Science Briefs

Health Maintenance, Older Adults, and the Internet

by Richard Pak & Aideen Stronge

Richard Pak is an Assistant Professor in the Department of Psychology at Clemson University. He received his PhD in Psychology from the Georgia Institute of Technology in 2005. His research focuses on the psychological aspects of using new technologies for people of all ages. More information can be found at his website http://www.clemson.edu/catlab/pak.html. This research is supported by a Google Research Award.

Aideen Stronge is a Senior User Experience Researcher at Google. She received her PhD in Psychology from the Georgia Institute of Technology in 2006. As a graduate student, Aideen's research focused on the design of technology for older adults from the Web to electronic medication reminders.

When you get a strange feeling in your stomach, funny looking blemish on your skin, or a new medication from the doctor what is the first thing you do? If you are like a lot of people, you go to the internet to search for health information (Pew Internet & American Life Project, 2005). As useful and immediate as this resource may be for the general public, it may be even more beneficial for older adults.

Technology, however, has advanced much faster than psychology, leading to unanswered questions about how to best design e-health systems for older adults. Access is made difficult due to a mismatch between older users’ cognitive capabilities and the demands placed upon them by the system. Recently, we focused our research efforts on two separate, but complimentary projects: older adults' use of e-health information services and the factors that affect their adoption (or lack thereof) of advanced e-health maintenance services such as Personal Health Records (PHRs).

Age-related change in Cognition

One way to describe age-related changes in cognition is in terms of how different skills and abilities change as we get older. For example, older adults may find it more difficult to learn new video games (compared to college students), but may still be able to beat college-aged players in games that rely heavily on knowledge such as Trivial Pursuit or Jeopardy. This distinction is reflected in the theory of fluid and crystallized intelligence (Horn & Cattell, 1967). Fluid intelligence refers to those abilities that allow individuals to think and act in novel situations (e.g., reasoning ability) and are thought to be unbiased by educational level or experience (Garfein, Schaie, & Willis, 1988). Specific indicators of fluid abilities are working memory and spatial abilities. Crystallized intelligence can be described as the products of experience or education. Indicators of crystallized intelligence are tests of general knowledge, or vocabulary. It has been well-established that fluid intelligence generally shows significant age-related declines whereas crystallized intelligence remains stable or increases with age (e.g., Horn, 1982; Kausler, 1991; Horn & Cattell, 1967; Schaie, 1996).

A high level of performance can be attained when crystallized intelligence is used to compensate for some aspects of declining fluid abilities (e.g., Salthouse, 1984). In a similar manner, older users may be able to compensate for declines in fluid ability when using the Internet, but can the design of a web interface specifically assist with this compensation strategy?

Unintentionally Designed for Older Adults?

Traditionally, websites have presented information in a categorical (or hierarchical) format (folders within folders). Using Amazon.com to browse for a book is a good illustration of how information can be hierarchically-organized. Figure 1 is a representation of the organization of a subset of Amazon’s book store. To find a specific children’s audio book you may first select the major top-level category of "Books," and then perhaps a sub-category ("Children's books"). From there, further categorical selections are made until a desired book is found (Figure 1):

Figure 1. Hierarchical navigation. The user subsequently finds and clicks the proper category until the desired book is found (4).

Navigation through hierarchical systems has been shown to be reliant on fluid abilities such as spatial ability and not surprisingly, older adults have exhibited age-related declines when using these systems (Laberge & Scialfa, 2005; Pak, Rogers, & Fisk, 2006; Seagull & Walker, 1992). For example, older adults were more likely than younger adults to rely on a search engine’s categorical structure when searching for information on the web (e.g., categories on the homepage) (Stronge, Rogers, & Fisk, 2006). This approach was found to be negatively correlated with success, ultimately contributing to the finding that older adults were less successful in finding information on the web than younger adults.

In recent years, there has been a major change in the focus, design, and delivery of web services (collectively termed "Web 2.0"). One example is in the way that informational databases can be organized and presented. Some websites are now providing "tag-based" interfaces in addition to offering search options and in place of the categorical organization of information. Tag-based interfaces present information clustered around keywords, similar concepts, or tags and rely on information-seeking behaviors that are more dependent on general/word knowledge.

In a tag-based system (for example on a website), each page is "tagged" with a specific keyword. For example, a children’s audio book might be assigned the tags "audio book, children, book". Instead of users navigating one category after another, they now just have to select any appropriate tag in the interface which then presents all of the documents that have been tagged with that word. Figure 2 represents this interaction. In Figure 2a, the user has clicked on the "Audio books" category and is then presented with all pages tagged with that term. In the second example, the user has selected the "Children’s" tag and is shown all pages with that term. Because pages are tagged with descriptive and redundant keywords, users may have a better chance of finding the desired pages. While on the surface, this type of presentation might seem overwhelming compared to the controlled presentation of folders and categories, we hypothesized that selection via a tag-based interface might place less demand on spatial abilities because there was less of a need to navigate the hierarchical structure of folders, and more demand on verbal knowledge or crystallized intelligence.

Figure 2a. User is shown a list of tags (1) and selects the Audio books tag and is shown all of the pages tagged with that word. The desired book is located (2).	Figure 2b. User is shown a list of tags (1) and selects the Children's tag and is shown all of the pages tagged with that word. The desired book is located (2).

In a recent experiment (Pak & Price, 2008) we found that performance in retrieving information with a computer was equivalent between younger and older adults when they used a tag-based system. Participants searched a fictional travel information website for answers to questions such as, "where do I mail my passport application?" We chose travel information under the assumption that neither age group would be especially familiar with the travel domain.

When participants navigated a hierarchically organized site, younger adults performed significantly better (faster and fewer errors) than older adults in the retrieval task. However, in the tag-based condition, performance was equivalent between younger and older adults (Figure 3). The lack of hierarchical organization or the relative flatness of the organization may ease spatial ability demands. In addition, the semantic organization around tags may increase demands on vocabulary and general knowledge. These results suggest that extant age differences in abilities may be overcome, to some extent, by relatively minor changes to the information access interface.

Figure 3. Mean composite performance as a function of age group and condition (error bars represent standard error).

With these results as a background, we are currently examining a topical domain where older adults are expected to have more knowledge than younger adults: health information. We expect that older adults’ higher level of health knowledge coupled with a tag-based interface, which takes advantage of knowledge, might further improve older adults’ information search performance. For example, in a previous study, age-related differences in prospective memory were reduced when a task was framed in terms of health behaviors (taking medications) as compared to when the exact same task was given a more neutral context such as remembering to schedule conference rooms at the right time (Stronge, 2006).

For most people, being able to access and use a database of accurate health information is convenient, but may be especially useful for older adults as they tend to be managing multiple conditions or take more medications than other age groups. Better understanding the relationship between age-related capabilities and limitations and the design of information systems can remove the usability barrier that might keep older adults from using e-health services.

