECUTIVE COMMITTEE ...... 22

REFLECTIONS ON MY FIRST DAY AS the other side is a second plate noting that the PRESIDENT OF DIVISION 7 gavel was carved from the frame of an oil Ann Masten painting in the home of G. Stanley Hall. As I write this note on January 1, 2005, my first As I pick up this gavel, literally and figuratively, day as President, I am contemplating what the first thoughts I have are about continuity and Division 7 means to me and to American history. Division 7 is one of the oldest divisions Psychology. Past-President Nathan Fox has of this organization, and, like the gavel itself, has passed the official gavel to me, which is sitting th roots in the 19 and early twentieth century. The here on my desk. On one side is a brass plate legacy of G. Stanley Hall is passed down not only announcing that the gavel was first used in in the physical form of the gavel but also in the Washington, DC, in September of 1969, the award named for him and bestowed annually by month I began college (with no thought of what I the division to honor distinguished lifetime would pursue as a major, much less a career). On contributions to developmental psychology. A list

1 APA DIV7 Newsletter Fall/Winter 2004 of past recipients of the G. Stanley Hall award can representatives have played an active role in be found on the Division 7 website, and looking it shaping discussion and action pertaining to the over, one is struck by the scope and importance of ethics of research with children and IRB their scholarly achievements, both for science and procedures over the past few years. An example society. This year when APA meets in of such work, the Division 7 IRB issues report, Washington, D.C. (August 18 to 21), two appears on our website and was discussed in the exceptional scholars will receive this award: Winter 2002/2003 Division 7 newsletter. The Dante Cicchetti and Judy Dunn. Last year’s Division also has played a significant role in winner, Sir Michael Rutter, will be honored again, connecting developmental experts with policy as he was chosen this year to receive the Urie makers and boosting the representation of Bronfenbrenner award for his lifetime developmental scientists on NIH study sections contributions in the service of science and society. and other important Federal task forces and Articles about these and other award recipients panels. can be found in this newsletter, along with the call Over the next two years that I serve as President, I for nominations for all of next year’s division will strive—along with a wonderful team of awards. colleagues leading the division—to build and My second thoughts today as I contemplate this strengthen the division in its role as champion of division echo the words of two influential developmental knowledge, in APA, in science, scholars in my career, Alan Sroufe and Michael and in applications for the public good. We will Rutter, in their writings and talks about work to promote and share the best of what developmental psychopathology. In defining the developmental psychology has to offer in these essence of this approach, they often say endeavors. I hope to involve more members in something like this: “first and foremost, it’s about APA activities and in the activities of the division development.” That theme jumps to my mind itself, in particular to engage more students, early when I think about Division 7 and its role, not career scientists, and also to re-engage more of only in APA and American Psychology, but also our distinguished senior colleagues (details in more broadly, in the implementation of our stated newsletters to come). I will have the guidance not mission to “(a) promote research…(b) foster the only of the executive committee but also of many development of researchers…(c) facilitate past presidents who have held this gavel. I am exchange…and (d) promote high standards of curious about what happened to the rest of the applications of scientific knowledge to public picture frame from G. Stanley’s home ~ so if you policy issues.” There are a number of divisions know about that or have any advice for me, please that focus on basic science or policies concerned email me at [email protected]. with children or diverse topics of great interest to the scholars in our division; yet, this division is the one that stays tuned to developmental issues MESSAGE FROM and the integrative role of development for THE OUTGOING PRESIDENT organizing how we think about multiple levels of Nathan Fox analysis and the processes that link those levels, how we conduct our science, or how we design Over the past two years it has been my honor to interventions or policies to improve the lives of serve as President of Division 7 of APA. This people. position has provided me, most of all, with the opportunity to work closely with many of my Past presidents and newsletters have highlighted developmental psychology colleagues on matters the vital role that Division 7 plays in APA and in of importance to the membership. The biggest American science, as the voice of the best successes over this period have come in two areas developmentally informed science and related to Division organization. First, with the application. For example, Division 7 help of our treasurer David Uttal we have

2 APA DIV7 Newsletter Fall/Winter 2004 structured the division’s finances so that we are tireless advocate for the division and for APA, able to invest part of our savings. This investment and whose work and accomplishments were should reap a number of benefits to the transforming for the division. Ann Masten, who membership including, hopefully, our ability to already has a track record of advocacy for young keep dues increases to a minimum and our ability children, follows me as President. I know she will to finance award recipients’ and graduate student work hard to connect Division 7 to other APA members’ travel to the APA annual meeting. The divisions that have interests in the welfare and second success has been establishing development of young children. I wish her and the documentation for the award committees. We new President-Elect, Larry Steinberg, the best in have always had a dedicated group of individuals the coming years. who have served on the award committees and

have worked hard to choose the most deserving awardees. However, the process by which these DIVISION 7 ANNOUNCEMENTS

committees were constituted and the procedures for award selection were handed down via the oral rather than the written tradition. With the help of DIVISION 7 AWARD RECIPIENTS the award committee chairs over the past years we FOR 2004 have documented the process and the procedures so that future committees will have an easy time The Division 7 Awards for 2004 that will be establishing themselves. presented at the 2005 meeting of APA in Washington, D. C. have been announced. The The biggest challenge to our incoming leadership, recipients are: I believe, is increasing interest and participation by members of the developmental psychology G. Stanley Hall Award for Distinguished community in APA and in Division 7. All of us Contributions to Developmental Psychology are busy and members of other professional The G. Stanley Hall Award will be presented to societies where we present our research. Dante Cicchetti and Judy Dunn. Generally, we do not view the APA conventions Dante Cicchetti, Shirley Cox Kearns Professor of as the outlet for our science. It is important, Psychology, Psychiatry, and Pediatrics, however, to communicate the important functions University of Rochester, was awarded the G. that APA as an organization has, with regard to Stanley Hall Award in recognition of his advocacy for science and for the funding of extraordinary contributions in developmental science with those who hold the purse strings. psychology and children’s mental health, as he APA’s Science Directorate is directly involved in forged the integrative science of developmental advocacy for children and for legislation that psychopathology. Through prodigious impacts the welfare and development of children. productivity and indefatigable leadership, As well, this directorate utilizes members of Cicchetti has profoundly influenced theory, Division 7 for expert testimony and for best research, training and practice in multiple research evidence to make the case for the disciplines concerned with the behavior and the importance of child development both in the well-being of children. funding of programs and in the funding of agencies that support research on children. It is Cicchetti was born and raised in Pittsburgh, a important to get more of us (developmental culturally and economically diverse city, where he psychologists) involved in this advocacy work. was deeply impressed by the often harsh reality of daily life for many children living with poverty, There is nothing like the contrast effect to neglect or mistreatment. He attended the highlight one’s individual efforts and University of Pittsburgh, completed majors in accomplishments. I was President of Division 7 biology and psychology, and then set off for the following the term of Nora Newcombe who was a University of Minnesota for graduate training. In

