Lila R. Gleitman, PhD, Marcia and Steven Roth Professor of Psychology and Linguistics and former co-director of the Institute for Research in Cognitive Science at the University of Pennsylvania. Gleitman is honored for her research in language acquisition, mental representation and processing of human language.

She has made major empirical and theoretical advances in some of the most central questions in language acquisition. These questions include: How do children learn the meanings of words? How do they discover the major phrasal boundaries in speech? How does the structure of parental speech help children to discover linguistically important elements and draw generalizations about them? To what extent is language acquisition determined by maturational constraints?

Her most influential research concerns the acquisition of word meaning. Gleitman and Barbara Landau challenged the assumption that word meanings are acquired solely by observing the situational contexts for their use. They found that blind children not only acquire words with visual meanings but actually induce systematic interpretations of them. In her research, Gleitman argued that the use of linguistic environments to infer word meanings is not simply a word learning strategy used by blind children, but is a major mechanism for word learning in all children. A related argument for this "syntactic bootstrapping" theory of word learning is that some word meanings, such as "think" and "idea," do not have readily observable referents, but nevertheless are acquired early and seem to be used appropriately.

Working with Eric Wanner, Gleitman proposed that children might be able to use the exaggerated prosody of parental speech to locate syntactically important units in the continuous speech stream. Locating such units is important because they are the manipulated elements in syntactic rules and representations. This "prosodic bootstrapping" hypothesis has stimulated many empirical studies by other psychologists on the acoustic structure of parental speech, its correlations with syntactic structure and infant sensitivity to these patterns.

With her students, Gleitman studied the spontaneous development of sign language by congenitally deaf children. The children grew up in a "signless" environment; however, they developed their own rudimentary sign language. These studies suggest that children have certain innate assumptions about the nature of language, assumptions that are revealed in a relatively pure form when children are not exposed to a parental language.

Gleitman has also had a major impact on areas such as reading, the prototype theory of concepts, the nature of lexical and phrasal stress and the psychologically fundamental concept of similarity and how it is encoded in language. She has challenged some of the most deep-seated assumptions in her field, and has done so with both theoretical and experimental advances.

Bruce S. McEwen, PhD, Alfred E. Mirsky Professor and head of the Harold & Margaret Milliken Hatch Laboratory of Neuroendocrinology at The Rockefeller University. McEwen is honored for his contributions to research in the field of neuroendocrinology. These contributions offer new mechanisms for understanding the biobehavioral basis of cognitive function and psychopathology.

In the 1960s, McEwen discovered adrenal steroid receptors in the brain. This fundamental finding led to an entire subfield devoted to the study of stress effects on the brain. In the subsequent decades, McEwen showed that stress activates these receptors via glucocorticoids that in turn alter the neurochemistry and structure of the brain. His research has also led to an acceptance that reproductive hormones alter the biochemistry and structure of the brain not only during development but in adulthood as well. Moreover, his recent research has emphasized gonadal hormone effects related to cognitive processes and protection of the brain from damage. Work in his laboratory led to the realization that the classical distinction between organization and activational effects of hormones was inaccurate. Now it is known that both stress and reproductive hormones are capable of altering brain structure even in adulthood and even in brain regions not normally associated with endocrine functions.

In the mid-1990s, McEwen's research focused on the relationship between stress and health. He captured his ideas in the concept of "allostasis," the process where an individual adapts to daily challenges through the production of hormonal and tissue mediators as well as psychological coping mechanisms. Allostasis ensures continued function under conditions of chronic, uncontrollable stress through physiological and psychological adaptations (e.g., increased blood pressure, elevated glucocorticoid and glucose production, vigilance) which in turn increase the risk for illness if they continue for long periods of time. McEwen developed this concept and stimulated collaborations with social scientists and psychologists that led to remarkable health research and also reshaped epidemiological studies to include potential mediators of disease. In addition, stress researchers from sociology and economics to psychology, physiology and molecular biology were provided with a framework that brought together all the major theories of stress and health. Now, it is possible to directly examine how socioeconomic status becomes biologically embedded and influences health.

McEwen's research contributions can be used to better understand the problems in clinical psychology, psychiatry and neurology, the study of aging, Alzheimer's disease, and psychiatric disorders such as depression and post-traumatic stress disorder.