Future E-health Technology and Older Adults

Imagine if you had your complete medical history, including doctor visits, diagnoses, medications, and medical images within easy access. This is the promise of Internet-based personal health records (PHR). PHRs are user-maintained, long-term records of a patient’s medical history. They are the consumer equivalent of what your doctor might use in his or her office. At a minimum level, PHRs serve as static repositories of information.

PHRs can be a useful and beneficial resource for older adults by giving them the ability to keep important health information in a single location, alleviating the need to keep and manage a myriad of paper records. PHRs may also act as decision support systems to help older adults make more informed health choices. For example, a diabetic patient may be able to track blood glucose levels over an extended period of time (months) and observe the effect of lifestyle or medication interventions by using a PHR that aggregates data from doctor visits and pharmacists, as well as data they may input on their own.

Older users may not adopt a new tool or technology merely because it is available. They must also perceive how the system is personally useful compared to existing methods (Davis, Bagozzi, & Warshaw, 1989) and that it is easy to use. As prior research has shown (Melenhorst, Rogers, & Bouwhuis, 2006), older adult’s adoption of new technologies may critically depend on whether they understand the costs and benefits of those technologies (perceived utility).

A two-pronged (at least) approach to older adult PHR adoption and usage should examine the ease of use component to better understand how to design the task and interface for older adults. This may require an understanding of how older adults currently manage their health records. In addition, it may require understanding, from the older users’ point of view, the potential costs and benefits of PHRs in relation to currently used tools and techniques.

References

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35 (8), 982-1003.

Garfein, A. J., Schaie, K. W., & Willis, S. L. (1988). Microcomputer proficiency in later-middle-aged and older adults: Teaching old dogs new tricks. Social Behavior, 3 (2), 131-148.

Horn, J. L. (1982). The theory of fluid and crystallized intelligence in relation to concepts of cognitive psychology and aging in adulthood. In F. I. M. Craik & S. E. Trehub (Eds.), Aging and cognitive processes (pp. 847-870). New York: Plenum Press.

Horn, J. L., & Cattell, R. B. (1967). Age differences in fluid and crystallized intelligence. Acta Psychologica, 26, 107-129.

Kausler, D. H. (1991). Experimental psychology, cognition, and human aging (2nd ed.). New York: Springer-Verlag.

Laberge, J. C., & Scialfa, C. T. (2005). Predictors of web navigation performance in a life span sample of adults. Human Factors, 47, 289-302.

Melenhorst, A-S., Rogers, W. A., & Bouwhuis, D. G. (2006). Older adults’ motivated choice for technological innovation: Evidence for benefit-driven selectivity. Psychology and Aging, 21, 190-195.

Pak, R., & Price, M. M. (2008). Designing an information search interface for younger and older adults. Human Factors, 50, 614-628.

Pak, R., Rogers, W. A., & Fisk, A. D. (2006). Spatial ability sub-factors and their influence on an information search task. Human Factors, 48, 154-165.

Pew Internet & American Life Project. Online health search 2006; www.pewinternet.org/PPF/r/190/report_display.asp; retrieved October 6, 2008

Salthouse, T. A. (1984). Effects of age and skill on typing. Journal of Experimental Psychology: General, 3, 3-16.

Schaie, K. W. (1996). Intellectual development in adulthood. The Seattle longitudinal study. New York: Cambridge University Press.

Seagull, F. J. & Walker, N. (1992). The effects of hierarchical structure and visualization ability on computerized information retrieval. International Journal of Human-Computer Interaction, 4, 369-385.

Stronge, A. J. (2006). Understanding the role of planning in the performance of complex prospective memory tasks. Unpublished doctoral dissertation, Georgia Institute of Technology, Atlanta, GA.

Stronge, A. J., Rogers, W. A., Fisk, A. D. (2006). Web-based information search: effects of strategy use and age on search success. Human Factors, 48, 434-446.

Executive Director's Column

Science and the New Parity
by Steven Breckler, Executive Director

A major victory for mental health care was achieved in early October. As part of the financial bailout plan approved by Congress and signed by the President, the Paul Wellstone and Pete Domenici Mental Health and Addiction Equity Act of 2008 was signed into law.

This is a major victory for patients. It requires insurance companies to provide coverage for mental health services at the same level as that provided for medical and surgical benefits. It erases long-standing inequities in group health plans, requiring mental health benefits to be equal to (if not better than) physical health benefits. It closes loopholes in earlier laws.

This is also a major victory for providers of mental health care. Their services will now be compensated fairly, with financial requirements and treatment limitations on par with physical health services.

The new parity law also creates new opportunities and challenges at the interface of psychological science and practice. Now, more than ever, the science and practice of psychology must work together to deliver quality mental health services.

For example, it will be up to psychology to demonstrate that expansion of mental health coverage is good for patients and that it makes long-term economic sense. Evaluation research will be essential; economic outcomes will need to be established.

It will be up to psychology to demonstrate the cost effectiveness of mental health services in forms that are readily understood and appreciated. In medicine, for example, treatments are often justified in terms of number of lives saved or in dollars put back into the economy. The same can be done for mental health interventions, but which outcomes will be most persuasive? Social psychologists can help with this.

As the economic stakes grow, it will become increasingly important to expand the evidence in support of mental health interventions. Medicine has cultivated respect because treatments and interventions are continuously evaluated. Sometimes this leads to new and improved treatments; sometimes it leads to the cessation of interventions. Mental health delivery must cultivate the same respect by demonstrating responsiveness to the growing and maturing evidentiary base produced by psychological research.

Quality mental health care, just like physical health care, is supported by diagnostic tools and infrastructure. Testing and assessment become integral components in treatment. With equal coverage comes equal opportunity for psychology to renew its outstanding traditions in psychometrics, quantitative and qualitative assessment, and the use of technology to better understand cognitive, emotional, and behavioral states. Psychological science must produce cutting edge diagnostics for mental health, and psychology practitioners must be trained in their use and interpretation.

Psychological science must grow to support mental health care, just as biomedical science has grown to support physical health care. Recognizing that mental health care is just as important as physical health care must be accompanied by the acknowledgement that psychological and behavioral research is just as important as biomedical research. When that day arrives, we will have achieved true parity.

From the APA Science Student Council

The Science Student Council is a group of nine graduate students who spend a couple of weekends a year with the Science staff, advising on programs and activities that would benefit graduate students in psychological science. In this column, the students will present useful information that other graduate students need to know! Visit the Science Student Council page (www.apa.org/science/apasscweb.html) to learn more about the activities of the SSC.