3 APA DIV7 Newsletter Fall/Winter 2004 short order, he completed a dual track in clinical science, policy, and practice related to child psychology and child development, as well as maltreatment, depression, mental retardation, and minors in behavior genetics, neuroscience, and numerous other domains of development. As a psychophysiology, at the same time he was major proponent of organizational theory and conducting groundbreaking developmental studies multilevel analysis, he has conducted and inspired on Down Syndrome and beginning his research research on affect, relationships, competence, risk on child maltreatment. Even then, Cicchetti was and resilience in development, integrating genetic, teaching and encouraging other students to neuroscience, and behavioral perspectives. Along become developmental psychopathologists. the way, Professor Cicchetti has mentored In 1977, Cicchetti joined the faculty at Harvard, numerous scholars in developmental where he was appointed Assistant, then Associate psychopathology, often behind the scenes. Professor in Psychology and Social Relations, and Cicchetti has accomplished all this with an later awarded the first non-tenured named chair at unwavering passion for improving the lives of Harvard, becoming the Norman Tishman children. In 1999, he received the Nicholas Hobbs Associate Professor of Psychology. At Harvard, Award from Division 37 for Significant he developed and extended his research program Contributions to Child Advocacy and Social on child maltreatment, Down Syndrome and Policy, in 1999 he also received the Division 12 developmental risk, earning the Young Scholars Award from the American Psychological Award in Social and Affective Development from Association (APA) for Distinguished the Foundation for Child Development in 1982 Contributions to Research in Clinical Psychology, and the Boyd McCandless Award for Early and in 2004, the APA Senior Career Award for Career Contributions from Division 7 in 1983. In Distinguished Contributions to Psychology in the 1984, he edited a special issue of Child Public Interest. Development on developmental psychopathology, which included a seminal paper on “The * * * Emergence of Developmental Psychopathology.” Judith Dunn, Ph.D., Medical Research Council In 1985, Cicchetti moved to the University of Research Professor of Social, Genetic and Rochester as Associate Professor of Psychology Developmental Psychiatry at the Institute of and Psychiatry; subsequently he was appointed Psychiatry in London, was awarded the G. Professor in 1987 and Shirley Cox Kearns Stanley Hall Award for her outstanding lifetime Professor of Psychology, Psychiatry, and career contributions to the developmental science Pediatrics in 2000. At Rochetser, Cicchetti of social and emotional development in children launched four major initiatives that have defined and her groundbreaking research on relationships and established developmental psychopathology: in the family and their influence on development. he founded the Rochester Symposia on Through her seminal research on siblings and the Developmental Psychopathology, also published complex interplay of emotion, cognition, and as a book series; he founded the journal, social behavior in context, and also through her Development and Psychopathology, which he pioneering methodology and vivid writing, continues to edit; he co-edited the volumes Professor Dunn has illuminated the dynamic Developmental Psychopathology (modeled on the processes of system interaction in early Handbook of Child Psychology); and he founded development, and inspired many others to follow the Mt. Hope Family Center, internationally her beacon into once-uncharted new territories of known as an exemplary research and treatment knowledge. center. Dunn began her studies at the University of Cicchetti has published hundreds of articles, Cambridge in the natural sciences, where she books, and journals that have had far-reaching completed an undergraduate degree in 1962, a impact on developmental theory as well as master’s degree in 1964, and Ph.D. in 1976. She

4 APA DIV7 Newsletter Fall/Winter 2004 began her doctoral studies as a Dunn, 1987), The Beginning of Social biologist/ethologist, focusing her dissertation Understanding (Dunn, 1988), and Separate Lives: study on maternal rat behavior. Fortuitously for Why Siblings are so Different (Dunn & Plomin, developmental psychology, her studies were 1990). interrupted by a sojourn in the U.S. at Berkeley Dunn moved to the U.S. in 1986 with Plomin, to (while her husband completed an internship) and join the faculty at Pennsylvania State University. the birth of three children within 18 months Dunn was appointed Professor of Human (including twins). Struck by the individual Development in 1986 and in 1989 also became differences and the complex interactions among Director of the Center or the Study of Child and her three children, Dunn decided to change Adolescent Development at Penn State, serving in direction. When she resumed her doctoral studies, both positions until 1994 when she and Plomin she began her longitudinal research on family returned to the UK to join the new Social, Genetic relationships in studies of mother-child and Developmental Psychiatry Centre (SGDP), relationships with Martin Richards, work that initiated by Plomin and Sir Michael Rutter (G. from the outset was enriched by her ethological Stanley Hall Award winner of last year and perspective, both conceptually and Bronfenbrenner Award winner this year). The methodologically. These studies bore the hallmark SGDP was designed to close gaps among of much of her later work, in being longitudinal, disciplines, basic and applied research and the with naturalistic observations in the home. Soon, artificial divide of “nature” and “nurture,” Dunn was intrigued by sibling as well as parent- bringing cutting edge molecular genetics and child interactions. At the time, there was no developmental social systems research, for systematic study of siblings, so when Dunn’s example, under one roof. mentor, Robert Hinde, offered her a job at Madingley, which was his research unit, she Dunn has conducted extensive longitudinal accepted and began her seminal study of siblings research on children’s close relationships, and development. including siblings and friends, on nonshared experiences within the family, on the Another fortuitous turn of events for Dunn’s life development of social understanding, family and career occurred at a meeting in London in the transitions and the impact of family change. When early 1980s, when she was scheduled to talk she was at Penn State, studying siblings led to her immediately after Robert Plomin, whose research on what children understand about other presentation focused on the crucial importance of people. Dunn’s observations of siblings opened a sibling research in order to understand family window on children’s understanding about each environments. Each of these brilliant investigators other’s minds and feelings, and what she saw was was to have a profound influence on the other, to at odds with then standard findings. Young the great benefit of developmental science. Two children, for example, showed astonishing new directions of thought were engendered by sophistication in their teasing and deceiving of this meeting for Dunn; she began to focus her siblings and parents, yet failed the usual tests for attention on genetics and family nonshared theory of mind. She also became interested in environmental effects as well as social step-families at Penn State, and has extended her interactions in the family. Dunn published a series work on siblings to include diverse types of of highly influential books during the ensuing families. years that reflect these new directions as well as her seminal work on siblings, including: Sisters In these pursuits and all of her research on and Brothers (Dunn, 1985); The Study of children and their social, cognitive, and emotional Temperament: Changes, Continuities, and development, Dunn’s creative insights, Challenges (edited by Plomin & Dunn, 1985, methodological innovations, theoretical clarity, based on the conference where they met); Mother and research productivity have advanced multiple Care, Other Care: The British Dilemma (Scarr & fields in developmental science. She has

5 APA DIV7 Newsletter Fall/Winter 2004 published 18 books and numerous papers and Honorary Director (until 1998) and Professor of received many honors during her distinguished Developmental Psychopathology. career. Her honors include: Fellow at the Center During these years, he has contributed to multiple for Advanced Study in the Behavioral Sciences at disciplines concerned with development, in many Stanford in 1985/6; Distinguished Professor of capacities. He has served as President of the Human Development in 1990 and Evan Pugh International Society for Child and Adolescent Professor in 1994 at Penn State; Fellow of the Psychiatry, President of the Society for Research British Academy, 1996, the Academy of Medical in Child Development, Vice Chairman of the Sciences, 2000, and King’s College, London, Governors of the Wellcome Trust, as a Trustee for 2001. In 2001, Dunn received the highest honor the Jacobs Foundation, as well as serving on for research achievement awarded by the Society many foundation boards. He has served on the for Research in Child Development, their Award most influential advisory councils in multiple for Distinguished Scientific Contributions. countries, serving on Medical Research Council and Council of the Royal Society, for example, in Urie Bronfenbrenner Award for Lifetime the UK and the Institute of Medicine in the US. Contribution to Developmental Psychology Along with Robert Plomin, he founded the in the Service of Science and Society Genetic and Developmental Psychiatry Research Centre in 1994, which currently leads the world in Sir Michael Rutter, Professor at the Institute of dynamic, multilevel research on gene- psychiatry, Kings College London, has been environment co-action in development. honored as this year’s recipient of the Urie Rutter has published dozens of books and well Bronfenbrenner Award for Lifetime over 300 scientific papers, more than 100 Contribution to Developmental Psychology in the chapters, and many influential reports that have Service of Science and Society. This steered the course of research and practice in extraordinary scholar and clinician has shaped, for children’s mental health for 40 years. Through his decades, the quality and direction of science, writing, speaking, mentoring, service and practice, and professional organizations leadership activities, Rutter has transformed the concerned with the mental health and nature of medicine, psychology, education, and development of children. other professions. He has done seminal work on Rutter grew up in England, except for a sojourn in multiple issues of great importance to children the United States during the war (1940 to 1944). and society, including psychiatric epidemiology, He completed his medical degree at Birmingham maternal deprivation, institutional rearing, University Medical School, followed by schools, antisocial behavior, autism, continuities- postgraduate training in neurology, pediatrics, discontinuities-turning points in development, risk cardiology, psychiatry, and epidemiology, and a and resilience, and gene-environment interplay in research fellowship at Albert Einstein College of development. Rutter’s outstanding achievements Medicine in New York. Rutter returned to have led to many honors, award, and honorary London, initially joining the Medical Research degrees, and in 1992, he was knighted. Council (MRC) Social Psychiatry Unit and then Rutter received the G. Stanley Hall Award from was appointed Senior Lecturer at the University this division last year. His profound influence will of London’s Institute of Psychiatry, where he shape the direction of developmental continued, becoming Professor and Head (1973- psychopathology and its applications for 1995) of the Department of Child and Adolescent generations to come. Psychiatry. In 1994, the Social, Genetic and Developmental Psychiatry Research Centre was established at the Institute and he was appointed