Claude M. Steele, PhD, Lucie Sterns Professor in the Social Sciences, Stanford University. Steele is honored for his contributions in the field of social psychology and his commitment to the systematic application of social science to problems of major societal significance.

Steele's most recent theoretical contribution has been his work on stereotype threat processes. Steele tracked the underperformance of women in math and African Americans in a variety of academic domains. Many explanations for these group differences in performance in academic domains were offered, but Steele proposed a dramatically different explanation--that women and minorities taking tests of intellectual ability are under a stereotype threat.

When members of these groups take such tests, they are at risk of confirming, or being seen to confirm, negative cultural stereotypes about their groups' abilities. The resulting extra pressure, distraction and anxiety can cause them to underperform in relation to nonstereotyped groups even when their abilities are the same. In a series of studies, Steele and his colleagues showed this gap (adjusted for SATs) could be eliminated by representing the test as something unrelated to the group stereotype, for example, as a lab test that was nondiagnostic of ability. Steele's research demonstrates that subtle manipulations, such as making race salient by including a question about race just before the test (or excluding it) can affect the size of these performance gaps.

Steele's second major area of research is self-affirmation processes. In his research of cognitive dissonance theory, Steele found that the normal tendency for people to rationalize their inconsistent actions in dissonance experiments was reduced by allowing them to do things that, while not resolving the inconsistency, could affirm a valued aspect of the self. Based on this finding, Steele argued that cognitive dissonance reduction is not primarily about maintaining psychological consistency, but rather it is primarily about maintaining the integrity of the self. Attitude-inconsistent behavior creates an unpleasant, motivating state only when the behavior reflects poorly on the self. Steele also argued that a variety of psychological motivations, such as the need for control and the need for consistency, reflect an overriding need to maintain the integrity of the self. Threats to one aspect of the self can be coped with by self-justifying attitude change or by affirming the overall integrity of the self.

Steele's early work in the area of psychological processes of alcohol use is the third major area of research contribution. In his work on alcohol-induced myopia, Steele argued that the physiological effects of alcohol on the brain result in a narrowing of attention. This narrowing of attention makes people more responsive to stimuli that are at the center of attention and less responsive to peripheral stimuli. Accordingly, alcohol consumption can lead to drunken excess--more disinhibited anti- and pro-social behavior--when the cues evoking these behaviors are central in attention and the cues inhibiting them are more peripheral. The effects of alcohol on attentional focus may be one of its main attractions to users.

Steele's research focuses on the psychological experience of the individual, and in particular, the experience of threats to the self and the consequences of those threats. His work illuminates the social nature of the individual.

Stephen J. Ceci, PhD, Helen L. Carr Chaired Professor of Developmental Psychology and SUNY Distinguished Professor, department of human development, Cornell University. Ceci is honored for his research contributions to our understanding of children's cognitive development and the applications of this research to society.

In the late 1980s, Ceci began a research program on the suggestibility of children's recollections, prompted in part by the increasing frequency with which young children were being called upon to appear in court settings. In an initial series of studies of children's memory for stories, Ceci demonstrated that 3-and-4 year-olds are susceptible to suggestions provided by misleading post-event information. He then went on to examine some of the methodological variables that influence the extent to which young children are suggestible. Three of his studies provide insights into children's suggestibility:

* The "Sam Stone" study, with Michele Leichtman, of the combined effects of stereotyping and leading questions.

* The "mousetrap" study, with Elizabeth Loftus, of the negative consequences of thinking repeatedly about events that have not taken place.

* The "I hardly cried when I got my shot" study, with Maggie Bruck, on the positive and negative effects of repeating misinformation across a series of interviews.

These studies provided findings that are of great relevance to individuals interviewing child witnesses in major court cases.

Ceci's other major program of research focuses on expertise and intelligence. In his well-known study of handicapping of racehorses, Ceci showed that IQ did not predict how well experts performed at predicting outcomes of races, but expertise did. Ceci demonstrated that expert handicapping is complex, requiring intricate multivariate reasoning, and not related to IQ. Track experts with low IQs used more complex models of combining information than did high IQ nonexperts. Ceci argued that these data are consistent with the view that there are multiple types of intelligence and that IQ tests do not measure all of them.