How to Publish

by Marc Berman

Publishing is a major component to the successful pursuit of an academic career as the "publish or perish" mantra rings loudly. Publishing, however, is not all doom and gloom. While publishing articles is a difficult endeavor, there are a number of ways to increase one's likelihood to get articles accepted in peer-reviewed journals.

Find the appropriate journal

One of the most important steps in getting your article published is to submit it to the appropriate journal. While this step seems obvious, it is crucial to spend a bit of time looking at potential journals to find the journal that best fits your article. Knowing the style and the intended audience of a journal and tailoring your article to these attributes will: increase the probability of acceptance, improve the reviews that you will receive, and increase the likelihood that your article will be read and cited.

Take reviews seriously

Rarely do articles get accepted with minor revisions; most reviewers will request authors to make substantial revisions to their original manuscripts. While each of us feels emotionally tied to what we write, it is important to consider all reviewers' comments even if we initially disagree with them. Flatly dismissing a reviewer's comments will not bode well for your re-submission. If you disagree strongly with a reviewer's request, explain why you did not make those changes in the cover letter. Lastly, because reviewing articles is work, reviews can at times be short with a somewhat condescending tone. Do not respond to reviews with the same tone. Instead, respond professionally and thoughtfully. Such professionalism will increase the likelihood of your revision being accepted. Address each and every comment from the reviewers in your cover letter. You might want to intersperse your replies between comments, as this can provide a systematic means to clearly show the reviewer how you have addressed each comment.

Expect rejection without getting discouraged

The rejection rate of many journals is quite high. Therefore, after submission, authors should be prepared to hear bad news. However, such a scenario is not so dire. Even when getting a rejection letter, authors can use the reviews to improve the manuscript further and prepare an even stronger manuscript for another journal. Take comfort in knowing that even the most preeminent researchers get rejected often. It's just part of the business. Remember, even though the rejection rate is high, persistent and patient researchers will typically get their work accepted. In addition, don't sit on your manuscripts. The review process takes a long time, so submit your manuscripts as soon as you can.

Be a reviewer

It's like the old saying goes, "if you can't beat them, join them." Being a reviewer can provide invaluable insight into the review process and provide authors with an inside perspective on some of the dos and don'ts when writing a manuscript. With this insight, authors will be able to anticipate areas of a manuscript that may be problematic and also improve the overall presentation of the article.

Note: As a graduate student you will most likely not be asked to review articles, but your advisor will. If your advisor does not ask you, ask him/her if you could help review one of the articles that they have been asked to review. This usually requires the advisor to clear this with the journal editor, who is usually more than happy to grant this request.

Show Its Place

Showing the importance of your article and how it fits in with the existing literature is a major factor in determining whether reviewers will or will not accept your article. Ask yourself as you are writing whether you have demonstrated clearly what is novel about your manuscript, why it is important, and how it fits in with existing knowledge. Answering these questions is why we write articles, so be sure these points are clearly and concisely expressed.

Working with others

I can't stress enough how beneficial it is when writing an article to work with other researchers who have had success in publishing. Seasoned veterans know many of the nuances that improve the chances of article acceptance. In addition, working with others such as statistical experts can improve aspects of your manuscripts. Such collaborations will also increase the likelihood of other authors recruiting your help on a manuscript based on your expertise.

In summary, while getting your articles published is hard work, taking these steps will improve both your chances of getting your work accepted and improve your attitude/expectations regarding the review process.

Where Are They Now?
A Look at APASSC's Past Early Researcher Award Winners

by Suzanne L. Dean

The APA Science Student Council annually grants up to three basic, applied, or interdisciplinary Early Researcher Awards (ERAs) to outstanding early student researchers. Although this award is fairly new, we were interested in finding out what past recipients have been up to. Not surprisingly, the Early Research Award was just the beginning of many of their research accomplishments. In fact, some of the awardees indicated that it was a boost to the start of their graduate careers and extended their gratitude for the award's existence. Here are highlights for several past recipients:

2004

Julie Milligan Hughes, Ph.D. won the ERA for her research on the consequences of knowledge of historical racism on children's racial attitudes. This research has since been published in Child Development. Hughes was recently awarded the 2008 American Psychological Foundation's Anette Urso Rickel Dissertation Award for Research in Public Policy. Her dissertation investigated the role of racism awareness in determining adolescents' attitudes toward affirmative action and school desegregation policies. Hughes is currently Assistant Professor in Developmental Psychology at The College of New Jersey in Ewing, NJ. On a personal note, Julie Milligan married Andrew Hughes just over a year ago.

2005

Adam M. Grant, Ph.D., is currently Assistant Professor of Organizational Behavior and Strategy at the University of North Carolina at Chapel Hill. He was recently named Willard J. Graham Fellow for his research accomplishments, won the Weatherspoon Award for Excellence in Teaching, and became the proud father of a daughter, Joanna. His current research investigates the impact of job design, leadership, and corporate social responsibility on the motivation to make a difference and take initiative among Air Force officers, fundraising employees, lifeguards, firefighters, and booksellers. Since the ERA, Grant has published articles in numerous journals including the Journal of Applied Psychology and Organizational Behavior and Human Decision Processes. In fact, two of his recent publications are finalists for the Academy of Management best paper awards.

Jenessa Shapiro, Ph.D. is presently an Assistant Professor at UCLA. The research that gave her an ERA honorable mention was recently published in Journal of Applied Psychology. Shapiro's recent project on the interpretation of social norms in intergroup interactions received funding from SPSSI (Society for the Psychological Study of Social Issues) and is in press at the Journal of Personality and Social Psychology. Shapiro has also received a 3-year NIMH NRSA grant for research exploring the possibility of multiple, qualitatively distinct, stereotype threats. The funded theoretical framework was recently published in Personality and Social Psychology Review. She completed part of this research as her dissertation, which was awarded with an American Psychological Association (APA) Dissertation Research Award.

Kyle Smith is currently a postdoc at MIT's McGovern Institute for Brain Research studying neural mechanisms of actions and habits with Dr. Ann Graybiel. Smith's work incorporates new neuroscience tools to record neuronal activity across multiple brain circuits to identify signals that allow us to learn, perform skills, and develop habits with practice. He is also attempting to manipulate these signals to facilitate skill learning or suppress compulsive behavior patterns. Since the ERA, Smith has written several experimental articles, theoretical articles, and a book chapter on brain mechanisms of reward and motivation. He has also won several funding and conference awards, a dissertation award from the Biopsychology department at University of Michigan, and is a finalist for the Society for Neuroscience behavioral neuroscience dissertation award. Presently, he lives in Massachusetts with his wife, Deidre, and their two-year-old son, Sean.

2006

Evan Apfelbaum is newly married and currently in his 5th and final year of graduate school at Tufts. Since being awarded the ERA, Apfelbaum has received the Outstanding Contributions to Undergraduate Education Award from Tufts University and a travel award from the Society of Personality and Social Psychology. Apfelbaum also has publications currently in press at both the Journal of Personality and Social Psychology and Developmental Psychology.