6 APA DIV7 Newsletter Fall/Winter 2004 The Division 7 Mentor Award in members, reasoning about the insides of things, Developmental Psychology contemplating the role of nature versus nurture, The recipient of the Mentor Award will be and constructing causal explanations. Jerome Kagan. The Division 7 Mentor Award In his endorsement of the book, committee chair "honors individuals who have contributed to Steven Pinker wrote, "The idea that people developmental psychology through the education conceive of natural things as having an essence is and training of the next generation of research one of the most interesting proposals in cognitive leaders in developmental psychology." development of the past two decades. Susan Jerome Kagan was cited for his distinguished Gelman is a pioneer of this area of research, and career as a mentor of many students who have this lovely volume showcases her insight, experimental ingenuity, and theoretical depth. gone on to stellar careers of their own. Throughout his career Kagan has inspired his The Essential Child is a fascinating contribution students to frame and empirically pursue to our understanding of human rationality." questions in clear and critical ways. Kagan’s Boyd McCandless Young Scientist Award mentorship has not only transformed the students The Boyd McCandless Award for early career themselves, but ultimately, through his students' contributors to Developmental Psychology will be careers, the field of developmental psychology. presented to Lisa M. Diamond. Dr. Diamond's Kagan has recently retired from teaching at research focuses on the development of Harvard, but during his career mentored more affectional bonds, the nature and development of than three dozen doctoral students who represent same-sex sexuality, and the biobehavioral a wide range of topics in developmental processes underlying intimate relationships and psychology. A few of the many influential former their influence on emotional experience and students of Kagan include Cynthia Garcia-Coll functioning over the life course. Her primary (Brown University), Adele Diamond (University research questions are: (1) what are the basic of British Columbia), Kurt Fischer (Harvard psychological and biobehavioral processes University), Nathan Fox (University of underlying the formation and functioning of Maryland), Nora Newcombe (Temple University), affectional bonds; (2) how are these processes Steve Reznick (University of North Carolina), related to sexual desire and sexual orientation; (3) Barbara Rogoff (University of California, Santa what are the implications of affectional bonding Cruz), and Charles Super (University of for mental and physical well-being at different Connecticut). stages of life? In addressing these questions, she Eleanor Maccoby Book Award in uses a diverse range of research methods, Developmental Psychology including in-depth qualitative interviews, social- The Eleanor Maccoby Book Award will be psychophysiological experiments, and assessment of naturalistic interpersonal behavior. She is presented to Susan Gelman for her book entitled, "The Essential Child.” presently an Assistant Professor of Psychology and Gender Studies at the University of Utah. She Essentialism is the idea that certain categories, earned her Ph.D. in Human Development from such as "dog," "man," or "intelligence," have an Cornell University in 1999, and her B.A. in underlying reality or true nature that gives objects Psychology from the University of Chicago. their identity. In The Essential Child, Susan Gelman argues that essentialism is an early Dissertation Award in cognitive bias. Young children's concepts reflect a Developmental Psychology deep commitment to essentialism, and this commitment leads children to look beyond the The Dissertation Award was presented to Dr. obvious in many converging ways: when learning Susan Birch for her outstanding dissertation words, generalizing knowledge to new category research project in Developmental Psychology.

7 APA DIV7 Newsletter Fall/Winter 2004 The dissertation, entitled "Social Cognition across Dissertation Award Committee Development: Competencies and Limitations in Martha Ann Bell, Chair Mental State Reasoning," was completed at Yale Debra Mills Amy Halberstadt University in 2004 under the mentorship of Paul Mentor Award Committee Bloom. John E. Bates, Chair Dr. Birch's programmatic dissertation research Linda Smith Megan Gunnar offered a unique framework, and supporting Leslie Cohen Laurence Steinberg empirical evidence, for understanding a number Maccoby Book Award Committee of children's difficulties in mental state reasoning. Steven Pinker, Chair It also provided a theory for reconciling apparent Paul Bloom David Geary disparities between children's early competencies Nathan Fox Kim Saudino and limitations in mental state reasoning. Furthermore, Dr. Birch demonstrated that Fellows Committee difficulties in mental state reasoning are not Melanie Killen, Chair limited to early development by demonstrating John Colombo Charlotte Patterson that adult experience difficulties on the very same Program 2004 Convention kinds of tasks used with children, when sensitive Susan Calkins, Chair Martha Ann Bell, Co-Chair

measures are used.

Dr. Birch is now a tenure-track assistant professor WELCOME TO OUR NEW OFFICERS in the Psychology Department at the University of British Columbia. We congratulate and welcome our new Division 7

officers: President-Elect Laurence Steinberg THANKS FOR A JOB WELL DONE! Secretary Jodie Plumert Member-at-Large Sarah Mangelsdorf Division 7 is indebted to the outgoing members of Fellows Committee Adele Diamond the Executive Committee for their service , and to Claire Kopp Susan Calkins for her work as Program Chair for APA 2004. Division 7 also is indebted to all the members of the Executive Committee for their WELCOME TO OUR NEW FELLOWS service during the past year and to the following Congratulations and welcome to our new Fellows. committee members who gave their time to serve Newly-elected fellows include: the division during 2003-2004. We recognize your important contributions to the division and to Douglas Frye, Lynne Sanford Koester, Paul your colleagues and thank all of you for your Quinn, Ross Thompson, David Uttal, Amanda service. Woodward G. Stanley Hall and Bronfenbrenner Awards New Fellows to Division 7 (already Fellows in Committee another division) include: James T. Bray, Ann Masten, Chair Frederick Morrison, Michael Posner Stephen Ceci Nathan Fox Janellen Huttenlocher Nora Newcombe Arnold Sameroff Laurence Steinberg DOTDEP PRE-CONFERENCE EVENT Boyd McCandless Young Scientist Award SCHEDULED FOR SRCD 2005 Committee Seth Pollack, Chair Dare Baldwin Please arrange your travel schedule to participate! Nathan Fox Nora Newcombe DOTDEP stands for DIRECTORS OF TRAINING IN DEVELOPMENTAL

8 APA DIV7 Newsletter Fall/Winter 2004 PSYCHOLOGY. The mission of DOTDEP Please bring this announcement to the attention of includes: (1) fostering and enhancing academic the individual who has primary responsibility for training in developmental psychology and related directing the Developmental Program in your specialties, and (2) serving the needs of department or college. If that individual is not directors/heads of developmental psychology able to attend, another representative from your training programs. The current members of the program would be welcome. Education and Training Committee of Division 7 Rich Weinberg and Marvin Daehler, with the of APA (Marvin W. Daehler, Chair, Judith G. assistance of the other members of the Education Smetana, Richard A. Weinberg, Marsha and Training Committee, will be co-organizing Weinraub, Robert Wozniak, and Nancy Budwig) the meeting in Atlanta. For further information, have been charged with implementing and you may contact either Rich Weinberg at promoting the goals of DOTDEP. [email protected] or Marvin Daehler at Our committee is again planning a pre-conference [email protected]. Please send meeting of Directors of Training in Rich or Marvin the name of the individual who Developmental Psychology at the Biennial will be representing your program at the meeting. Meeting of SRCD to be held in Atlanta in April, 2005. The primary purpose of this pre-conference event is for directors of developmental programs CALL FOR NOMINATIONS OF or their representatives to learn more about DIVISION 7 AWARDS several issues of importance to graduate training. We remind all members of Division 7 that The time and location for the meeting is yet to be Nominations for the annual awards to those who finalized by SRCD, but in past years it has been are making lasting contributions to the field of scheduled on Thursday morning just prior to the Developmental Psychology are due soon. Details opening of the regular meetings of SRCD which of the nomination procedure are available on the begin Thursday afternoon. We anticipate the pre- web at www.apa.org/divisions/div7. All conference meeting will be scheduled between nominations can be made on-line. If any of the 8:30 and 11:30 a.m. on Thursday and will begin deadlines for a specific award is past, please keep with a continental breakfast. the submission in mind for next year. For 2005 our meeting will include a panel The G. Stanley Hall Award for Distinguished presentation of the current status of federal Contributions to Development Psychology funding with special emphasis on the implications for graduate education and training. The brief This award is given to a single individual (or presentations by several directors of organizations sometimes a research team) who has made in Washington concerned with research and distinguished contributions to developmental funding will be followed by the opportunity for psychology, including contributions in research, questions and discussion. Additional sessions will student training, and other scholarly endeavors. be concerned with preparing future faculty and Evaluations are based on the scientific merit of with applied developmental psychology. A the individual's work, the importance of this work closing session will be an open discussion of the for opening up new empirical or theoretical areas issues and challenges confronting directors of of development psychology, and the importance training programs today. of the individual's work in linking developmental psychology with issues confronting the larger The Committee invites representatives from all society or with other disciplines. Send programs concerned with developmental nominations by February 14, 2005 to Laurence psychology, whether located in departments of Steinberg Send nominations by February 2, 2005 psychology, departments or colleges of education, to Laurence Steinberg Temple University, 1701 human development, pediatrics, or home N. 13th St. 565 Weiss Hall, Philadelphia, PA economics to participate in the DOTDEP meeting. 19122, email: [email protected].