In the 1980s, Ceci, with Urie Bronfenbrenner, researched the problem of "remembering to remember." They examined the time-monitoring strategies that children use when they are required to remember to perform an activity in the future. What they found was that 10-year-olds were more strategic when they were tested in the familiar context of home, as opposed to the less familiar laboratory. Also, in the 1980s, Ceci examined several aspects of memory and cognitive processing of learning disabled children. His early research findings advanced our understandings of the complexities of the link between knowledge and memory.

Ceci's research has had a major impact on developmental psychology due to his insightful selection of problems to study, his creative use of research paradigms and methods, the rigorous procedures of data analysis employed and the scholarly treatments of his findings.

Elizabeth F. Loftus, PhD, Distinguished Professor, department of psychology and social behavior and department of criminology, law and society, University of California, Irvine. Loftus is honored for her research contributions to our understanding of eyewitness memory and her contributions to cognitive and social psychology and psychology and law.

Early in her career, Loftus, with Alan Collins, developed a model of how information is retrieved from semantic memory. Working with John Palmer in the mid-1970s, she published a paper that rejuvenated the study of eyewitness memory. Loftus and Palmer introduced a paradigm, now referred to as the misinformation paradigm, in which they showed that people's memories for an event could be altered by information coming in after the event. People witnessed an automobile accident in a first phase and then were given suggestive questions about the accident in the second phase. In a third phase of the experiment they were then asked to accurately recall some critical aspect of the accident. Loftus and Palmer found that the misleading information coming after the accident changed the memory for the accident.

In the late 1980s, Loftus became interested in the problem of recovered memories in therapy. She examined two types of cases: children in daycare settings sometimes "remember" events of sexual abuse by caregivers, and people undergoing therapy for depression, eating disorders or other miscellaneous complaints uncover memories of sexual abuse in the past, experiences these people could not remember before therapy. In both cases, these remembrances often occur after long periods of suggestive questioning by therapists. Therefore, the possibility exists that the memories people come to believe are created during the course of therapy, rather than representing the recovery of truly forgotten experiences. Recovered memory research has been controversial, and Loftus has been in the forefront of the experimental and field research on this topic.

Loftus has conducted research on many other topics, such as the permanence of stored information in the human brain, psychology and law, how people communicate in emergencies, instructions to jurors, the dangers of guessing from memory, and the reliability of people's memories when they answer questions in national surveys. Her work has initiated debates within scientific psychology and more widely in applied psychology as well as the general public.

Loftus's research is far reaching. Her contributions are major, and her influence on the study of cognitive psychology in general and on human memory in particular are long-lasting.

Steven J. Heine, PhD, department of psychology, University of British Columbia and Sandra L. Murray, PhD, department of psychology, State University of New York at Buffalo. Heine and Murray share this award.

Heine is recognized for his contributions to our understanding of how the self and self-image area is constructed across cultures. He has challenged the universality of many psychological motivations and desires involving the self that have long been assumed to be part of the "human machine," such as the need for high self-regard and the desire for an integrated and consistent self. He has also made a major methodological contribution to the study of culture by highlighting methodological pitfalls in comparing self-ratings across cultures and proposing ways in which to avoid those pitfalls. Heine earned his PhD at the University of British Columbia in 1996.

Murray is recognized for her research focusing on close personal relationships. She is exploring a basic issue in social psychology: how people succeed or fail in maintaining high-quality interpersonal relationships in the face of threats to those relationships. Murray's work demonstrates that there is not one, uniform way in which people react to threats to their relationships. Some people (those with high self-esteem) construct beliefs, positive illusions and styles of thinking, such as connecting partners' faults to virtues that not only strengthen their own commitment to the relationship but also actually lead partners to become better people. Others (those with low self-esteem) cope by distancing themselves from the threat, which, in the process, ultimately results in them distancing themselves from their partners as well--even when those partners had quite benevolent views of them at the start. Murray earned her PhD at the University of Waterloo in 1994.

