October 2003 Announcements
Advanced Training Institute Sorts the Data!
The APA Science Directorate’s latest foray into advanced training for psychological scientists – a hands-on experience in mining large-scale databases – had a great start at the August ATI in Chapel Hill, North Carolina.
With the generous support of the National Institute of Child Health and Human Development (NICHD), APA organized this ATI to help investigators learn the intricacies of performing secondary data analysis, using the large longitudinal dataset from the ongoing Study of Early Child Care (SECC) as an example. Research Triangle Institute, a primary contractor in building this dataset for NICHD, partnered with APA in organizing the ATI.
The SECC data are from 1,364 families, followed since their infants' birth in 1991. The study covers demographic, family, maternal, paternal and caregiver characteristics; child social and emotional outcomes; language development; cognitive skills; school readiness; growth and health measures, and much more. It includes data collected by observation, testing, and face-to-face and phone interviews. This ATI was designed to introduce the SECC study and its available databases (currently from birth through the third year of school) so that researchers may independently use and train others to use the NICHD databases for original scholarship and publication. Among the individuals in attendance were Ty Partridge and Jennifer DeGroot Hanawalt from Wayne State University in Detroit. When asked to comment on the ATI, here is what they said:
“Given my enthusiasm for the NICHD Study of Early Child Care and the opportunities it affords for the field, I was delighted to find out that there was an APA Advanced Training Institute regarding the dataset. I have worked with a number of archived datasets in secondary data analysis and all of them present a myriad of intricate difficulties. Often it can be a substantial challenge to discover even the most basic concepts, such as figuring out what variable a particular variable name refers to. Trying to understand why values seem to have been transformed from the descriptions of the original data or why the sample size of a given analysis doesn’t seem to make sense can lead to weeks of frustration. So, the value of having the opportunity to sit down with the people who know the NICHD-SECC data most intimately cannot be overstated.
“The quality level of this ATI exceeded my expectations. The most impressive aspect of the training institute was the supporting material. Overall, the ATI was valuable to researchers who had a wide range of experience with secondary data, large databases, and statistics. I was fortunate to have the graduate student coordinator of my lab, Jennifer DeGroot Hanawalt, attend this training institute as well.
“It is clear that countless hours of work and exceptional foresight went into the documentation of this dataset. Now rather than spending six-months to a year trying to understand the data well enough to address even basics questions, we have been able to begin analyses on several projects that will be in the manuscript phase by the end of the semester. This research can be integrated with a cadre of interdisciplinary prevention, intervention and research efforts organized into a comprehensive program referred to as the Wayne State University Children’s Bridge program.”
Jennifer DeGroot Hanawalt
“As a graduate student, I found the ATI to be a comprehensive and user-friendly introduction to secondary data analysis, the details of this particular longitudinal data set, and the advanced statistics necessary to address complicated longitudinal questions. At the workshop we learned detailed information about the data collection process, the database, and the data itself. We were trained extensively on how to use the wealth of dictionaries and detailed manuals that accompany the dataset in order to find and understand data. The individualized statistical training and support provided by the group of statisticians was a rare and valuable opportunity to learn a variety of sophisticated statistical techniques and have individualized support as I attempted to employ these new techniques to address my hypotheses. The workshop was an excellent opportunity to meet researchers with similar interests and build a network of colleagues with whom to share ideas and research.”
Special Research Meeting on NSCAW; NEPA 43rd Annual Meeting
June 2-6, 2004, Cornell University, Ithaca NY.
Sponsored by the National Data Archive on Child Abuse and Neglect
The National Data Archive on Child Abuse and Neglect is sponsoring a Special Research Meeting for analysis of The National Survey of Child and Adolescent Well-Being (NSCAW), Waves 1-3. Twelve applicants will be selected based on their commitment to analyzing the NSCAW data. Successful applicants will already have the data (available through the Archive) and submit a strong application by January 15, 2004. Applications will be available from the Archive website in mid-October or by e-mail.