9 APA DIV7 Newsletter Fall/Winter 2004 The Urie Bronfenbrenner Award for Lifetime the prior year (2004) that has had or promises to Contribution to Developmental Psychology in have a profound effect on one or more of the areas the Service of Science and Society represented by Division 7. Edited volumes are not eligible. If you have a favorite book on your This award is for an individual whose work has, over a lifetime career, contributed not only to the reading list, you are encouraged to submit it. science of developmental psychology, but also Nominations should include the author(s)'s has worked to the benefit of the applications of name(s) and address (es), the name of the book, developmental psychology to society. The the publication date, and the publisher's name and individual's contributions may have been made address, along with a brief description of the book through advocacy, direct service, influencing and capsule summary of its importance for public policy or education, or through any other understanding the psychology of human routes that enable scientific developmental development. Self-nominations are permitted. psychology to better the condition of children and Please send nominations by February 14, 2005 to families. Send nominations by February 14, 2005 Susan Gelman, Department of Psychology, 525 E. to Laurence Steinberg Send nominations by University Ave., University of Michigan, Ann February 2, 2005 to Laurence Steinberg Temple Arbor, MI 48109-1109, email: th [email protected]. University, 1701 N. 13 St. 565 Weiss Hall, Philadelphia, PA 19122, email: [email protected]. The Boyd McCandless Young Scientist Award The Boyd McCandless Award recognizes a young The Division 7 Outstanding Mentor Award scientist who has made a distinguished theoretical in Developmental Psychology contribution to developmental psychology, has This award honors individuals who have conducted programmatic research of distinction, contributed to developmental psychology through or has made a distinguished contribution to the the education and training of the next generation dissemination of developmental science. The of research leaders. Our interest is in recognizing award is for continued efforts rather than a single individuals who have had substantial impact on outstanding work. Scientists who are within seven the field of developmental psychology by their years of completion of the doctoral degree are mentoring of young scholars. We invite eligible, and for the 2005 award, nominees should nominations of individuals who have played a have received their degrees in 1998 or later. The major mentoring role in their own careers or in award is presented by the membership of Division the career of others. The emphasis here is on the 7 of the American Psychological Association, and long-term productivity and impact of the mentor's the award winner will be invited to address the students rather than on the mentor's own research following year's meeting of the APA. To record, although the two often go hand in hand. nominate an individual, please mail or email a The committee looks for evidence that the person letter of nomination, the candidates CV, up to four being considered for the award did more than representative publications, and suggestions for select outstanding prospects, and played a major additional potential referees to the chair of the role in training and development, in part through selection committee: Lisa Diamond, Ph.D., personal qualities like enthusiasm, openness, and Department of Psychology, University of Utah, warmth. Send nominations by February 14, 2005 380 South 1530 East, room 502, Salt Lake City, to John E. Bates, Department of Psychology, UT 84112, or [email protected]. For Indiana University, 1101 East 10th St., more information, see: Bloomington, IN 47405, e-: [email protected] http://www.apa.org/about/division/div7awards.html. Nominations are due by February 16, 2005. The Eleanor Maccoby Book Award in Developmental Psychology This award is for the author(s) of a book in the field of psychology that has been published within

10 APA DIV7 Newsletter Fall/Winter 2004 Dissertation Award in Any member of Division 7 may nominate Developmental Psychology someone for Fellow status, and self-nominations This award is given to an individual whose are accepted. Please take a minute to think of dissertation is judged an outstanding contribution colleagues who deserve being nominated as to developmental psychology. Criteria also Division 7 Fellows. A list of current Fellows can include: important question, strong theoretical be found at: http://classweb.gmu.edu/awinsle rationale, systematic methods, publishable in a top /div7/cgi-bin/ awards.cgi? award= fellows_0 journal, well-written summary, contribution to People not on this list can be nominated. If they developmental science and theory, and strong are not already members of Division 7, please letter of support from the dissertation advisor. The encourage them to join so they can be considered. awardee must have completed the dissertation as Please e-mail or fax nominations (including part of a developmental graduate program and the simply the nominee’s affiliation and addresses – dissertation defense must have taken place during regular and e-mail) by December, 1 2004 to the current or prior calendar year of the award, Melanie Killen, Department of Human which is given at the annual APA convention. To Development, 3304 Benjamin Building, make a nomination, please submit an electronic University of Maryland, College Park, MD summary of the research (maximum 2,000 words, 20742-1131. excluding references). Accompanying the Nominees for Fellow status will be asked to summary should be an electronic letter from the complete the APA's Uniform Fellow Application chair of the student's dissertation committee. This and related materials, and to solicit evaluations letter should attest to the student's primary and from three or more APA Fellows, at least two of major contributions to the research and explain whom must be Fellows in Division 7. New why the dissertation is worthy of the award. Send Fellows will be announced at the 2005 APA electronic nominations by March 16, 2005 to Convention in Washington D.C. (August 18-21). Richard Weinberg, Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455-0345, Ph: 612-624-3575
email: [email protected] CHECK OUT THE DIVISION 7 WEBSITE!

http://www.apa.org/divisions/div7

In addition to general membership information, CALL FOR NOMINATIONS OF you will find: DIVISION 7 FELLOWS ♦ Listing of Graduate Programs in Develop- It is the time of the year to nominate colleagues mental Psychology for the honor of being named a Fellow of Division DOTDEP maintains a helpful list of graduate 7 of APA. The designation of Fellow in the training programs in developmental psychology Division of Developmental Psychology is and related disciplines (with links to each awarded to those members of the Division who, in department's WebPages). This is a great resource the judgment of their peers, have made a for prospective graduate students or others distinguished scientific or scholarly contribution interested in learning about or applying for to the field of developmental psychology. The graduate training. More than 50 graduate contribution will ordinarily take the form of programs are now listed on the Division 7 web published papers or books documenting the site at: http://classweb.gmu.edu/awinsler/div7/cgi- candidate’s empirical research, the development bin/devgradprograms.cgi of theory or methods, or other scholarly pursuits. Please note that nominees may already be Fellows If you would like to have your graduate program in other divisions of APA, in which case the added to the listing (or would like to make procedures are somewhat streamlined. Nominees changes to it), the following information from an for Fellow must be members of APA Division 7. appropriate representative is requested: school

11 APA DIV7 Newsletter Fall/Winter 2004 name; program name; department or college Siegler's contributions to our field, see: affiliation; web site URL to link to relevant http://www.psy.cmu.edu/~siegler/ ). developmental or departmental program Siegler joins an outstanding set of cognitive information; and email address for an appropriate developmentalists who have received the contact person. Programs concerned with graduate Distinguished Scientific Contribution Award over training in developmental psychology, whether the years, including Jerome Bruner, Jean Piaget, located in a department of psychology, or a Roger Brown, John Flavell, Jerome Kagan, K. department or college of education, human Warner Schaie, Rochel Gelman, Liz Spelke, and development, pediatrics, or home economics, will Lila Gleitman. Division 7 recognized Bob's be considered for inclusion if the above material outstanding talent in its early stages, when it is submitted. Please send the information to: awarded him the McCandless Distinguished [email protected] Young Scientist Award 25 years ago. ♦ Listing of online resources for developmental psychology (journal While Bob generously credits some of his success homepages, other organizations, grant seeking to the remarkable intellectual environment at information…) Carnegie Mellon -- where several of his ♦ On-line mechanism to submit Division 7 departmental colleagues have also received this Awards Nominations - Nominate your award -- a little-known influence on his research colleagues today! trajectory has been his determination to ♦ Web-based email mechanism to send completely ignore almost every piece of questions/comments to various Division 7 professional advice I have given him over the past committee members 30 years. For example, when CMU first hired Bob in 1974,

