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

Affiliated Organizations Participating in this Meeting

Division 52- International Psychology http://www.internationalpsychology.org Division 27- Society of Community Research Action (SCRA) http://www.apa.org/divisions/div27 Psi Chi- The National Honor Society in Psychology http://www.psichi.org Psi Beta- National Honor Society in Psychology for Community and Junior Colleges http://psibeta.org Council of Undergraduate Psychology Programs (CUPP) http://www.am.org/cupp Council of Teachers of Undergraduate Psychology (CTUP) http://www.psych.txstate.edu/ctup Society for the Teaching of Psychology (STP) http://teachpsych.lemoyne.edu/teachpsych/div/divindex.html

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

HISTORIAN ADDRESS

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

John D. Hogan, St. John’s University

PRESIDENTIAL ADDRESS

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. Harvard.edu, 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

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