Isabel Gauthier, PhD, department of psychology, Vanderbilt University. Gauthier is recognized for her contributions to our understanding of the human brain. Her research in the fields of object and face recognition have informed the field about the specialization of different processing regions of the adult human brain and the effects of expertise in shaping those specializations. Gauthier's larger vision of a cognitive neuroscience being a collaborative endeavor requiring the talents and expertise of many individuals across many disciplines has culminated in her founding and chairing the Perceptual Expertise Network (PEN), supported by the James S. McDonnell Foundation and consisting of eight laboratories at different institutions in the United States and Canada. This network makes possible an interdisciplinary approach to the study of perceptual expertise and presents a unique training experience for graduate students and postdoctoral fellows. Gauthier earned her PhD at Yale University in 1998.

Nancy M. Petry, PhD, department of psychiatry, University of Connecticut School of Medicine. Petry is recognized for her contributions to our understanding of the problem of gambling and the treatment of other addictive behaviors. She has been influential in defining the current state-of-the-art in the area of contingency management by publishing one of the first controlled studies of the application of contingency management techniques to the treatment of alcohol dependence. Petry has also initiated active research on the treatment of compulsive gambling. She was awarded a grant to study the treatment of pathological gambling--the first ever awarded for this type of work by the National Institute of Mental Health (NIMH). Petry earned her PhD at Harvard University in 1994.

Richard W. Robins, PhD, department of psychology, University of California, Davis. Robins is recognized for his contributions to our understanding of the nature and development of individual differences in personality. He studies individual differences in self-related processes, focusing on how these processes develop across the life span, affect social interaction and influence important life outcomes. He also studies individual differences in personality and its consequences for psychological functioning related to relationships and achievement. Robins' research is theoretically driven and has focused on several different but complementary aspects of human functioning that are important to the field. Robins earned his PhD at the University of California, Berkeley, in 1995.

Daniel J. Simons, PhD, department of psychology, University of Illinois. Simons is recognized for his contributions to our understanding of the manner in which humans encode information from the visual environment and integrate this new information with previously perceived information to construct representations of our visual world. His research program addresses two theoretical and practical questions:

* What information is retained from one view of the environment to the next?

* What mechanisms underlie shifts of attention to unexpected and spatio-temporal events in the visual world?

Simons uses systematic and creative ways to address these questions, such as naturalistic experiments, studies with film clips and cuts and laboratory-based psychophysical studies. He has made important contributions to our understanding of human perception and cognition. Simons earned his PhD at Cornell University in 1997.

PRACTICE AWARDS

Theodore Millon, PhD, DSc, dean and scientific director, Institute for Advanced Studies in Personology and Psychopathology, Coral Gables, Fla. Wandering through a random walk of the 1940s social and natural sciences--as did many a future psychologist in his day--stumbling here and there through philosophy and physics, Millon ventured into the arms of that dazzling scholar of ideas and magician of words, Gardner Murphy, then-chair of psychology at the Community College of New York.

Completing a doctorate examining the psyche of the so-called "authoritarian personality," he continued his desultory professional course into academics and mental health administration. Throughout, Millon kept in mind a tenet of his father's and of his Judaic origins, that of doing well by doing good. In time, he came to see the goal of clinical service to be a scientific system for deducing and articulating the structure of psychopathology and personology.

By his mid-30s, he set out to find a theoretic logic for mankind's assorted struggles. Challenged by our inevitable failure to discard the baggage of childhood burdens, as well as its futile illusions and defenses, Millon was intrigued by the intricacies, the circuitous labyrinths and the intractable complexities entailed in his search. He persisted in his efforts to disentangle the twists of human fate, as well as the staggering enigmas of chance and coincidence. Ultimately, Millon anchored his theoretical speculations to the repetitive patterns he saw in evolution's progression. Here was a framework that enabled him to trace "the opera" of human foibles, originating first in the seedbed of cosmogony, through the almost unfathomable diversity of biological species and, finally, in a guiding logic for the structure of personology.

Stanley Sue, PhD, professor of psychology, psychiatry and Asian-American studies at the University of California, Davis. After receiving his BS from the University of Oregon and PhD from the University of California, Los Angeles (UCLA), Stanley Sue was assistant to associate professor of psychology at the University of Washington (1971-1981) and professor of psychology at UCLA (1981-1996). His research contributions have primarily focused on ethnicity and mental health, delivery of effective mental health services, cultural competency, and research strategies in studying ethnic populations. He examined the nature of mental health services delivered to ethnic-minority populations and treatment outcomes and processes. His findings uncovered treatment disparities and stimulated a search for culturally competent services. The search led him to test the effectiveness of such strategies as the use of ethnic-specific services, ethnic match between provider and client and cultural understanding.