he had just completed a dissertation based on one ROBERT SIEGLER RECEIVES THE APA of Piaget's "formal operations" tasks, and he was DISTINGUISHED SCIENTIFIC about to embark on another Piaget-inspired task: CONTRIBUTION AWARD the balance scale. With several years more David Klahr wisdom and seniority than Bob, I suggested to Carnegie-Mellon University him that neo-Piagetian researchers had already extracted pretty much all that could be learned Robert S. Siegler, the Teresa Heinz Professor of from that paradigm, and therefore it would be a Cognitive Psychology at Carnegie Mellon waste of his time to pursue it. But Bob, as University, has been chosen to receive APA's persistent, self-reliant, and creative then as now, Distinguished Scientific Contribution Award for rejected my astute advice, and went on to produce 2005. Most of the readers of this newsletter are a series of ingenious experimental studies of likely to be familiar with at least one of the children's balance scale strategies, while incredibly wide range of tasks and domains that simultaneously refining his now famous and Bob has investigated over the years in his quest to highly influential "rule assessment method" get a better understanding of the mechanisms of (Siegler & Jenkins, 1989). cognitive development. These domains have Undaunted by my poor prognostication skills, I included, among others, arithmetic, biological refused to abandon my responsibility for concepts, causal inference, conservation of mentoring my junior colleague's career. Thus, quantity, counting, economics, estimation, several years later, when Bob told me that he was geometric reasoning, giftedness, memory, thinking about adapting and extending -- for use number, physics, planning, problem solving, with children -- some procedures and analytic proportionality, scientific reasoning, speed, time, techniques that had been used to discovery how and distance, spelling, tic-tac-toe, time-telling, adults solved simple arithmetic problems (Groen and baseball (yes, baseball!). (For a full listing of

12 APA DIV7 Newsletter Fall/Winter 2004 & Parkman, 1972), I gave Bob another bit of sage Siegler, R. S. (1986). Children's thinking. advice: Research on simple arithmetic is unlikely Englewood-Cliffs, NJ: Prentice-Hall. to yield any results that could be of importance to Siegler, R. S. (1996). Emerging minds: The the field of cognitive development. Ooops, wrong process of change in children's thinking. again, because this is the context in which Bob New York: Oxford University Press developed his series of increasingly refined papers Siegler, R. S., & Alibali, M. W. (2004). on strategy development, and the microgenetic Children's thinking, 4th edition. Upper method (Siegler & Crowley, 1991, 1992). This Saddle River, NJ: Prentice Hall. work led ultimately to the widely acclaimed Wave Siegler, R. S. & Booth, J. L. (2004). Development Model of strategy choice described in Emerging of numerical estimation in young children. Minds (Siegler, 1996), a book that John Flavell Child Development, 75, 428-444. called "really splendid" and that was designated Siegler, R. S., & Crowley, K. (1991). The as one of the "Best Psychology Books of 1996" microgenetic method: A direct means for by the Association of American Publishers. studying cognitive development. American I must admit that several years ago I also told Bob Psychologist, 46, 606-620. that I thought his interest in numerical estimation Siegler, R. S., & Crowley, K. (1992). Microgenetic methods revisited. American was "promising", but I don't think he heard me, because his continued pursuit of that topic led to Psychologist, 47, 1241-1243. his elegant recent work in the area (Siegler & Siegler, R. S., DeLoache, J., & Eisenberg, N. (2003) How Children Develop. New Booth, 2004; Siegler & Opfer, 2003) York: Worth Publishers. So maybe my advice about research topics was a Siegler, R. S. & Jenkins, E. (1989) How Children bit off. What about other professional decisions, Discover New Strategies. Erlbaum such as how to apportion one's effort to basic Siegler, R. S., & Opfer, J. (2003). The research, textbooks, and so on? "A textbook?", I development of numerical estimation: responded when he first told me he was thinking Evidence for multiple representations of about doing one on cognitive development, "That numerical quantity. Psychological would be a sink hole. Takes too much time, the Science, 14, 237-243. market is too limited, it will curb your research productivity, and the payoff is too uncertain." Here too, Bob showed remarkable consistency in COLUMNS FROM ignoring my advice. If you hadn't noticed, THE APA SCIENCE DIRECTORATE Siegler's Children's Thinking, first published in 1978, is now its 4th edition (Siegler & Alibali, Developing Psychological Science 2004) and doing quite well, thank you. And his for the 21st Century co-authored text on child development isn't so bad Steven Breckler either (Siegler, DeLoache, & Eisenberg, 2003). Executive Director What will Bob’s next seminal contribution to our field be? I’m not exactly sure, but as soon as I Over the past two years, the APA Board of formulate my next piece of bad advice for Bob, Scientific Affairs (BSA) has been considering I’ll share it with you all. how APA can best support and promote the Siegler will receive his award at APA's annual science of psychology. The emerging consensus convention August 18-21 in Washington, D.C. is that APA can be most effective by enhancing the context in which psychological science is References done. Following the lead of BSA, the Science Groen, G.J., & Parkman, J.M. (1972). A Directorate has developed an ambitious new chronometric analysis of simple addition. initiative called PSY21: Psychological Science for Psychological Review, 79, 329-343. the 21st Century. Built around three interlocking

13 APA DIV7 Newsletter Fall/Winter 2004 areas of emphasis, PSY21 provides the foundation research. In these areas especially, psychologists on which APA will help to advance the science of are facing increasingly complex regulatory psychology. systems that need to be understood and navigated. In the next few months, you will be seeing RCR issues are particularly important to descriptions and comments on PSY21 in many of developmental psychologists. One set of issues APA's publications. Here we would like to give surrounds the participation of children in research. Division 7 members a sneak preview, and talk It should come as no surprise to members of about some aspects of PSY21 that are especially Division 7 that federal regulations, and especially relevant to you. We welcome input from Division the local IRB interpretation of those regulations, 7 members to help work on the specific tasks of make it increasingly difficult to do research with this new initiative. children. APA’s resources can help in many ways. The issues addressed by PSY21 are certainly not We can organize guidance documents, conduct new. What is new about the initiative is APA’s workshops, and pursue a variety of advocacy efforts with federal agencies and lawmakers. commitment to providing resources to develop tools, support and products to ensure that These kinds of activities will be a major thrust of psychology remains a vibrant and cohesive the PSY21 initiative. discipline. Culture of Service to the Discipline One of the key issues identified by the Board of PSY21 will pursue activities in three separate but interlocking areas of emphasis: One area is to help Scientific Affairs centers on the participation of researchers and students understand and navigate psychological scientists in the governance of APA. A long-standing concern has been that too the increasingly complex set of activities comprising professional responsibilities. We call few of our scientists are active in APA Council, this “RCR”, which is short for "responsible Committees and Boards. One goal of the PSY21 initiative is to broaden such participation – to conduct of research." RCR includes research ethics and IRB issues as well as authorship, nurture a culture of service to the discipline, both mentoring, conflict of interest, and translation of within APA and beyond. Merry Bullock wrote science for the public. A second thrust of PSY21 about this in a previous issue of Developmental is to increase the value that students, teachers, and Psychologist. researchers see in service to the discipline. We Expanding beyond APA, the science of call this "culture of service", or COS for short. It psychology depends on people to take leadership includes developing motivation and incentives to roles within university departments, school individuals and departments in support of service districts and the community. One program and advocacy. The third major component of developed for the Decade of Behavior initiative PSY21 is identifying and supporting psychology's by the science directorate is the Exploring infrastructure needs. Behavior program. The program exposes secondary school students to psychological Responsible Conduct of Research The science of psychology carries with it research and career options through the use of numerous responsibilities. Many of these we progressive and innovative presentation tools. The share in common with other fields of science: development and success of this program, which Monitoring research misconduct, training and depends on the leadership of university mentoring of students and colleagues, avoiding departments and local school districts to establish professional conflicts of interest, managing and collaborative partnerships, is just one way in sharing data, and publishing. Other which PSY21 can work to develop a culture of service to the discipline. For more information on responsibilities are relatively unique to psychology, especially those that concern the this program please visit the decade of Behavior participation of humans and the use of animals in website (www.decadeofbehavior.org).

