Introductory Pages

EPA President’s Welcome

 Welcome to the 76th annual meeting of the Eastern Psychological Association.

We have a slate of superb Invited Speakers this year, as well as a special Presidential Interdisciplinary Symposium on spatial learning and cognition (funded in part by the Science Directorate at APA). We hope that you will attend and enjoy these presentations, which provide a great opportunity to catch up on advances in fields that might be a bit different from our own. There have been several innovations this year. In addition to improving our on-line paper and poster submission system, as well as the program book, it is now possible to renew your membership and register for the meeting with just a few clicks and keystrokes on the web. (Please watch the EPA website for further innovations and opportunities over the coming year.) Last but not least, we are making Power Point the norm rather than the exception in all paper sessions this year. We hope that all these changes will make EPA membership easier and more valuable than ever.

I would like to extend a special welcome to all first-time attendees, especially undergraduate and graduate students who are presenting posters and papers for the first time. EPA continues to be a great place to see and hear research presented by future and rising stars– in many fields of psychology.

Finally, I’d like to thank all the volunteers who have made this year’s meeting possible, and in particular our new Executive Officer, Arnold Glass, for his fine work for the organization over the year. It has been a pleasure to work with Arnold and his staff, and I know that even bigger and better things will be coming with this able and creative leadership in the future.

Thanks for your support of EPA, and I hope you enjoy this year’s meeting.

Best wishes,

Mark E. Bouton

Officers and Committees of the Eastern Psychological Association

President: Mark E. Bouton, University of Vermont
President Elect: Stanley J. Weiss, American University
Past President: Peter Balsam, Columbia University
Executive Officer: Arnold L. Glass, Rutgers University
Treasurer: Samuel Cameron, Arcadia University
Historian: John Hogan, St. John’s University
Webmaster: George Spilich, Washington College
  Board of Directors
2005-2007 Lorraine Allen, McMaster University
2003-2005 Ted Bosack, Providence College
2004-2006 Lynn Collins, LaSalle University
2005-2007 Ruth Colwill, Brown University
2005-2007 Jeffrey Fagen, St. John’s University
2004-2006 Wendy Hill, Lafayette College
2003-2005 Sarah Leibowitz, The Rockefeller University
2004-2006 Harold Takooshian, Fordham University
2003-2005 Debra Zellner, Montclair State University
  Program Committee
  Mark Bouton (Co-Chair), University of Vermont
  Susan Dutch (Co-Chair), Westfield State College
  Rachel Barr, Georgetown University
  Bradley Collins, University of Pennsylvania
  Ruth Colwill, Brown University
  Thomas Ghirardelli, Goucher College
  Cynthia Munro, Johns Hopkins University
  Robin Valeri, St. Bonaventure University