Alexis Stranahan, Ph.D. is currently working on her postdoc at University of Texas at Austin with Dr. Kristen Harris, who studies the relationship between synaptic activity and dendritic structure. She recently defended her dissertation and published part of that research in Nature Neuroscience. Stranahan's research project explored the contribution of stress hormones to cognitive impairment in diabetes models. She found that elevated levels of corticosterone - the primary stress hormone in rats and mice - mediate learning deficits in diabetes. These findings may help explain the high comorbidity between diabetes and clinical depression.

2008 Science Leadership Conference Looks to the Future of Scientific Communication

by Howard Kurtzman, Deputy Executive Director

The fourth annual APA Science Leadership Conference, sponsored by the Science Directorate and Board of Scientific Affairs, was held on Oct 2-4, 2008, in Tempe, Arizona. The theme of the conference was Designing the Future: Innovations in Knowledge Dissemination for Psychological Science. Organized in collaboration with the APA Publications and Databases Office, the conference explored the changing landscape of publication and sharing of scientific information and the new opportunities that arise for the dissemination of psychological science.

The 125 conference participants included not only psychologists but also library and information scientists, publishers, and scientists in other fields who have pioneered new approaches to disseminating research. The conference agenda featured presentations and discussions on such topics as:

• Implications of the growth of interdisciplinary and translational research for the contents and formats of journals

• Open access to publications and data, including the development of academic and government-sponsored research repositories

• The impact of new technologies on how scientists access and communicate about research

• How scientists' career stages, research specialties, and home institutions influence the ways they contribute to and use publications

• The challenge of making research accessible and useful to practitioners, policymakers, and the general public

Leading off the conference were presentations by scientists whose work exemplifies the growing trend towards interdisciplinary and translational approaches within psychological science. Liliana Lengua (University of Washington) provided an overview of her multi-level approach to investigating the development of self-regulation and risk factors for psychopathology in young children, while Susan Cochran (UCLA) discussed the interface of psychology and public health with examples from research with sexual minority populations. These presentations framed questions about how research can be most effectively reported and disseminated to audiences that span multiple scientific and clinical fields. (Another scheduled speaker, Kevin Ochsner of Columbia University, was not able to attend but shared his slides, which describe the rapidly developing fields of social-cognitive and affective neuroscience and the types of journal formats that are most appropriate for reporting work in those areas.)

Hector Gonzales (Wayne State University)

Two speakers offered perspectives from the publishing community. Michael Mabe, the CEO of STM (International Association of Scientific, Technical, & Medical Publishers), reviewed the scientific, financial, and political issues surrounding calls for open access to research articles over the Web and described a recently initiated study of over 300 European journals that is assessing the impact of implementing various models for open access. Linda Beebe, of the APA Publications and Databases Office, discussed recent developments in APA's journals and books programs and indexing and database services as well plans for future expansions, including incorporation of social computing ("Web 2.0") applications.

Art Graesser (University of Memphis)

Other speakers addressed the various ways in which scientists are using the Web for scientific communication. Carol Tenopir (University of Tennessee) presented data on the evolving patterns of scientists' use of electronic and print journal articles. Noriko Hara (Indiana University) reviewed her research on how geographically dispersed scientists engage in interdisciplinary collaboration over the Web and the factors that determine the success of their interactions. Hakon Heimer, the executive editor of Schizophrenia Research Forum, discussed how Web-based moderated forums can be designed to serve the information needs of scientists with particular shared interests and facilitate greater communication among them. And Roberta Spalter-Roth (American Sociological Association) described an ongoing study examining the relation of university faculty's social networks to their patterns of usage of digital science education resources.

Bernadette Gray-Little, Provost of the University of North Carolina, speaking on a panel of university administrators.

Several innovative forms of journals and reporting were highlighted at the conference. Stephen Anderson (Yale University) described the Linguistic Society of America's eLanguage initiative, which provides linguistics researchers with a straightforward infrastructure for establishing new electronic journals in specialized and emerging research areas. Philip Bourne (UCSD) reported on efforts such as SciVee that enable the integration of traditional research reports, such as journal articles and conference posters, with databases and video material. In a related presentation, Moshe Pritsker, founding editor of the online Journal of Visualized Experiments, spoke about the advantages and challenges of producing peer-reviewed research reports in video format.

Conference attendees gather during a break between sessions

A major focus of the conference was the role of academic institutions in scientific dissemination. Rebecca Kennison (Columbia University) examined the planning and management of institutional digital research repositories, which collect all of the publications, data, and related materials produced by researchers at an institution. Karla Hahn (Association of Research Libraries) discussed the emerging role of universities as publishers and disseminators of research and as developers of new digital instruments for presenting and communicating about research.

Carol Tenopir, Director of the Center for Information and Communication Studies at the University of Tennessee and Noriko Hara, Associate Professor of Information Science at Indiana University, speaking on a panel.

In the last formal session of the conference, a panel of university administrators considered the challenges facing academic institutions as disciplinary boundaries become less rigid and new forms of scientific dissemination emerge. The panelists, all psychologists, were Jeffrey Alberts (former Associate Vice President for Research, Indiana University), Elizabeth Capaldi (Executive Vice President and Provost, Arizona State University), Bernadette Gray-Little (Executive Vice Chancellor and Provost, University of North Carolina), and Alexandra Logue (Interim Executive Vice Chancellor and University Provost, City University of New York). They identified a number of issues that the academic community will need to address in coming years, including: how to encourage and build productive interdisciplinary research teams while also recognizing the contributions of individual team members; how to evaluate new forms of scholarship (websites, blogs, video, etc.) in making tenure and promotion decisions; and the funding and management of digital research repositories and their integration with traditional libraries and university presses.

Carl Hart (Columbia University)

Much time at the conference was also devoted to general discussions among the participants. These discussions both built on and extended beyond the points raised in the presentations. Participants offered a large number of suggestions for new approaches and initiatives for disseminating psychological research that can be implemented by APA, academic institutions, publishers, funding agencies, and individual scientists. A report of the recommendations generated at the conference is in preparation and will be released in early 2009. Coverage of the conference will also appear in the December 2008 issue of the Monitor on Psychology.

Jeffrey Alberts, Associate Dean, Research & the University Graduate School at Indiana University, on the administrators panel.

The annual APA Science Leadership Conference brings together established and emerging leaders in psychological science and related fields to address major research and policy issues in psychology. Previous conferences have focused on the sharing of psychological science with the public, career development of psychological scientists, and advocacy for federal support of psychological science. Planning will soon begin for the 2009 Science Leadership Conference.