New England Psychological Association (NEPA)
43rd Annual Meeting
Salem State College, Salem, MA
November 7 - 8
Nominees Sought for National Science Foundation Distinguished Teaching Scholars Awards
The National Science Foundation Director's Awards for Distinguished Teaching
Scholars (DTS) recognizes and rewards six to eight individuals annually who
are both meritorious scholars and exemplary teachers as evidenced by their
ability to integrate their research and educational activities and to
approach research and education in a scholarly manner. This year, for the
first time, the program involves a two-step process. Nominations are due
November 19, 2003, for the first step. A select group of individuals from
the first round nominees will be invited to submit proposals by February 25,
The American Psychological Foundation Announces Deadlines for Upcoming Research Grants and Awards
The American Psychological Foundation (APF) is pleased to note the remaining 2003 and upcoming 2004 deadlines for grants and awards in support of psychological research. Please visit the APF website for information about application and nomination guidelines for each of these funding opportunities.
November 1--Roy Scrivner Research Grants (Lesbian and Gay Family Psychology and Therapy)—up to $10,000 for one doctoral-level and $1,000 each for two dissertation-level research proposals. Please visit the APF website and www.hookprograms.org for guidelines.
November 15--Elizabeth Munsterberg Koppitz Research Fellowships (Child Psychology)—up to $20,000 each for three graduate fellowships, as well as up to four $4,000 travel stipends each for attendance at professional meetings and conferences
December 1--APF Gold Medal for Life Achievement in the Science of Psychology—the recipient receives a medal, a $2,000 contribution by the Foundation to his or her charitable nonprofit organization of choice, and travel to and accommodations (two nights/three days) for the 2004 APA convention in Honolulu.
January 28--Wayne F. Placek Small Research Grants (Understanding Homosexuality and Preventing Homophobia) $5,000 each for several small-scale pilot studies and time-sensitive investigations. Please visit www.hookprograms.org for guidelines.
February 1--Randy Gerson Memorial Research Grant (Family/Couple/ Multigenerational Processes) $5,000 for one doctoral-level research proposal advancing theory, assessment, or clinical practice
March 1--Frank J. McGuigan Young Investigator Prize (Understanding the Human Mind) $25,000 for a researcher no more than 9 years post-doctoral degree at deadline, who is examining the human mind from a psychophysiological, physiological, or behavioral perspective.
March 12--Wayne F. Placek Large Research Grants (Understanding Homosexuality and Preventing Homophobia) up to $40,000 for two research proposals. Please visit www.hookprograms.org for guidelines and application forms.
April 15--Alexander Gralnick Research Investigator Award (Schizophrenia and Serious Mental Illness Research) $20,000 for a researcher with at least 8 years of exceptional research and mentoring accomplishments in the area of serious mental illness, including schizophrenia, bipolar disorder, and delusional disorder.
Grants Available for Scientific Conferences, Proposals Invited
The Science Directorate is currently seeking proposals for research conferences in psychology. The purpose of this program is to promote the exchange of important new contributions and approaches in scientific psychology. The next deadline for applications is December 1, 2003.
Grant money ranging from $500 to $20,000 is available for the scientific conference. Proposals will be considered using such formats as “add-a-day” conferences ($500-$3,000 available), “stand alone” conferences ($5,000-$20,000 available), and festschrifts ($5,000-$20,000 available). APA is also open to innovative ways of holding conferences. The conference must be additionally supported by the host institution with direct funds, in-kind support, or a combination of the two. Please note that a detailed budget including institutional support is required for application.
Conference proposals must meet the following eligibility requirements:
One of the primary organizers must be a member of APA.
Only academic institutions accredited by a regional body may apply. Independent research institutions must provide evidence of affiliation with an accredited institution. Joint proposals from cooperating institutions are encouraged.