Past Presidents of the Eastern Psychological Association

1929-30 Robert S. Woodworth 1930-31 Howard C. Warren 1931-32 Margaret Floy Washburn 1932-33 Raymond Dodge 1933-34 James McKeen Cattell 1934-35 Joseph Jastrow 1935-36 Herbert S. Langfeld 1936-37 Samuel W. Fernberger 1937-38 Karl S. Lashley 1938-39 Karl M. Dallenbach 1939-40 Fredric L. Wells 1940-41 Walter S. Hunter 1941-42 Gardner Murphy 1942-43 Gordon W. Allport 1943-44 Edna Heidbreder 1944-45 Henry E. Garrett 1945-46 Edwin G. Boring 1946-47 Anne Anastasi 1947-48 J. McVicker Hunt 1948-49 Otto Klineberg 1949-50 A. Hadley Cantril 1950-51 Carl I. Hovland 1951-52 Frank A. Beach 1952-53 Neal E. Miller 1953-54 Harold Schlosberg 1954-55 B. F. Skinner 1955-56 Clarence H. Graham 1956-57 Fred S. Keller 1957-58 Stuart W. Cook 1958-59 Carl Pfaffmann 1959-60 James J. Gibson 1960-61 S. Smith Stevens 1961-62 George A. Miller 1962-63 Richard L. Solomon 1963-64 Charles N. Cofer 1964-65 David C. McClelland 1965-66 Eliot Stellar 1966-67 James E. Deese 1967-68 Eleanor J. Gibson 1968-69 Morton Deutsch 1969-70 B. Richard Bugelski 1970-71 Joseph V. Brady 1971-72 Roger Brown 1972-73 William N. Schoenfeld 1973-74 Jerome L. Singer 1974-75 Jerome Kagan 1975-76 Lorrin A. Riggs 1976-77 Julian B. Rotter 1977-78 Julian E. Hochberg 1978-79 Leon J. Kamin 1979-80 Seymour Wapner 1980-81 Robert Perloff 1981-82 Mary Henle 1982-83 Judith Rodin 1983-84 Virginia Staudt Sexton 1984-85 Nancy S. Anderson 1985-86 Florence L. Denmark 1986-87 Robert A. Rescorla 1987-88 Ethel Tobach 1988-89 Edwin P. Hollander 1989-90 Doris R. Aaronson 1990-91 Linda M. Bartoshuk 1991-92 Russell M. Church 1992-93 Lewis P. Lipsitt 1993-94 Norman E. Spear 1994-95 Kay K. Deaux 1995-96 George H. Collier 1996-97 Ludy T. Benjamin, Jr. 1997-98 Bartley G. Hoebel 1998-99 John Gibbon 1999-00 Ralph R. Miller 2000-01 Barbara F. Nodine 2001-02 Jeremy M. Wolfe 2002-03 Carolyn Rovee-Collier 2003-2004 Peter Balsam 2005-2005 Mark E. Bouton

Charles F. Flaherty Memorial Symposium

Charles F. Flaherty, who was scheduled to assume his position on EPA’s Board of Directors at this meeting, died in October 2004 of cancer. In his honor , the following symposium will be held at this meeting:

Charles F. Flaherty Memorial Symposium on Incentive Contrast, in the Fairfax A Ballroom at 3:30-5:00pm on Friday.

Teachers of Psychology Annual Dinner

The Sixth Annual EPA Dinner for Teachers of Psychology will be held on Friday March 11 at 7pm. The restaurant, menu, and details will be posted on the EPA website ( by mid February. We prefer that you reserve in advance by contacting Rick Wesp ( or you may sign up at the meeting by 1 pm on Friday on sheets posted near the conference registration area. Please recognize that we must provide the restaurant with timely and accurate reservation information.


Repetition Blindness and Stereotype Inaccuracy: Fact or Fiction in the Fairfax A Ballroom at 5:00-6:00pm Friday. This the first in a series of annual symposia whose purpose is to reexamine well-known, often-reported experimental findings that maybe less than they seem.

General Information

Audio-Visual Aids

All Meeting rooms are provided with LCD projectors for showing Power Point presentations. Additional audio-visual equipment will be at the presenter’s cost

Program Copies

One copy of this program is included in the registration fee.

Additional copies may be purchased for $5.00

Future Annual Meeting

The 2007 Annual EPA Meeting- the 78th Annual Meeting is scheduled in Philadelphia, PA on March 23-24.

Meeting Site And Hotel Room Accommodations

The Boston Sheraton (39 Dalton Street, Boston, MA, 02199; PH: (617) 236-2000) will serve as the headquarters for the Annual Meeting. All of the official events of the programs will be contained in the Boston Sheraton Hotel. Hotel rooms are available at the Boston Sheraton Hotel. Advance registration for guestrooms is strongly urged. Register at:


Exhibits are located in the Back Bay Ballroom. You are encouraged to visit the exhibits area and bring yourself up-to-date on publications, scientific supplies and instrumentation, computers and software, statistical and research programs, clinical services and institutional services. An exhibitors’ directory is contained at the back of this program. The exhibit area will be open from 8:30 am –5:00 pm Friday and Saturday.