From 1988 to 2001, he was director of the National Research Center on Asian-American Mental Health, an NIMH-funded research center. The center produced pioneering and programmatic research on Asian Americans and other ethnic groups. It also trained a large number of graduate students and postdoctoral researchers, many of whom are now making important research and professional contributions. In recognition of his work, he has received various research awards, including the 1990 Distinguished Contributions Award for Research, APA Div. 45 (Society for the Psychological Study of Ethnic Minority Issues); 1990 Distinguished Contributions Award, Asian American Psychological Association; 1996 Distinguished Contribution Award for Research in Public Policy, APA; 1998 Distinguished Scientific Achievement Award, California Psychological Association.

Philip G. Levendusky, PhD, vice president of new program development, director of the psychology department and psychology training program, McLean Hospital, and associate professor of psychology in the department of psychiatry at the Harvard Medical School.

Levendusky earned his PhD in clinical psychology at Washington State University, did an internship at the University of Oregon Health Sciences Center/Veterans Administration Consortium and completed a postdoctoral fellowship in behavior therapy at Stony Brook University of the State University of New York.

He has written and done extensive research in the areas of clinical application of cognitive behavior therapy, therapeutic contracting and hospital program development, and has more than 200 articles, book chapters and invited presentations. Levendusky has substantial corporate, human-service provider and government agency consulting experience. In addition, he was a five-year member of the Massachusetts Board of Psychology.

Levendusky established and directed one of the nation's first cognitive-behavior therapy inpatient treatment programs. He later served as the director of ambulatory care at McLean Hospital. He has been McLean Hospital's vice president of new program development for the last six years--a position at which Levendusky is responsible for developing and implementing all of the hospital's new on- and off-campus programs. During his tenure, more than 20 new clinical services have been established at McLean, including an Adult Developmental Disabilities Partial Hospital Program, the Massachusetts General Hospital/McLean OCD Institute, Asperger's Syndrome Day School, a Specialized Short-term Treatment Service and three community-based, satellite inpatient and ambulatory treatment centers.

Recently, he has been charged with developing the Hospital's International Programs, in which significant clinical and educational program collaborations have been developed in Mexico, United Kingdom, Saudi Arabia and China. He is particularly proud of his roles as director of McLean's psychology department and director of the hospital's APA-approved internship program. Both positions provide him with opportunity to contribute to the professional development of more than 150 highly productive and successful young psychologists.

Lt. Col. Frank C. Budd, PhD, psychology consultant to the Air Mobility Command Surgeon General. Budd received his PhD from the University of Missouri-Columbia in 1988. He is board certified in counseling psychology (ABPP), and licensed in South Carolina.

He has served as clinical psychology consultant to the Air Combat Command Surgeon General. Budd has been selected by the Air Force Surgeon General to brief the national media on the success of the Air Force Suicide Awareness Program. His superlative leadership and reputation across Charleston Air Force Base led to his mental health department winning 437th Airlift Wing nominee for the 1999 Commander-in-Chief's Installation Excellence Award: Special Recognition Category. Most recently his department was awarded "Champions" of excellence by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), 2001.

Budd has several professional publications on such topics as alcoholism among professional groups, psychologist-clergy collaboration, critical-incident stress and workplace violence. He has presented at a variety of forums including the U.S. Army Behavioral Health Symposium, APA/National Institute of Occupational Safety and Health Conference, Air Mobility Command Surgeon General and Commander-in-Chief, South Carolina Psychological Association, Air Force Times, and ABC Weekend News.

Professional honors include a 2001 APA Presidential Citation in recognition of his work in prevention and community education as an Air Force psychologist; 2000 Outstanding Contribution to Air Force Psychology, Society of Air Force Clinical Psychologists; 2000 South Carolina Psychologist of the Year; 1998 Senior Psychologist of the Year, Headquarters Air Mobility Command; 1997 Training Curriculum on Critical-Incident Stress Management cited as "Best Practice" by the Health Services Inspection team; 1996 Psychologist of the Year, Headquarters Air Combat Command; 1991 Achievement Medal for outstanding performance of mental health services in support of Operation Desert Shield/Storm (Gulf War).