Conferences may be held only in the United States, its possessions, or Canada.
Conference summaries or other appropriate documents are normally requested to be submitted to APA after the conference is held for consideration for publication and dissemination under the authority of the association. APA reserves the right of first refusal for all publications from APA-sponsored conferences and will hold the copyright on such documents. Conferences should take place within approximately 12 months after the funding decision is made.
Seventy-five percent of funds will be distributed to grantees prior to the conferences, and the remaining twenty-five percent will be released when the manuscripts (which result from the conference summaries) are ready for publication, as determined by APA. The documents will be published under the authority of APA.
Conference review committee members are: Stephen Ceci, PhD; Irene Frieze, PhD; Keith Humphreys, PhD; John Kihlstrom, PhD; Linda Parker, PhD; and Sheldon Zedeck, PhD.
For more information on review criteria, proposal contents, and budget guidelines, please contact Deborah McCall, Science Programs Manager.
Prpopsal Deadline: December 1, 2003
Please mail proposals to:
APA Science Directorate
750 First Street, NE
Attn: Scientific Conferences Proposals
Washington, DC 20002-4242
Workshop on Responsible Conduct of Research in Psychological Science
April 13–14, 2004
Sangeeta Panicker, Ph.D., Director of Research Ethics Office
American Psychological Association, Washington, DC
Francis Beylotte, MS
American Psychological Association
Workshop on Responsible Conduct of Research in Psychological Science
The responsible conduct of research in psychological science was the focus of this workshop held on April 13 and 14, 2004 at the Marriott Wardman Park Hotel, in Washington, DC.
The Research Ethics Office at the American Psychological Association (APA) in collaboration with the Department of Health and Human Services Office of Research Integrity organized this workshop. The workshop was made possible by the contributions and active participation of experts in the research field from across academic disciplines, from organizations and from federal regulatory agencies. The workshop provided academic professionals, government policy professionals and both graduate and undergraduate students opportunities for dialog and exchange on particular issues related to the responsible conduct of psychological science.
The workshop comprised one and a half days of plenary, discussion, and breakout sessions focusing on three specific topics in the responsible conduct of research:
Conflicts of Interest
Participants had the opportunity to explore ethical and responsible conduct of research issues that arise, the impact of investigator and institutional conflicts of interest on research, faculty-student relationships, methodological and human participant protection issues in data archiving, and the impact of regulations and policies such as the HIPAA privacy rule and the NIH data-sharing policy on behavioral research.
Conflicts of Interest
Mary Ann McCabe chaired the conflicts of interest panel and presented the agenda. Celia Fisher presented the plenary address for this section. Her talk included an overview of "multiple role responsibilities and competing interests" in psychological science. Barbara Stanley described the potential conflicts of interests from the perspective of an "investigator that also functions as a clinician". Tomas Eissenberg provided multiple examples of non-financial conflicts of interest. Chris Pascal discussed the principles of "financial and other conflicts of interest in the context of disclosing and managing those conflicts of interest and the risks of failing to do so". The participants asked questions following the presentations. Afterwards, the participants were divided into two breakout groups. These breakout groups were facilitated by Chris Pascal and Mary Ann McCabe in separate rooms where up to five conflicts of interest case studies were discussed. These cases and discussions allowed elaboration on the topics from the previous presentations.
Steven Behnke chaired the mentoring panel and laid out the agenda. June Price Tangney's plenary address focused the didactic nature of the mentoring relationships in the context of "making the most of mentoring relationships". W. Brad Johnson presented some of the "emotionally complex, reciprocal, and long-lasting, contain specific ingredients that can create ethical quandaries" in a mentoring relationship. Matt McGue discussed mentoring in the context of authorship in collaborative research between students and mentors. Marshall Narva presented a series of case studies illustrating "when the mentor paid inadequate attention or served as a poor role model." The participants asked questions following the presentations. Once again participants were separated into two breakout groups. W. Brad Johnson and Steven Behnke facilitated the breakout groups for mentoring. Up to five case examples were provided to aid the discussions.