The Board of Directors of the Eastern Psychological Association has approved establishment of a Distinguished Lectureship Series with specific lectures named after renowned prior members of EPA. Richard Solomon contributed seminally in the areas of opponent-processes and acquired motivation. This year the Richard Solomon Lecture will be presented by Robert Rescorla. The Solomon lecture will be held in the Commonwealth Ballroom, Saturday (3/12) from 10:15- 11:45 am. If you would like to make a donation to support the lectureship series please send your donations to the Executive Officer:

Arnold Glass, EPA Rutgers University 53 Avenue E, Department of Psychology Piscataway, NJ 08854

Affiliated Organizations Participating in this Meeting

Division 52- International Psychology Division 27- Society of Community Research Action (SCRA) Psi Chi- The National Honor Society in Psychology Psi Beta- National Honor Society in Psychology for Community and Junior Colleges Council of Undergraduate Psychology Programs (CUPP) Council of Teachers of Undergraduate Psychology (CTUP) Society for the Teaching of Psychology (STP)

Program Highlights


Knowing Where and Getting There: The Lateralized Properties of the Homing Pigeon Hippocampus

Verner P. Bingman, Bowling Green State University

Recent Evidence Regarding Modularity in Human Spatial Orientation

Nora S. Newcombe, Temple University

Does the Shape of the Environment Play a Special Role in Spatial Learning?

John M. Pearce, Cardiff University


Mind Bugs: The Psychology of Ordinary Prejudice

Mahzarin R. Banaji, Harvard University

APS WILLIAM JAMES LECTURE: The Shadows of Infant Temperament

Jerome Kagan, Harvard University

APA G. STANLEY HALL LECTURE: The Redemptive Self: Generativity and the Stories Americans Live

Dan P. McAdams, Northwestern University

Remembering Trauma

Richard J. McNally, Harvard University

RICHARD SOLOMON LECTURE: Assessing Change in Associative Strength

Robert Rescorla, University of Pennsylvania

MURRAY BENIMOFF LECTURE: Leave No Course Behind: The Role of Gender/Women in the Psychology Curriculum

Rhoda Unger, Brandeis Univeristy


Revisiting Classic Tales in the History of Psychology (The Story Behind the Story)

John D. Hogan, St. John’s University


Are Lapse and Relapse Inevitable? Context and Behavioral Processes in Extinction

Mark E. Bouton, University of Vermont

Speakers Series Biographical Information

Mind Bugs: The Psychology of Ordinary Prejudice

Mahzarin Banaji, Harvard University Friday (3/11), 1:45 –3:15pm

Mahzarin Banaji was born and The Redemptive Self: Generativity and the Stories Americans Live By

Dan P. McAdams, Northwestern University Friday (3/11), 10:15- 11:45am

raised in India, in the town

Secunderabad, where she attended St.

Ann’s High School. Her BA is from

Nizam Collegein Hyderabad and her

MA in psychology from Osmania

University. She received her PhD

from Ohio State University (1986), was a postdoctoral fellow at University of Washington, and taught at Yale University from 1986 until 2001 where she was Reuben Post Halleck Professor of Psychology. In 2002, she moved to Harvard University as Richard Clarke Cabot Professor of Social Ethics in the Depart of Psychology and Carol K Pforzheimer Professor at the Radcliffe Institute for Advanced Study.

How deep are the bounds on human thinking and feeling and how do they shape social judgment? To answer this question, Banaji has chosen to investigate systems that operate in implicit or unconscious mode, with a focus on implicit assessments of self, other humans, and social groups. In this talk Banaji will show evidence for the existence of implicit attitudes and knowledge, and what we have learned about their nautre. In particular, Banaji will focus on the disparity between conscious and nonconscious social cognition as revealed by techniquesthat measure behavior and brain activity, with participants who are college students, drop-in visitors to implicit., and young child. Banaji will also provide a brief demonstration on the biases in all of us (using the audience and herself as subjects). From such demonstrations and research, Banaji will raise questions about what the mind sciences can say about the early mental threats to just and fair treatment.

Shadows of Infant Temperament

Jerome Kagan, Harvard University Friday (3/11), 12:00-1:30pm

Jerome Kagan received his BS at Rutgers University, an MA at Harvard University and his PhD at Yale University. Since 2000 Kagan has been a Research Professor of Psychology at Havard University studying temperamental influences and social behavior.

Kagan has received many awards including the APA William James Award (1988). This year he will be presenting as an APA William James Award Speaker.