APA Welcomes the Joint Committee on Educational Evaluation (JCSEE) and the International Organization for Standardization (ISO)

APA Hosts the Joint Committee on Standards for Educational Evaluation (JCSEE)
by Frank C. Worrell, APA Representative to the JCSEE

The 2008 meeting of the JCSEE was held September 25 – 27 at APA headquarters in Washington, D.C. The JCSEE is a coalition of several professional organizations, including the APA, with an interest in educational evaluation. Currently, the group has three sets of program evaluation standards: Program Evaluation Standards (2nd. ed., 1994), Personnel Evaluation Standards (2nd. ed., 2008), and Student Evaluation Standards (2003). The Program Evaluation Standards are currently being revised and the revision committee is being chaired by Dr. Donald B. Yarbrough.

At the 2008 meeting, several activities took place:

1. The second edition of the Personnel Evaluation Standards was disseminated.

2. The standards statements for the third edition of the Program Evaluation Standards were reviewed and accepted.

3. The decision to revise the Student Evaluation Standards was approved and a call is out for a program chair for the revision committee.

4. Dr. Donald B. Yarbrough was voted in as Chair-Elect of the JCSEE. He will be working with past chair, Dr. Arlen Gullickson over the next few months to effect a smooth transition.

The JCSEE has received funding from the National Science Foundation to host a national conference on benchmarking student evaluation practices. This invitation-only event will include both in-service teachers and their university partners. It is scheduled to take place February 23 – 24, 2009 in Alexandria, Virginia.

More information on the JCSEE can be found on the Committee's website: http://www.wmich.edu/evalctr/jc/.

APA Hosts the International Organization for Standardization (ISO) Committee on Psychological Testing in Industry
by Kurt Geisinger, American Educational Research Association (AERA), APA, and National Council on Measurement in Education (NCME) Representative to the ISO

The International Organization for Standardization's Committee on Psychological Testing in Industry (ISO 230) met October 9-10, 2008 at APA headquarters in Washington, DC. This group is charged with the development of an international standard for testing and assessment in employment settings. Dr. Lutz Hornke of Germany chairs this international group that consists of representatives from Austria, Canada, Denmark, Finland, France, Japan, Kenya, the Netherlands, Norway, Spain, Sweden, the United Kingdom, and the United States. The United States delegation includes Dr. G Harris (Association of Test Publishers, Chair), Dr. Wayne Camara (College Board), Dr. Kurt Geisinger (AERA, APA, and NCME), Dr. James Sampson (University of Florida, National Board of Certified Counselors), and Dr. Nancy Tippins (SIOP, APA Div. 14). During the past year, the group has also met in Vienna, Austria and Madrid, Spain to conduct its work.

Primarily designed as a "working" meeting, the October meeting was a chance for the various delegations to work together to edit the current draft of the ISO document. Issues which were discussed included: the nature of tests to which the ISO document would pertain, the presumptive necessity of individuals to become certified in the standard (a requirement which is probably country dependent), whether standard requirements can be imposed on non-professional clients, and the division of aspects of the standard as required (normative) or optional (informative). All participants generally agreed that the draft document is moving toward completion. Pending final editing, the document may be submitted for ISO approval after the next meeting of the group scheduled for March 2009 in Oslo, Norway.

In addition to diligently attending to their work during the two day meeting, members of the various delegations had a chance to enjoy each others' company, as well as a bit of American hospitality, during an evening reception held in the executive office suite at APA.

Culture of Service Awards Presented at 2008 Science Leadership Conference

Wilbert McKeachie, Janet Hyde, and the Departments of Psychology at the University of Miami and James Madison University were honored at the 2008 Science Leadership Conference with Culture of Service Awards. One award category honors psychological departments and the other individuals. The APA Board of Scientific Affairs (BSA) selected the recipients for the two awards.

Departmental Awards

The Departmental Award for Culture of Service in the Psychological Sciences recognizes departments that demonstrate a commitment to service in the psychological sciences. Departments are recognized for a pattern of support for service from faculty at all levels, including service to the discipline that is rewarded in faculty tenure and promotion. Departments also are recognized for demonstrating that service to the profession is an integral part of training and mentoring.

The Department of Psychology at James Madison University is a recipient of the Departmental Award for Culture of Service in the Psychological Sciences and is being honored for an inspiring record of service to the discipline of psychology. The Department has a long tradition of service to the discipline through its support of faculty participating on local, state, regional, and national boards and committees, serving as officers in organizations, editing journals, mentoring students, hosting professional conferences, and working to address the needs of the local community. The department places a high value on service when recruiting new faculty and once a candidate joins the Department, that person is encouraged to expand their service activities. The department recognizes faculty with an annual award for outstanding service to the university, the discipline and the greater community. Faculty serve as mentors for students by encouraging them to join departmental committees, participate in professional service activities, and join psychology organizations, and by accompanying them to conferences. Students participate in the student Peer Advisors group and contribute to departmental and community service activities. The department is noted for having active chapters of Psi Chi and ABPsi. The Department of Psychology at James Madison University serves as an outstanding model of scholarship, teaching, and service to its colleagues, students, and community.

The Department of Psychology at James Madison University aims to provide high quality academic experiences for all undergraduate students, whether they are pursuing general education, majoring in psychology, or majoring in other subjects. The mission of the Department is to provide excellent training with a primary focus on psychological principles and research methodology. The faculty are committed to research and service, and they conduct many projects in collaboration with students. The Department's faculty are recognized and rewarded for service, have a lengthy tradition of service, and model service for their students.

The Department of Psychology at the University of Miami is a recipient of the Departmental Award for Culture of Service in the Psychological Sciences. For an impressive record of service to the discipline of psychology, to its research and scholarly infrastructure, and to the community it serves. The Department of Psychology at the University of Miami exemplifies what a culture of service to the discipline should be, through its support of faculty serving on national boards and committees, editing journals, reviewing grant and research proposals, mentoring students and colleagues, participating on university committees, and providing services to the public. The department recognizes and rewards faculty and students who engage in unusual service activities and leadership with the MUSE Award, the Kirk Danhour Award, and the Outstanding TA Award. Teaching loads are adjusted to recognize faculty service to the department, to the university, and to the scholarly enterprise. The department also trains and mentors an ethnically diverse cadre of students and provides a broad range of research opportunities for its undergraduates and mentoring opportunities for its graduate students so that a culture of service is passed on to the next generation. The Department of Psychology at the University of Miami demonstrates its commitment to service by providing faculty role models and treating a culture of service as a valued part of academic activity.

The Department's mission is to acquire, advance, and disseminate knowledge within the psychological and biobehavioral sciences. In order to achieve these goals, the Department seeks a balance among several academic endeavors, including basic scientific research, applied research, undergraduate teaching, graduate teaching, professional training and development, and service to the community. The Department has 40 faculty who make significant and wide-ranging service contributions to students, the university, the broader community, and the field of psychology.