Nnamdi Pole, PhD, assistant professor in the department of psychology at the University of Michigan. He has also served as an adjunct professor at The Wright Institute and the California School of Professional Psychology. He earned his BA in psychology and biology from Rutgers College in 1992, where he was also a member of the Cap and Skull Society. Pole received his MA and PhD in clinical psychology from the University of California, Berkeley, in 1999, his predoctoral internship training at the San Francisco VA Medical Center in 1999, and his postdoctoral training at the University of California, San Francisco, between 1999 and 2001.

He has been the recipient of several honors and awards, including: APA Div. 29 Student of Color Paper Competition, Sheldon J. Korchin Prize in Clinical Psychology, an Outstanding Graduate Student Instructor Award, Berkeley Teaching Effectiveness Award, Anxiety Disorders Association of America Career Development Award and APAGS Kenneth and Mamie Clark Award.

He has also earned several fellowships and grants, including the Ford Foundation Fellowship for Minorities, an NIMH Dissertation Research Grant, an NIMH Postdoctoral Fellowship and an NRSA Postdoctoral Training Grant. He has actively mentored more than thirty undergraduate students, including several minorities, most of whom have gone on to graduate or professional school. Pole's research interests include psychodynamic therapy process, minority mental health, basic emotion, depression and most recently the psychophysiology of post-traumatic stress disorder.

PUBLIC INTEREST AWARDS

Claude M. Steele, PhD, Lucie Sterns Professor in the Social Sciences at Stanford University. Steele has taught at Stanford since 1991. He has also been a faculty member at the universities of Michigan, Washington and Utah.

Throughout his career he has been interested in how people cope with self-image threat. His theory of "self-affirmation" describes processes for coping with this threat, and his theory of "stereotype threat" describes how negative group stereotypes--through the self-evaluative and belongingness threats they pose--can affect important behaviors like intellectual performance and intergroup relations. He has also studied addictive behaviors.

He received his BA degree from Hiram College and his PhD from The Ohio State University. He is past-president of the Society for Personality and Social Psychology and the Western Psychological Association. He has served as chair of the Executive Committee of the Society of Experimental Social Psychology, as a member of the Board of Directors of the American Psychological Society, and on numerous editorial boards and grant study sections. He is past-chair of the psychology department at Stanford, a fellow of APS and APA, and a member of the American Academy of Arts and Sciences and the National Academy of Education. He is the recipient of a Cattell Fellowship, the Gordon Allport Prize, the William James Fellow Award from APS, the Kurt Lewin Prize from the Society for the Scientific Study of Social Issues, honorary doctorates from the University of Chicago and Yale University and the APA Senior Award for Distinguished Contributions to Psychology in the Public Interest and the APA Distinguished Scientific Contribution Award.

Louise F. Fitzgerald, PhD, professor of psychology and women's studies at the University of Illinois at Urbana-Champaign. A graduate of The Ohio State University, she is a well-known scholar in the area of women and work, and has published widely on the topic of sexual harassment, which she was among the first to study in a scientific manner.

Fitzgerald was social science consultant to professor Anita Hill's legal team during the confirmation hearings of Supreme Court Justice Clarence Thomas, and senior research consultant to the Gender Fairness Task Force of the U.S. Eighth Circuit. As a senior fellow of the Defense Research Consortium, she consults with the Department of Defense on sexual harassment in the U.S. military. She has provided expert testimony on behalf of the U.S. Equal Employment Opportunity Commission and the U.S. Department of Justice, as well as in numerous state and federal cases across the country.

Fitzgerald is a fellow of APA in Divs. 17 (Society of Counseling Psychology) and 35 (Society for the Psychology of Women) and serves on the APA Task Force on Male Violence Against Women, whose book, "No Safe Haven," was awarded the 1994 Washington Educational Press Award for Outstanding Treatment of a Public Concern. Funded by NIMH, she is currently conducting the first longitudinal study of plaintiffs involved in sexual harassment litigation and works extensively with victims of sexual harassment and other forms of sexual abuse.