14 APA DIV7 Newsletter Fall/Winter 2004 Developmental psychologists are especially well- of science networks, provide a forum for the positioned to connect psychology to the local development of new program ideas in service of community. Research in developmental psychological science, and create a venue for psychology very often creates opportunities to discussing future trends and opportunities. interact with parents and local schools. We hope If you visit the Science Directorate web site and to develop even more resources and materials that read the description of the PSY21 initiative, you will help developmental psychologists use those will see that although it is very broad in scope, it connections in service of the discipline. In turn, is focused in its goal - to equip psychological APA will develop mechanisms to recognize and science with what it needs to meet new challenges reward psychologists who make the extra effort as a discipline. With the help of Division 7 on behalf of the discipline. members, the success of PSY21 will be that much greater!

Infrastructure for the Science of Psychology Another of PSY21 activities will be thinking about our discipline and needs in new ways -- Please Lend Us Your Voice defining psychology's infrastructure needs. Why is this an issue? Identifying infrastructure needs Merry Bullock for behavioral researchers is not an easy task. Associate Executive Director Although psychology has always relied on an infrastructure of equipment and personnel, we Last year the Science Directorate began a column have not typically had splashy needs for machines for the Division 7 newsletter, and promised to tell or equipment that are so large or costly that they you of current initiatives and hot button issues. In require massive funding or sharing. Put another this issue, Steven Breckler, Executive Director for way, the infrastructure needs of psychology are Science, describes to you Psy21 - a new initiative not defined in the same ways as those of physics, to help ensure that psychological science has the or space sciences, or biology or chemistry. tools and resources to address challenges of the new century. Developmental psychologists will recognize right away the need for and value of shared In describing this initiative, we call on you as infrastructure. Large-scale, longitudinal data individuals and as representatives of your division collection efforts, for example, help to support to be active participants and provide us with your numerous research activities in developmental perspective on the issues we address on your psychology. Very often, these data resources behalf. In this column I will describe a couple of provide the most powerful way to address those issues. fundamental questions about human development. As this newsletter comes out at the start of 2005, These efforts require considerable coordination at we have cause to be optimistic about the attention a national or international level, and they typically given to psychology. There is increased require significant amounts of sustained funding. recognition by policy makers and the public that APA has always supported these activities, and there is an impressive body of accumulated through PSY21 we will expend them. knowledge about human behavior; there is Why We Need Your Help increased realization that behavior is an essential The few examples mentioned here just scratch the ingredient in understanding many of the pressing surface of ways to think about the needs of challenges of our time. At the same time, some of psychological science in the 21st century. We the hot button issues facing us stem from a welcome your input, expertise, and identification parallel belief that the public should oversee not of problems in need of attention. APA will help just the values associated with the research to move this along by hosting an annual Science enterprise but also the scientific content, direction Leadership Conference. This conference will and priorities. These issues include setting convene science leaders, foster the development

15 APA DIV7 Newsletter Fall/Winter 2004 funding priorities, regulatory awareness, and psychology is that NIMH, which has traditionally politicization of government functions. been the home of a sizeable chunk of basic What about research priorities? Research, behavioral research, has shifted its emphasis and has moved its portfolio of basic behavioral especially for the basic behavioral sciences, has thrived as a concatenation of investigator-driven research into divisions that, at least by name, are studies, often single investigator or single more focused on funding work with a direct and investigator-teams, and focused, larger scale explicit link to the diagnosis and treatment of efforts. In the current funding climate, one of the mental disorder. The new units are the Divisions messages is that new opportunity is for larger, of: Neuroscience and Basic Behavioral Science; multidisciplinary approaches to "big" problems. Adult Translational Research and Treatment Be it centers of excellence, or cross-institutional Development; Pediatric Translational Research consortia, researchers are being called on to form and Treatment Development; AIDS and Health new partnerships outside their own discipline. Behavior Research; and Division of Services and

There is also an increased demand for tangible Intervention Research. outcomes that directly affect policy or treatment - We have heard many responses to what is seen as - research that is "outcome focused" or a move away from broad support for basic "translational" (as an example, the new division at behavioral work on normative behavior and NIMH that is likely to fund most developmental mechanisms of behavior. We have heard research is called the "Division of Pediatric particular concern from researchers in basic Translational Research and Treatment emotion, personality and social psychology areas Development"). Many researchers are concerned who fear that their work will no longer have an that basic behavioral research will be overlooked obvious home at NIMH. These researchers argue in the push to focus on outcome and treatment, that it is crucial to support very basic work in and that the field will lose its cutting edge pool of personality, emotion, language, cognition and basic research from which later applications arise. social systems in order to have a vibrant pool for Because of its purview and because of its history, application. They also worry that this shift in emphasis will have an especially strong impact on developmental research may provide a particularly good model of how to marry basic research as budgets decrease and hard funding science to application, how to carry out a research choices need to be made. agenda that is both basic and practical, and how to Part of our work in the Science Directorate on partner with other disciplines. This model is your behalf is to voice these concerns to policy important to provide examples of how basic makers; another part is to provide information to research can remain vibrant and focused while you about changes in opportunities and guidance retaining its relevance to "translational" issues, to researchers on how to negotiate these. and how researchers can form partnerships across Developmental psychology is particularly suited disciplines. to help in this task. In many ways developmental Let me focus on just one example. Many of you psychologists are paragons of versatility in the have probably been following changes at NIH in world of research and scholarship, because of the budget and orientation as you think about where very nature of developmental phenomena -- and when to submit your research proposals. Understanding what skills, competencies, Developmental research is funded in many of the structures and interactions are, and addressing NIH institutes, most heavily in NICHD, NIMH how they are assembled and how they change and of course NIA for aging. Some of you may over time requires mastery across traditional have heard of the uncertainties surrounding new subdisciplines of psychology. Developmental priorities as the NIH Roadmap gets implemented, psychology also exemplifies translation from and as NIMH has reorganized and more explicitly basic to applied -- the applied roots in the child stated its priorities. Perhaps the largest change for study movements to education to skills for

16 APA DIV7 Newsletter Fall/Winter 2004 parents, to current research on child eyewitnesses, or theory of mind in autistic children, combine questions about basic function with application to Obituary current challenges. Because of this we ask you to Esther Thelen help us identify examples of successes - basic It is with a heavy heart that we write to inform research that has had a direct impact on policy or you that Dr. Esther Thelen passed away on on educational interventions or social December 29, 2004. Esther had been battling a interventions, or basic areas of research that are recurrence of cancer for the past year. During the significant for specific mental health and other last few weeks, she was surrounded by her applications. We also ask you to let us know if immediate family as well as her extended you experience a change in funding priorities intellectual family. Esther was deeply loved, and applied to your own work, or if you have she will be sorely missed. difficulty in finding a funding home for your developmental research. Please contact us at Esther began her career as an Assistant Professor [email protected]. at the University of Missouri in 1977, moving to Indiana University at the rank of Professor in Developmental psychology also provides a 1985. During her 27 year career, she rose to the particularly important perspective in another of pinnacle of her profession. Esther was the the hot button issues - the regulation of research President of the Society for Research in Child through IRBs. The Board of Scientific Affairs' Development and served as President of the task force on research regulation is just finishing International Society for Infant Studies from its work and will send out a survey to IRB 1996-1998. She was a fellow of the American members and administrators and to researchers -- Association for the Advancement of Science as the entire NIH behavioral science grant cohort well as the American Psychological Society. She from one year -- to ask for input on issues and received numerous grants from the National solutions to make the process run more smoothly. Science Foundation and held continuous You have much to say on this topic - almost every funding from the National Institutes of Mental developmental person's research subjects are from Health since 1987. Esther's work has influenced vulnerable populations almost by definition; scholars in psychology, kinesiology, confidentiality issues are particularly important cognitive science, computer science, robotics, and because of longitudinal approaches; the definition neuroscience. Her work has also had a major and examples of minimal risk are central to work impact on how parents and practitioners progress. As BSA's new committee on responsible view child development. conduct of research (RCR) issues (which will consider this as well as related RCR topics) gets To her intellectual family, Esther will also be underway, be sure that the developmental remembered as Mom. She truly was the perspective is represented, and please be sure to intellectual mother (and grandmother) to many respond to requests for examples of issues and students, post-docs, and collaborators, making solutions. Contact us at [email protected] sure her children were nourished, cared for, and appropriately challenged. Esther loved to travel, As we in the science directorate do our work to she loved opera, and she loved to share the represent you, inform you, and work with you to company of friends and colleagues over fine food promote psychological science it is crucial that we and wine. Her love for life and her love of those hear from you -- Divisions are the lifeblood of close to her were without bounds. APA's work and we count on your perspective to inform our activities and to inform BSA's Esther is survived by her husband David, her deliberations. Please keep our email at your daughter Jennifer, her son Jeremy, her sister fingertips -- (it bears repeating) -- Harriet Saeck, and her grandson Jackson. [email protected]. There will be a memorial service in Esther's honor