This presentation will present the adolescent derivatives of two infant temperamental biases called high and low reactive to unexpected stimulation. High reactive display vigorous motor activity and frequent crying to varied stimulation; low reactive infants show low motor and low distress. High reactive become shy, avoidant toddlers and dysthymic adolescents.Low reactive infants become sociable, bold toddlers and sanguine adolescents. Implications of these results will be presented.

Dan P. McAdams is Professor of Psychology and Professor of Human Development and Social Policy at Northwestern University, Evanston, IL. Professor McAdams received his

B.S. degree from Valparaiso University in 1976 and his Ph.D. in Psychology and Social Relations from Harvard University in 1979. Honored as a Charles Deering McCormick Professor of Teaching Excellence at Northwestern, Professor McAdams teaches courses in Personality Psychology, Adult Development and Aging, Theories of Personality and Development, and the Literatures of Identity and Generativity.

As first described by Erik Erikson, generativity is an adult’s concern for and commitment to promoting the well-being of future generations. Recent empirical research suggests that highly generative American adults tend to construe their own lives as stories of redemption,

wherein a gifted protagonist is ultimately delivered from suffering to an

enhanced emotional state. The redemptive self is a particular kind of

narrative identity that supports a caring and productive engagement of the world while affirming a midlife adult’s efforts to make a positive

contribution to society. At the same time, this psychological story reflects cherished and hotly contested cultural themes in American life, such as the sense that Americans are “the chosen people” blessed with a “manifest destiny.”

Remembering Trauma

Richard McNally, Harvard University Saturday (3/12), 12:00-1:30pm

Richard J. McNally received his BS

in psychology from Wayne State

University in 1976, and his PhD in

clinical psychology from the

University of Illinois at Chicago in

1982. He moved to the Department

of psychology at Harvard University

in 1991 where he is now Professor.

His current research focus concerns the application of cognitive psychology methods to study individuals reporting histories of childhood sexual abuse, including those claiming to have repressed and recovered their memories of abuse. He served on the American Psychiatric Association’s DSM-IV advisory committees on PTSD and simple phobia, and his research is supported by the National Institute of Mental Health. He is a Fellow of the American Psychological Society, and a Licensed Clinical Psychologist in Massachusetts.

How people remember (or forget) trauma is among the most contentious issues facing psychology today. The purpose of this talk is to present our studies concerning cognitive functioning in adults who report either repressed, recovered, or continuous memories of childhood sexual abuse. Other studies concern adults who report recovered memories of having been abducted by space aliens. Some experiments test hypotheses about mechanisms that ought to be operative if individuals can inhibit and then recall memories of trauma, whereas others test hypotheses about mechanisms implicated in the development of false memories of trauma.

Speakers Series Biographical Information

Assessing Change in Associative Strength

Robert Rescorla, University of Pennsylvania Saturday (3/12), 10:15-11:45am

Robert Rescorla obtained his BA

from Swarthmore College then his

PhD at the University of

Pennsylvania. Rescorla’s laboratory

focuses on the behavioral study of

the elementary learning processes of Pavlovian conditioning and instrumental learning. Rescorla has received many awards, including the APA William James Fellow Award, and has also held many distinguished offices, such as a past president of EPA (1986).

Many contemporary theories of associative learning assume only an ordinal relation between learning and performance. This has constrained the ability to use behavior to infer the amounts of associative change for stimuli of different initial associative strength. Unfortunately, many interesting theoretical predictions depend on such comparisons. A novel compound-stimulus based evaluation procedure is described that helps to address this shortcoming. It is applied to a range of fundamental questions about the nature of associative learning. The technique shows promise in answering some long standing issues.

Leave No Couse Behind: The Role of Gender/Women in the Psychology Curriculum.

Rhoda Unger, Brandeis University Friday (3/11), 3:30-5:00pm

Rhoda Unger is a professor emerita

of psychology at Montclair State

University and a resident scholar at

the Women’s Studies research Center

at Brandeis University. She has

received a number of awards for her work including the first Carolyn Sherif memorial award and distinguished career citations. Rhoda Unger has been president of the Society of the Psychology of Women (Division 35) and, more recently, president of the Society for the Psychological Study of Social Issues (Division 9 of APA). Dr. Unger has lectured widely in the United States and abroad She has been a Fulbright senior scholar at the University of Haifa in Israel, a visiting fellow for the British Psychological Society, and a noted scholar at the University of British Columbia. In spring, 2004 she was appointed a visiting professor at the Gender Studies Institute of Ochanomizu University in Tokyo.