EDUCATION AWARDS

Reginald L. Jones, PhD, Distinguished Professor of Psychology Emeritus at Hampton University. At Hampton University (HU), Jones has held positions as chair of the department of psychology, director of the Center for Minority Special Education and director of the Career Opportunities in Research program.

Prior to his HU appointment, Jones was at the University of California, Berkeley for 17 years, where he is now professor emeritus. At Berkeley, he held various positions, including chair of the department of African-American studies, director of the Joint PhD Program in Special Education, and faculty assistant to the vice chancellor for academic affirmative action. Jones has been a clinical psychologist in military and state hospitals, professor and vice-chair of the department of psychology at The Ohio State University; professor and chair of the department of education at the University of California, Riverside, and professor and director of the University Testing Center at Haile Sellassie I University, Addis Ababa, Ethiopia. He also taught at UCLA and at Miami, Fisk and Indiana universities. Jones has been an APA fellow for more than 30 years.

He has produced 28 instructional videotapes in psychology, written or presented more than 200 papers, articles, chapters, reviews and technical reports, and edited 22 books. He has been associate editor of the American Journal of Mental Deficiency and editor of the journal Mental Retardation.

Jones has received awards and recognition from The Ohio State University, Wayne State University, University of California, Berkeley, APA's Board of Ethnic Minority Affairs, the Association of Black Psychologists, the Council for Exceptional Children and the Association on Mental Retardation.

David W. Johnson, PhD, professor of educational psychology at the University of Minnesota. Johnson held the Emma M. Birkmaier Professorship in Educational Leadership from 1994 to 1997 at the University of Minnesota. He received a master's and a doctoral degree from Columbia University. Since 1969, he has served as co-director with his brother Roger of the Cooperative Learning Center. He was the editor of the American Educational Research Journal from 1981 to 1983 and has served on numerous editorial boards.

Some of his awards include the 1972 National Research Award from the American Personnel and Guidance Association, the 1981 Gordon Allport Award for outstanding research on intergroup relationships from APA Div. 9 (Society for the Psychological Study of Social Issues), the 1984 Helen Plants Award from the American Society for Engineering Education, the 1986 National Research Award in Social Studies given by the National Council for the Social Studies, the 1988 Professional Advancement Award for Outstanding Research from the Group Work Division of the American Association for Counseling and Development, the 1990 Award for Outstanding Contribution to American Education presented by the Minnesota Association for Supervision and Curriculum Development, the Libra Endowed Chair for a Visiting Professor at the University of Maine at Presque Isle (1996-1997), the 1996 Award For Outstanding Research on Cooperative Learning from the Cooperative Learning SIG (American Education Research Association), and the 2001 Distinguished Scholar Award from the Stress and Coping SIG (American Educational Research Association).

Johnson is a recognized authority on cooperative learning, conflict resolution and experiential learning. He provides training for universities and schools throughout the world. He is a practicing psychotherapist.

INTERNATIONAL AWARD

Thomas D. Oakland, PhD, ABPP, president of the International Foundation for Children's Education. His work in more than 40 countries has focused on issues associated with child development, assessment and intervention, and school psychology.

Oakland has served as president of the International School Psychology Association, International Test Commission and APA Div. 16 (School). He was a Fulbright Scholar in Brazil. He has directed three international conferences and coordinated a fourth.

Oakland currently is professor of educational psychology at the University of Florida, honorary professor of psychology at the University of Hong Kong and honorary professor of psychology at the Iberoamerican University in San Jose, Costa Rica. He was in the department of educational psychology at The University of Texas at Austin for 27 years.

Oakland received the Legends Award from the National Association of School Psychologists, the Distinguished Service Award from the International School Psychology Association and the Div. 16 Distinguished Service and Senior Scientist awards, as a reflection of his scholarly contributions to psychology. They include 10 books, more than 50 chapters, 175 refereed articles and 350 papers or workshops presented internationally or nationally. He is an editorial board member on more than 20 scholarly journals.

Oakland served as chair of APA's Policy and Planning Board and was a member of APA's Ethics Code Task Force and its Committee on Psychological Tests and Assessment, and served as its liaison to the Joint Committee on Standards for Educational and Psychological Testing and the International Test Commission.