17 APA DIV7 Newsletter Fall/Winter 2004 at 4 p.m., Sunday, January 16, 2005, at Neal- development of language and communication on Marshall Black Culture Center, Indiana the Internet (e.g., the creation, by children and University, 275 N. Jordan Ave., Bloomington, IN. adolescents, of new linguistic codes in chat, instant messaging, and e-mail); and (d) physical In lieu of flowers, the family suggests donations be made to the Esther Thelen Memorial Fund development and the Internet (e.g., effects of (Esther Thelen Memorial Fund – Indiana increasing Internet use on the development of University Foundation, c/o IU Psychology vision, muscles, and manual skills). Within these Department, 1101 E. 10th St., Bloomington, IN, four broad areas of developmental study, the 47405) or to a children's charity of your choice. In editors would particularly welcome empirical keeping with Esther's efforts to share papers that document the online world of children developmental research with the world, the and adolescents, compare the Internet with other memorial fund will be used to host conferences media in influencing developmental processes, that bring together scientists, practitioners, analyze developmental issues as they are played parents, and policymakers to discuss how the out on the Internet, or implement innovative dynamic view of development Esther championed research methods for collecting and analyzing can make children's lives better. online data. The submission of recently completed doctoral dissertations is encouraged. John Spencer The submission deadline is March 31, 2005. The University of Iowa main text of each manuscript, exclusive of

figures, tables, references, and/or appendixes, should not exceed 20 double-spaced pages OTHER ANNOUNCEMENTS (approximately 5,000 words). Initial inquiries regarding the special section may be sent to

Patricia Greenfield or Zheng Yan. Manuscripts CALL FOR PAPERS: SPECIAL SECTION must be submitted electronically through the ON CHILDREN, ADOLESCENTS, AND THE Manuscript Submission Portal of Developmental INTERNET Psychology at http://www.apa.org/journals/dev.html Deadline extended! and a hard copy sent to: Cynthia García Coll, Incoming Editor, Developmental Psychology, Developmental Psychology invites manuscripts Center for the Study of Human Development, for a special section on Children, Adolescents, Brown University, Box 1831, Providence, Rhode and the Internet. The guest editors are Patricia Island 02912. Greenfield and Zheng Yan. The goal of the special section is to address one broad question: Please be sure to specify in the cover letter that What important developmental factors, processes, your submission is intended for this special and mechanisms contribute to child and section. For instructions to authors and other adolescent development in the Internet age? detailed submission information, see the journal Suggested topics for empirical papers include, but Web site at http://www.apa.org/journals/dev.html. are not limited to, (a) cognitive development and the Internet (e.g., age differences in children’s ability to navigate on the Internet, search for CALL FOR PAPERS: SPECIAL SECTION information, and evaluate content; cognitive ON BENEFIT FINDING OR GROWTH implications of multitasking on the Internet; FOLLOWING HIGHLY STRESSFUL OR cognitive effects of Internet gaming); (b) social or TRAUMATIC LIFE EVENTS emotional development and the Internet (e.g., the construction of social behaviors and moral values The Journal of Consulting and Clinical in Internet communication; effects of online Psychology is requesting submissions of empirical gaming on emotional regulation); (c) the papers that focus on the positive effects of highly

18 APA DIV7 Newsletter Fall/Winter 2004 stressful or traumatic events—or what has been and administered by the APA Public Interest referred to in the literature as benefit finding, Directorate Office of Ethnic Minority Affairs posttraumatic growth, or stress-related growth. (OEMA) in collaboration with the APA Minority The papers must be empirical rather than Fellowship Program theoretical in nature and should address one or more of the following topics: 1) Antecedents to ProDIGs grants will be awarded to early career benefit finding (i.e., Who engages in benefit faculty for specific, limited, and highly focused finding?), 2) Measurement issues (i.e., What is activities that are both preliminary and related to benefit finding? How should it be measured?), 3) the preparation of a federal or foundation funding Mechanisms (i.e., How is benefit finding brought proposal, and able to be fully implemented during about? How do responses to stress and trauma a 12 to 18 month period. The proposed project sometimes result in positive changes?), 4) seeks to increase the capacity of ethnic minority Validity issues (i.e., Is benefit finding real or is it serving postsecondary institutions and faculty to an illusion/cognitive distortion?), and 5) Links to engage in health disparities research and to well-being (i.e., What are the effects of benefit encourage student involvement in health finding on well-being?). If the fifth topic is the disparities research training at early levels of the focus of the paper, studies must be either educational pipeline. Small grants ($5000 to longitudinal or experimental. Because children, $6500) will be awarded to support activities adolescents, and families have been neglected by associated with the preparation of an initial past research, papers that examine these research or program/curriculum development populations are especially encouraged. The goal application for federal or foundation funding. All of this special section is to have a set of papers program/curriculum development application that represent the life span. efforts must incorporate provisions for student The deadline for submissions of manuscripts is research training, and whenever possible, research June 1, 2005. Final editorial decisions will be training applications should include student made by early 2006, with an anticipated researchers. All applicants are required to submit publication date of mid- to late 2006. All a detailed concept paper (2 to 4 pages) of their submissions should be entered through the main proposed research or program/curriculum submission portal for the journal development effort. (www.apa.org/journals/ccp.html). Authors should indicate in their accompanying cover letter that All awardees will be expected to attend a the paper is to be considered for the special mandatory 5 to 7 day professional development section. institute in Washington, D.C. during the summer Questions or inquiries regarding the special of 2005. It is expected that awardees will submit section should be directed to the section coeditors, a funding application to a federal agency or Vicki Helgeson, [email protected] and Crystal private foundation within 24 months after award Park, [email protected]. of the small grant.

Deadline for Applications is FEBRUARY 21, PROMOTING PSYCHOLOGICAL 2005. Application information and the complete RESEARCH AND TRAINING ON HEALTH RFP can be found at: DISPARITIES ISSUES http://www.apa.org/pi/oema/prodigsproposal.pdf AT ETHNIC MINORITY SERVING Questions should be directed to Sonja Preston of INSTITUTIONS (PRoDIGS) the APA Office of Ethnic Minority Affairs (OEMA) at 202-336-6029 or [email protected]. A small grants program funded by the American Psychological Association (APA) Science Directorate Academic Enhancement Initiative

19 APA DIV7 Newsletter Fall/Winter 2004 ESTHER KATZ ROSEN GRANT FOR Weiss established this fund at APF in 2003 to RESEARCH AND PROGRAMS ON support innovative psychological research and GIFTEDNESS IN CHILDREN programs by encouraging creative, cutting-edge The Esther Katz Rosen fund was established in psychological endeavors, with this first grant to be 1974 from a bequest to the American given in 2004. The APF is a nonprofit, Psychological Foundation from Esther Katz philanthropic organization that provides Rosen for the advancement and application of scholarships, grants, and awards in order to knowledge about gifted children. The fund is advance the science and the practice of administered by the Board of Trustees of the psychology for the understanding of behavior and American Psychological Foundation (APF) to the benefit of human welfare. Its goal is to support support activities related to the psychological the best and most innovative scholarly work and understanding of gifted and talented children and programs in psychology that contribute to the adolescents. Up to three scholars will be awarded advancement of the science and practice of the grants of $25,000 in 2005. discipline and the greater understanding and improvement of human welfare. Doctoral-level The goals of the program are: 1) to attract new researchers engaged in scientific study or program scholars to pursue research in the broad area of implementation in psychology are eligible to the psychology of giftedness and, thereby, apply. Special consideration will be given to increase the pool of talent devoted to the research or programmatic activities that are advancement and application of knowledge about innovative with a strong research foundation that gifted children; 2) Through the attraction of such also may show promise of becoming self- new investigators to the field, support scholarly supporting or of leading to external funding. The work that contributes to greater understanding and amount of the award is up to $10,000. The advancement of gifted children, their proposal consists of 4-6 double-sided pages that development, and their needs, as well as effective includes an Overview (1 page), Research Program practices with gifted children. (up to 3 pages), Activities/Timeline (1 page), and Budget (1 page). Submit the proposal The proposal consists of 4-6 double-sided pages electronically to APF ([email protected]) by that includes an Overview (1 page), Research April 15, 2005, including an electronic copy of Program (up to 3 pages), Activities/Timeline (1 current vita. Mail a copy of the IRB Approval for page), and Budget (1 page). Submit the proposal the proposed research directly to APF. Awards electronically to APF ([email protected]) by will be announced on or after June 30, 2005. For January 28, 2005, including an electronic copy details of exact specifications and any questions, of current vita. Mail a copy of the IRB Approval contact: The American Psychological Foundation, for the proposed research directly to APF. Awards 750 First Street, NE, Washington, DC 20002 will be announced on or after April 15, 2005. For O: 202-336-5814 E: [email protected]. details of exact specifications and any questions, contact: The American Psychological Foundation, 750 First Street, NE, Washington, DC 20002 TYPICAL/DISORDERED LANGUAGE: O: 202-336-5814 E: [email protected]. PHENOTYPE ASSESSMENT TOOLS