This talk will trace briefly the development of the field of the psychology of women from the 1970’s to the present time. It will examine the similarities and differences between teaching the psychology of gender and the psychology of women. And, it will discuss the rationale for integrating material from both frameworks into other undergraduate and graduate courses

Historian’s Address: Revisiting Classic Tales in the History of Psychology. John Hogan, St. John’s University Friday (3/11), 5:15-6:00pm

John Hogan is Professor of

Psychology at St. John’s University,

NY. He received his PhD from Ohio

State University in Developmental

Psychology. He recently contributed

to the APA publication Portraits of

Pioneers in Psychology, Volume V (2003), with chapters on Anne Anastasi, G. Stanley Hall and June E.Downey. In addition to his work in the history of psychology he has written on international psychology and development psychology. He is the president of the Academic Division (2003) of the section of Psychology of the New York Academy of Sciences (2002-2003). He is EPA’s Historian for 2001-2005.

Most psychologist are familiar with legendary tales of the discipline, e.g., the Wild Boy of Aveyron, Anna O., and Little Albert. But do we always get those stories right? Sometimes the best parts are left out! This prsentation will review the background of several classic tales, plus a few contemporary ones, and explore their role in promoting an accurate, scholarly, and intersting history of psychology.

Presidential Address: Are Lapse and Relapse Inevitable?: Context and Behavioral Processes in Extinction

Mark E. Bouton, University of Vermont Saturday (3/12) , 3:30-5:00pm

Mark E. Bouton received his BA

from Williams College and his PhD

from the University of Washington.

He is Professor of Psychology at

the University of Vermont, where he has been teaching since 1980. Since that time, his research has investigated the relationships between context, conditioning, and memory, with a special emphasis on inhibitory processes like extinction. Some of his recent writing has focused on the connections between modern learning theory, neuroscience, and issues in cognitive behavioral therapy (e.g., panic disorder, fear and anxiety, relapse after therapy). He has been a Fulbright Scholar, a James McKeen Cattell Scholar, a University Scholar at the University of Vermont, a Fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford), and Editor of the Journal of Experimental Psychology: Animal Behavior Processes (1998-2003). He is also a Fellow of the American Psychological Association and of the American Psychological Society.

Extinction is a basic behavioral phenomenon that allows us to adapt to a changing environment. It is also procedure that can be used in clinical settings to help eliminate maladaptive thoughts, emotions, and behaviors. However, basic research indicates that extinction does not destroy the original learning, but instead creates new learning that is highly dependent on the context for retrieval. This talk will discuss some of the implications for understanding lapse, relapse, and (perhaps) steps that can be taken to encourage more permanent behavior change.

Presidential Integrative Symposium

Interdisciplinary Perspectives on Spatial Learning and Cognition

Saturday (3/12), 1:45-3:15

Organisms must learn about space in order to find their way around in it, and spatial learning has attracted the interest of talented scientists working in a number of different fields and traditions. This symposium will examine current research on the neural and cognitiveprocesses that underlie spatial learning in several species from the perspectives of behavioral neuroscience, animal cognition, and ognitive development.

Knowing Where and Getting There: The Lateralized Properties of the Homing Pigeon Hippocampus

Verner P. Bingman, Bowling Green State University

During the divergent evolution of modern birds and mammals, the hippocampal formation has conserved a crucial role in spatial cognition. However, contrasting spatial ecology and forebrain characteristics would suggest that different species groups should display adaptive differences in hippocampal organization. Lesion and electrophysiological unit recording studies have revealed a striking degree hemispheric lateralization in the functional and neuronal response properties of the homing pigeon hippocampus. This degree of hippocampal lateralization has only been described in one mammalian group, humans, and may be an important adaptive feature of avian hippocampal organization that may explain, in part, why birds have such extraordinary spatial cognitive abilities.

Does the Shape of the Environment Play a Special Role in Spatial Learning?

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