Individual Awards

The Award for Distinguished Service to Psychological Science recognizes individuals who have made outstanding contributions to psychological science through their commitment to a culture of service. Both Drs. Hyde and McKeachie have demonstrated their service to the discipline by engaging in many types of activities including: aiding in association governance; serving on boards, committees, and various psychological associations; editing journals; reviewing grant proposals; mentoring students and colleagues; advocating for psychological science with state and federal lawmakers; and promoting the value of psychological science in the public eye.

Janet Hyde was selected for her dedication to and leadership in psychological science. Dr. Hyde's service to psychology has been extensive and outstanding. She has served as Chair of the Department of Psychology, Director of the Women Faculty Mentoring Program, and Associate Vice Chancellor for Academic Affairs at the University of Wisconsin. Dr. Hyde has held important leadership positions in professional organizations. She has served as an advocate for psychological science at the federal and state levels through her work with the Coalition to Protect Research, serving as scientific advisor to then-Surgeon General David Satcher in his development of the Call to Action to Promote Sexual Health and Responsible Sexual Behavior, and her current work at the state level with the lieutenant governor of Wisconsin to develop a model program for other states to address issues of depression in women.. Her service in the area of journal editing has been outstanding, particularly her anticipation of developments in the field and being instrumental in founding the APA journal, Emotion. Dr. Hyde's recognition as an award-winning teacher and mentor demonstrate her commitment to her students and colleagues. Her research on gender and sexuality, mathematics and science, and depression has contributed to public debate and policy development. She epitomizes the scholar-teacher-service model, she is admired and respected by her colleagues, and sets the standard for service to psychology.

Dr. Hyde earned her BA in 1969 from Oberlin College and her PhD in 1972 from the University of California at Berkeley. She is currently Helen Thompson Woolley Professor of Psychology and Women's Studies at the University of Wisconsin at Madison. Her research focuses on the psychology of women, human sexuality, and gender-role development. She is currently co-directing the Wisconsin Study of Families and Work, which focuses on working mothers and their children and has potential public policy implications in the area of parental leave. Other examples of her research include the investigation of the emergence of gender differences in depression in adolescence, peer sexual harassment and victimization in adolescence, and gender differences in mathematics performance. Dr. Hyde is currently on the editorial boards of Sex Roles, Journal of Sex Research, and Sexuality Research and Sexual Policy. She has served as a grant reviewer for the National Science Foundation and the National Institutes of Health. Dr. Hyde was the scientific editor for Surgeon General David Satcher's Call to Action to Promote Sexual Health and Responsible Sexual Behavior. She has served on the boards of the National Council for Research on Women, the Society for the Scientific Study of Sex, the APA Publications and Communications Board, and the Advisory Board for the University of Wisconsin Center for Women's Health Research. Dr. Hyde was a member of the Wisconsin Governor's Commission on the Glass Ceiling, was co-chair of the Task Force on Women and Depression in Wisconsin, and participated in a Congressional briefing on sexual health research. Dr. Hyde has been honored for her teaching by receiving the University of Wisconsin Chancellor's Award for Excellence in Teaching and the Outstanding Teaching Award from the university's Department of Psychology. She also received the Hilldale Award in the Social Sciences from the University of Wisconsin for a faculty member with the most outstanding contributions to research, teaching, and service. She is a fellow of the American Psychological Association, Association for Psychological Science, Society for the Scientific Study of Sexuality, and American Association for the Advancement of Science, and is a member of the Society for Research in Child Development, Society for Research in Adolescence, and International Academy of Sex Research.

Wilbert McKeachie was selected for his lifetime of extraordinary service and record of leadership in psychological science. Dr. McKeachie's service to psychology has been broad and significant. He has held leadership positions in several organizations related to education and psychological science, including president of the American Psychological Association, the Michigan Psychological Association, and the American Association for Higher Education. He has contributed and continues to contribute to research journals around the world. Dr. McKeachie has a long career of service to the University of Michigan and its Department of Psychology by serving as its department chair for ten years. He also serves as Director of the Center for Research on Learning and Teaching and Associate Director of the National Center for Research to Improve Post-Secondary Teaching and Learning. His enthusiasm for teaching, his commitment to students, his support for teachers, and his advocacy for scholarly teaching with teachers and students around the world is exemplary. He has an unwavering commitment and unique ability to use his professional service to promote psychological science to researchers, educators, and students in all disciplines as well as to the public. His ability to engage people so they understand and appreciate the importance of psychological science to their daily lives is outstanding. These and other activities have earned Dr. McKeachie the widespread respect and appreciation that he so richly deserves.

Dr. McKeachie earned his BA in 1942 from Michigan State Normal College and his PhD in 1949 from the University of Michigan. He is currently Professor Emeritus at the University of Michigan, where he previously served as chair of the Psychology Department for 10 years, as Associate Director of the National Center for Research to Improve Post-Secondary Teaching and Learning, and as a research scientist at the Center for Research on Learning and Teaching. His research interests include motivation and information processing in university classes, college teaching, faculty development and evaluation, life span development of faculty, and religious attitudes and stereotypes. Dr. McKeachie has served on many boards and committees within the American Psychological Association and was APA President in 1976. He has served in a variety of capacities for the American Council on Education, American Education Research Association, American Association for Higher Education, American Institute for Research in the Behavioral Sciences, American Psychological Foundation, International Union of Scientific Psychology, and National Academy of Education. He is currently on the editorial boards of the journals Innovative Higher Education, National Teaching and Learning Forum, South African Journal of Higher Education, Indian Journal of Psychology, and Korean Journal of Thinking and Problem Solving. Dr. McKeachie directed National Science Foundation summer conferences for college teachers of psychology. He consulted with the Bureau of Research of the former U.S. Office of Education. He served on the Committee on Research and Development of the Educational Testing Service, as well as on various committees at the National Institute of Mental Health. Dr. McKeachie has received many honors throughout his career, including the American Psychological Foundation (APF) Award for Distinguished Teaching in Psychology; the APA Award for Distinguished Career Contributions to Education and Training in Psychology; the Edward L. Thorndike Award for Outstanding Research; the Career Achievement Award of the American Educational Research Association Special Interest Group on Faculty Teaching, Evaluation, and Development, which was renamed the W.J. McKeachie Award; the APF Gold Medal Award for Enduring Contributions to Psychology in the Public Interest; and the naming of the Wilbert J. McKeachie Collegiate Professor of Psychology chair by the University of Michigan.

Nominations for the 2009 awards are being accepted now. For additional information, please see: http://www.apa.org/science/serv_award.html.