Merry Bullock chaired the data-sharing panel, which was held on the final day of the workshop. Francis Macrina provided an historical overview of data sharing and included a review of the contemporary context (e.g., NIH data sharing guidelines). Eloise Malone and Allen Harmon provided "a survey of data archiving from the practitioner perspective." Lora Kutkat provided "basic information about certain provisions of the Privacy Rule (HIPAA) in the context of health research.". The participants asked questions following the presentations. Participants were divided in two groups to discuss up to five case studies related to data sharing. One breakout group was co-facilitated by Francis Beylotte and Francis Macrina and Marry Bullock facilitated the other. The workshop was concluded by a group discussion of the issues related to data sharing. Sangeeta Panicker made additional closing comments.
The Research Ethics Office at APA is committed to the issue of responsible conduct of research in psychological science and will continue to hold similar workshops.
New Report Available on APA Science Directorate Web Site
Readers have been anxiously awaiting the release of the report from the Board of Scientific Affairs (BSA) Advisory Group on Conducting Research on the Internet and it is now available on the Science Directorate web site.
BSA established the Advisory Group in 2001. Its charge was to explore emerging ethical and scientific issues related to the conduct of research over the Internet. The Advisory Group met during 2002 and subsequently issued a report that looks at the opportunities and challenges of conducting research on the Internet. The report also provides a set of suggestions for researchers and for Institutional Review Boards (IRBs) that oversee this type of research.
Members of the Advisory Group include:
Robert Kraut, Chair, Carnegie Mellon University
Amy Bruckman, Georgia Institute of Technology
Jeffrey Cohen, Weill Cornell Medical College
Mick Couper, University of Michigan, Institute for Social Research
Judy Olson, University of Michigan, School of Information
Mahzarin Banaji, BSA Liaison, Harvard University
John B. Carroll
John Bissell Carroll passed away in his home in Fairbanks, Alaska on Tuesday, July 1, 2003, at the age of 87. Dr. Carroll received a Ph.D. in psychology from the University of Minnesota. He made many contributions to the fields of psycholinguistics, the teaching of reading and language, and the understanding of human cognitive abilities. He taught at Mt. Holyoke College, Harvard University and the University of North Carolina and worked at the Educational Testing Service in Princeton, N.J. He was the author of numerous books and articles, publishing up until the time of his death. In 2002, he received the Gold Medal Award for Life Achievement in the Science of Psychology from the American Psychological Foundation.
Patricia S. Goldman-Rakic, professor of neuroscience, neurology, psychiatry and psychology at Yale University School of Medicine, died on July 31 at age 66. Considered a pioneer in the area of memory function, Goldman-Rakic's research also paved the way for scientists to understand the neurobiological basis of normal behavior and of diseases such as schizophrenia, Alzheimer's, Parkinson's and attention deficit-hyperactivity disorder. Goldman-Rakic brought a unique multidisciplinary approach to the study of the frontal lobe, a region of the brain once viewed as inaccessible to rigorous scientific analysis. She was the first to discover and describe the exquisite order and structure of this brain region, which is responsible for the highest level of cognitive functions. She was elected to the National Academy of Sciences in 1990 and was President of the Society for Neuroscience in 1989-90. She was a member of the American Academy of Arts and Sciences and the Institute of Medicine and was a fellow of The American Psychological Association.
Paul Pintrich received his Ph.D. in 1982 from the Combined Program in Education and Psychology at the University of Michigan, of which he eventually became professor and Chair. He obtained an MA degree in developmental psychology from the same university. His research focused on the development of motivation, epistemological thinking, and self-regulated learning in adolescence. He has published over 110 articles, book chapters, and books in these areas. Pintrich was a Fellow of the American Psychological Association. He died on Saturday, July 12, 2003.