The NIDCD and NICHD jointly are providing APF RAYMOND A. AND ROSALEE G. $500,000 to support R21 WEISS INNOVATIVE RESEARCH AND Developmental/Exploratory grant awards to begin PROGRAMS GRANT the process of adapting, norming, and/or The Rosalee G. and Raymond A. Weiss Research developing language measures that can be used in and Program Innovation Fund was established at the characterization of the behavioral phenotypes the APF in 2003 Drs. Rosalee G. and Raymond A. of language disorders and specific aspects of

20 APA DIV7 Newsletter Fall/Winter 2004 typical language acquisition. Eligible Lexington Avenue, 18th Floor, New York, New organizations include domestic for-profit and non- York 10022-6837 O: 212-752-0071 profit public and private institutions. Eligible principal investigators include those with the *** skills, knowledge and resources necessary to carry NEW PROGRAM ! out the proposed research. Inquiries: Dr. Judith Cooper ([email protected]) or Dr. WILLIAM T. GRANT FOUNDATION Peggy McCardle ([email protected]). Please see: ANNOUNCES NEW DISTINGUISHED http://grants1.nih.gov/grants/guide/rfa-files/RFA- FELLOWS PROGRAM DC-05-001.html. RFA Number: RFA-DC-05-001 Letters Of Intent Receipt Date: January 24, 2005 The William T. Grant Foundation has announced Application Receipt Dates: February 24, 2005 a new grants competition: the William T. Grant Foundation Distinguished Fellows Program for

mid-career influential researchers, policymakers, W. T. GRANT SCHOLARS AWARD and practitioners. The goal of the Distinguished The William T. Grant Scholars Program supports Fellows Program is to increase the supply of, promising early career researchers from diverse demand for, and use of high-quality research in disciplines. The award is intended to facilitate the the service of improved youth outcomes. To professional development of early career scholars accomplish this, they are pilot testing a fellowship who have some demonstrated success in program so that mid-career conducting high quality research and are seeking practitioners/policymakers can spend extended to further develop their skills and research time working in a research setting or researchers program. Studies from these Scholars deepen and can spend extended time working in a broaden the knowledge base on how to make a practitioner/policymaking setting. The deadline difference in the lives of young people ages 8-25. for letters of Inquiry is February 11, 2005. The The program is now in its 25th year. Request for Proposals (RFP) is available at: Priority research areas focus on the effects of http://www.wtgrantfoundation.org/newsletter3039 contexts on youth development; improving the /newsletter_show.htm?doc_id=253859 systems, organizations, and programs affecting young people; and adults' use of scientific evidence and their views of youth. SRCD WASHINGTON UPDATE Questions about the program should be sent to AVAILABLE ON THE WEB [email protected]. Application deadline for The latest version of the SRCD Washington 2006: July 1, 2005. The William T. Grant Update, a monthly bulletin provided by the SRCD Foundation has just released its 2005-2006 Office for Policy and Communications, is online William T. Grant Scholars Program brochure. The at www.srcd.org/policywashupdate.html brochure contains a description of the program, application guidelines, and a list of current The Washington Update provides up-to-date William T. Grant Scholars. The content of the information and resources gathered from brochure has changed from last year, including congressional hearings, meetings with Executive revised requirements and new application Branch offices, coalition meetings, and other procedures; please be sure to use the latest edition activities related to research and policies when applying. This version can be found at: concerning children and families.

http://www.wtgrantfoundation.org/usr_doc/WTG Scholarsbrochure2005.pdf You may also contact: William T. Grant Scholars Program, William T. Grant Foundation, 570

21 APA DIV7 Newsletter Fall/Winter 2004

UPCOMING MEETINGS 12-15 June, 2005 - 1st International Congress of the 29 March-2 April 2005- 37th Annual Convention of the International Association for the Scientific Study of National Association of School Psychologists (NASP) – Intellectual Disabilities-Pacific International House Taipei, Atlanta, Georgia Taiwan Contact: [email protected] Contact: Kuo-yu Wang ([email protected]). Web: www.nasponline.org Web: www.iassid.org th 7-10 April 2005 - Biennial Meeting of the Society for 19-21 July, 2005 – 4 International Conference on Research in Child Development (SRCD) - Atlanta, Georgia. Development and Learning (ICDL-05): From Interaction to Contact: SRCD, University of Michigan, 505 E. Huron - Cognition. – Osaka, Japan. Submission deadline: February 18, 2005. Web: www.icdl05.org Suite 301, Ann Arbor, MI 48104-1567; E: srcd@ umich.edu Web: www.srcd.org 22-24 July, 2005- 5th International Workshop on Epigenetic Robotics: Modeling Cognitive Development in Robotic 5-7 May 2005 - The Young Child with Special Needs- Systems, Nara-Ken New Public Hall, Nara, Japan. Contemporary Forums Conference - Las Vegas, Submission deadline: March, 15, 2005. Web: Nevada www.epigenetic-robotics.org

Contact: Heather Heath ([email protected]) th Web: www.cforums.com 24-28 August, 2005 – 12 European Conference on Developmental Psychology- La Laguna, Tenerife, Canary 2-4 June 2005 – 35th Annual Meeting of The Jean Piaget Islands. Web: http://www.magnacongresos.com/xiiecon/ Society – Vancouver, British Columbia Contact: Jeremy Carpendale, Ulrich Müller, & Nancy 21-22 October, 2005 Biennial Meeting of the Cognitive Budwig, Organizers Web: www.piaget.org Development Society- Catamaran Resort Hotel in San Diego, CA. Web: www.cogdevsoc.org

EXECUTIVE COMMITTEE

President (2-year term):...... Ann Masten (Jan 05 – Dec 06) Past President (2-year term):...... Nathan Fox (Jan 05 – Dec 06) President-Elect (2-year term): ...... Laurence Steinberg (Jan 05 – Dec 06) Secretary (3-year term): ...... Jodie Plumert (Aug 04 – Dec 07) Treasurer (3-year term): ...... David Uttal (Jan 04 – Dec 06) Members-at-Large (3-year terms):...... Karen Adolph (Jan 03 – Dec 05) ...... Sarah Mangelsdorf (Jan 05 – Dec 07) ...... Gail Goodman (Jan 04 – Dec 06) Reps. to APA Council (3-year terms): ...... Peter Ornstein (2002 – 2005) ...... Robyn Fivush (Jan 04-Dec 06) Newsletter Editor (3-year term): ...... Simona Ghetti (2004 – 2007) Fellows Committee Chair (1-year term): ...... Melanie Killen (2004 – 2005) Program Committee Chair (1-year term): ...... Martha Ann Bell (2004 – 2005) Program Committee Co-Chair (1-year term): ...... Lisa Oakes (2004 – 2005) Membership Chair (3-year term): ...... Catherine A. Haden (2004-2007) Education & Training Chair (DOTDEP) (3-year term): ...... Marvin Daehler (2001 – 2005) Historian (3-year term):...... Thomas C. Dalton (2003 – 2007) Web Master (3-year term):...... Adam Winsler (2001 – 2005)

(Addresses, telephone numbers, and Emails are listed on the Division 7 web site.) NEW NEWSLETTER EDITOR: Simona Ghetti, Ph.D. Department of Psychology University of California, Davis One Shields Avenue, Davis CA Email: [email protected] 22