Michael Stoloff, James Madison University; Janet Hyde, University of Wisconsin; Rodney Wellens, University of Miami; and Wilbert McKeachie, University of Michigan

APA Science Student Council Early Researcher Award Winners Announced

by Amy Pitta

The APA Science Student Council (APASSC) established the Early Researcher Award in 2004 to recognize students who have demonstrated outstanding research ability early in their graduate careers. In 2008, the APASSC presented two $1,000 awards - one each for applied and basic science - to the following recipients:

Faith Brozovich received an Early Researcher Award in Applied Science for her paper entitled Post-Event Processing: Self-Evaluation of Performance in Social Anxiety. A third-year doctoral student at Temple University, Brozovich's research focuses on cognitive biases in anxiety disorders, specifically the role of post-event processing in maintaining social anxiety through memory and interpretation biases. As Brozovich explains, "socially anxious individuals play these interactions over in their heads in a maladaptive way, reconstructing them over time so that their memories for these events become more and more negative." Upon completion of her clinical graduate work, she would like to obtain a faculty position at a university and continue this line of research. She plans to use the award funds to travel to several conferences this year.

Zhicheng Lin, a second-year doctoral student at the University of Minnesota, received an Early Researcher Award for Basic Science. His paper, entitled Binding and Attentional Selection in Face Recognition, reflects his curiosity over how the brain allows us to interpret visual input. Lin describes his research as aiming to "blur the borders between vision, cognition, and emotion…to better understand how the brain enables us to make sense of sensory inputs and select behaviorally relevant information to guide adaptive decision making." Lin would like to use the award funds to help promote his research, including such activities as mailing preprints and giving talks. He plans to become a professor at a research university upon graduation.

Recipients Announced for the 2008 APF/COGDOP Graduate Research Scholarships in Psychology

by Nicolle Singer

Each year since 1996, the American Psychological Foundation (APF) and the Council of Graduate Departments of Psychology (COGDOP) have jointly offered graduate research scholarships to doctoral students whose research reflects excellence in scientific psychology. The fellowships are meant to assist graduate students of psychology with research costs, and are administered by the APA Science Directorate.

Two of the major awards within the program are the $3,000 Ruth G. and Joseph D. Matarazzo Scholarship and the $2,000 Clarence J. Rosecrans Scholarship. In addition, the foundation also gives several $1,000 awards per year. All applications are reviewed by a committee of distinguished COGDOP members. The award recipients scored the highest on a variety of criteria, including their description of the context of the research, research design, and the theoretical and applied value of the study.

Arathi Sethumadhavan (Texas Tech University) received this year's $3,000 Ruth G. and Joseph D. Matarazzo Scholarship. Her proposal is "Effects of Levels of Automation on Air Traffic Controller Situation Awareness" and explores the effects of automation on situational awareness. This innovative research measures operator situation awareness after the failure of automated systems compared to situation awareness when no system failure occurs. At the intersection of human factors, cognitive, and engineering psychology, this research has the potential to improve training programs for air traffic controllers by preventing the misuse of automation.

Kristen M. Culbert (Michigan State University) received this year's the $2,000 Clarence J. Rosecrans Scholarship. Her proposal "Prenatal Testosterone and Risk for Disordered Eating During Puberty" examines symptoms of anorexia nervosa and bulimia nervosa. Past research has shown that prenatal testosterone decreases risk for disordered eating, but has not shown a mechanism for this change. Using a large archival sample of same-sex and mixed-sex twin pairs, as well as new data collected from male-female twin pairs and females raised with a near-age brother, Kristen is examining the effect of in utero testosterone on rates of disordered eating.

Additionally, the following students were awarded $1,000 APF/COGDOP Scholarships. The research pursued by these applicants reflects excellence in scientific psychology across the breadth of the discipline.

Jennifer M. Brielmaier (George Mason University) received funding for her dissertation project "Effects of Sex and Stress on Initial Nicotine Sensitivity in Adolescence: A Rat Model."

Melody Manchi Chao (University of Illinois, Urbana-Champaign) was awarded a scholarship for her proposal "Lay Essentialist Theory of Race: Its Implications to Social Categorization and Racial Perception."

Rachel H. Lucas-Thompson (University of California, Irvine) received an APF/COGDOP Award for her proposal "Interparental Conflict and Adolescent Physiological Functioning, Health, and Adjustment."

Melissa J. Mathews (University of Massachusetts, Amherst) received funding for her research "Cognitive Training for Older Adults: A Multi-Modal Approach to Memory Concerns."

Aimilia Papazoglou (Georgia State University) was awarded an APF/COGDOP Scholarship for her project "Medical and Neuropsychological Predictors of Adaptive Functioning in Children with Epilepsy."

Laura C. Rusch (University of Wisconsin, Milwaukee) was awarded funding for her project "The Impact of Models of Depression on Stigma and Treatment Seeking."

Brenda Jeanette Salley (Virginia Polytechnic Institute and State University) received an APF/COGDOP Award for her research "Relating Infants' Social Attention to their Emerging Language Skills."

Naomi Samimi Sadeh (University of Illinois, Urbana-Champaign) received an award for her dissertation research "Attention-Emotion Interactions in Psychopathy: Modulation of the Startle Reflex."

Julie Maria St. Cyr-Baker (Brock University) received an award for her master's research project "Cognitive and Emotional Sequelae associated with History of Mild Head Injury in University Students."

Kimberly Allison Van Orden (Florida State University) received funding for her research designing a self-report instrument to predict risk for suicide, "Construct Validity of the Interpersonal Needs Questionnaire."

Laura M. Widman (University of Tennessee) was awarded funding for her proposal "Validation of an Implicit Attitude Measure of Sexual Aggression."

High-level Openings at NIMH and NSF

Openings have been announced for important administrative positions at the National Institute of Mental Health (NIMH) and the National Science Foundation (NSF):

NIMH - Deputy Director

NIMH - Associate Director for Special Populations

NSF - Director, Division of Behavioral and Cognitive Sciences

The occupants of these positions have the opportunity to help shape the future direction of federal funding for research and training in the behavioral and brain sciences. In some cases, the positions can be filled on a short-term "rotator" basis (1-3 years). APA encourages psychologists with significant research and managerial experience in academic or other settings to consider applying for these positions.

Announcements

Applications Due in January for APA Executive Branch Science Fellowship

Have you always wanted to get some experience working at the intersection of science and government? Are you looking to spend a sabbatical exploring the world of psychology and public policy? Come spend a year in Washington, DC as the 2009-2010 APA Executive Branch Science Fellow, sponsored by APA's Science Directorate. This year's Fellow is placed at the National Science Foundation (NSF), where she is putting her cognitive and developmental science expertise to work in the Social, Behavioral and Economic Sciences Directorate. Previous Fellows have been assigned to the White House Office of Science and Technology Policy, various institutes at NIH, the Department of Defense, and NSF. Applications for the 2009-2010 Fellowship may be found on our website and applications are due January 9, 2009. For more information, please contact Dr. Heather Kelly of the Science Government Relations Office.

Call for Nominations: Master Lecturers and Distinguished Scientist Lecturers

The APA Board of Scientific Affairs (BSA) is soliciting nominations for speakers for the 2010 Master Lecture Program and the 2010 Distinguished Scientist Lecture Program. These annual programs spotlight experts in psychological science and are sponsored by the APA's Science Directorate.

Selected speakers receive an honorarium of $1,000 and reimbursement for travel expenses, up to $1,000. All nominees should be excellent public speakers. BSA will review all nominations at its 2009 spring meeting and begin to contact potential speakers for these programs. Nominations may be for either the Distinguished Lecture Program or the Master Lecture Program (or both).

The Master Lecture Program, developed by BSA, supports up to five (5) psychological scientists to speak at the APA Annual Convention. A list of previously selected speakers can be found online at http://www.apa.org/science/masterlecturers.html. BSA has organized the lectures into ten core areas that reflect the field. Each year, five of these areas are addressed by Master Lecturers. Speakers for the 2010 Convention, to be held in San Diego, CA, August 12-15, will be chosen to have expertise in each of the following areas:

• developmental psychology
• learning, behavior, and action
• methodology
• psychopathology and treatment
• social and cultural psychology

The Distinguished Scientist Lecture Program, developed by BSA, supports up to three (3) psychological scientists to speak at Regional Psychological Association meetings to be held in 2010. Speakers must be actively engaged in research, with expertise in any area. A list of previously selected speakers and their topics can be found online at http://www.apa.org/science/distsci-lecturer.html.

Please send in the name of your nominee(s) by email or fax (202-336-5953) to Rachel Martin, APA Science Directorate, 750 First Street, N.E., Washington, DC. 20002-4242. Nominations must be received by February 16, 2009.

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. Over 100 conference grants have been awarded to date. The next deadline for applications is December 1, 2008.

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.
• APA governance groups, APA Divisions and other related entities are not eligible for funding under this program.

Conference proceedings and presentation materials (including electronic presentations) must be submitted to APA three months after the date the conference is held. APA will hold the conference proceedings for three years. If a book has not been published by APA or another publisher within the three-year holding period, APA will place the conference proceedings in PsycEXTRA.

Seventy-five percent of funds will be distributed to grantees prior to the conferences, and the remaining twenty-five percent will be released following the conference and after the submission of a final financial report detailing conference expenditures equal to or exceeding Grantee's proposed total budget.

For more information on review criteria, proposal contents, and budget guidelines, please refer to the APA website at http://www.apa.org/science/confer2.html or contact Rachel Martin via email or phone: (202) 336-5918.

PROPOSAL DEADLINE: December 1, 2008

Please mail proposals to:
APA Science Directorate
750 First Street, NE
Attn: Scientific Conferences Proposals
Washington, DC 20002-4242

Research Funding Opportunities from NSF and NIH

Funding announcements for interdisciplinary research and training that are appropriate for psychological scientists have recently been issued by the National Science Foundation (NSF) and various components of the National Institutes of Health (NIH):

National Science Foundation
     Cyber-Enabled Discovery and Innovation (NSF 08-604)

NIH Roadmap
     Roadmap Transformative R01 Program (RFA-RM-08-029)
          (Topics: Understanding and Facilitating Human Behavior Change;
          Transitions from Acute to Chronic Pain)
     NIH Director's Pioneer Award Program (RFA-RM-09-001)
     NIH Director's New Innovator Award Program (RFA-RM-09-003)

National Institute of Child Health and Human Development
National Center for Research Resources
HHS Office of Research Integrity
     Research on Integrity in Collaborative Research (RFA-RR-09-004)

National Institute on Drug Abuse
     International Research Collaboration on Drug Abuse and Addiction Research
          R01 (PA-09-020), R21 (PA-09-021), R03 (PA-09-022)
     Brain Imaging Studies of Negative Reinforcement in Humans
          R01 (RFA-DA-09-008), R21 (RFA-DA-09-009)
     Secondary Data Analyses for Substance Abuse Research
          R21/R33 (RFA-DA-09-020)

National Institute of General Medical Sciences
National Center for Complementary and Alternative Medicine
National Institute on Aging
National Institute of Mental Health
     Short Courses on Mathematical, Statistical, and Computational Tools for Studying Biological Systems (PA-09-002)

National Institute of Mental Health
     Biobehavioral Research Awards for Innovative New Scientists (RFA-MH-09-100)

National Institute of Mental Health
National Institute on Drug Abuse
     Education Programs of Excellence in Scientifically Validated Behavioral Treatment (RFA-MH-09-110)

National Institute of Nursing Research
     NINR Program Projects in Symptom Management Research and Program Projects in Health Promotion/Disease Prevention Research (RFA-NR-09-003)

Automatic notification of new funding opportunities and policies is available by signing up at the NSF and NIH websites.

NSF Accepting Nominations for the 2009 Alan T Waterman Award

Each year, the National Science Foundation bestows the Waterman Award to recognize the talent, creativity and influence of a singular young researcher. Established in 1975 in honor of the Foundation's first Director, the Waterman Award is the Foundation's highest honor for researchers under the age of 35.

Nominees are accepted from any field of science or engineering that NSF supports. The award recipient will receive a medal and an invitation to the formal awards ceremony in Washington, DC. In addition, the recipient will receive a grant of $500,000 over a three-year period for scientific research or advanced study in any field of science or engineering supported by the National Science Foundation, at any institution of the recipient's choice.

For Eligibility and Selection Criteria click here. For detailed nomination information, please visit https://www.fastlane.nsf.gov/honawards/.

Complete nomination packages, consisting of nominations and four letters of reference, are due by December 5, 2008. The nominations and letters must be received through the FastLane system. Please contact the Program Manager for the Alan T. Waterman Award at waterman@nsf.gov or 703-292-8040 if you have any questions. You may also visit http://www.nsf.gov/od/waterman/waterman.jsp for more information.

Call for Nominations: National Medal of Science

The National Medal of Science, established by Congress in 1959, is the Nation's highest honor for American scientists and engineers presented annually by the President of the United States.

Since its establishment, the Medal has been awarded to 441 distinguished scientists and engineers whose careers spanned decades of research and development. The laureates have made major impacts in fi elds of science and engineering through career-long, ground-breaking achievements in the disciplines for which the awards are given. The Medal also recognizes contributions to innovation, industry or education.

To view the original announcement click here.

Diverse, high quality nominations are encouraged for the 2009 Medals. Eligibility criteria and the nomination guidelines are available at www.nsf.gov/od/nms/medal.jsp.

Nominations are due by December 5, 2008