New Editor's Statement: Continuity and Change

Archives of Scientific Psychology, 2013

The science of psychology matures in many ways. Its concepts and theories become more precise. Its methods incorporate advances in statistics and research design, as well as new technologies. Publishing in scientific psychology also matures. Archives of Scientific Psychology is a new journal of the American Psychological Association (APA). It is a response to recent changes in how social, behavioral, and cognitive scientists communicate with one another and with the public. As importantly, it responds to changes in what people expect to learn when they read a scientific research report. The subject matter of Archives of Scientific Psychology spans the entire discipline of psychology. Readers will find articles on subjects ranging from neuroscience to political psychology, and all points in between. Articles will also describe research conducted using any of the methods found in the psychologist's toolbox (Cooper et al., 2012). Articles published in Archives of Scientific Psychology have five characteristics that, together, make them unique: • The articles are free and open to the public; anyone with access to the Internet should have access to these research reports. In addition, readers can sign up for e-mail and other alerts when articles of interest to them are published. • Following APA's Journal Article Reporting Standards (JARS; APA Publication and Communication Board Working Group on Journal Article Reporting Standards, 2008), the authors of articles have completed a detailed description of their methods; this description is also available on the Internet. • The authors have made available the data that underlie the analyses presented in the article. The data can be used by others for verification or extension of the study's results. The data are available from APA or another approved repository upon agreement regarding usage. If deposited with APA, next users agree to offer to the researchers who generated the data involvement in any subsequent publications. • Because articles published in Archives of Scientific Psychology are available to the general public as well as scientists, readers find two versions of each article's Abstract and Method section. • One abstract is written in nontechnical language; it describes the study and why its findings are important to understanding human thought, feeling, and behavior and/or to assisting with solutions to psychological or societal problems. The other abstract is a scientific abstract and is used for retrieval of the article from databases of scientific references. • The Method section contains a brief, nontechnical description of methods. Also, it contains a link to the detailed description of the investigation's design, implementation, and analyses mentioned above. • Finally, to facilitate discussion of the article among multiple audiences: X The (a) article, (b) comments on the article by scholars who took part in the peer review process (and perhaps others), and (c) the authors' response may be published as a separate document at the same time as the target article. The comments and author reaction also pass review by the action editor.

Psychological Bulletin, 2003

Under the leadership of 19 outstanding editors, Psychological Bulletin has been the flagship journal of psychology review for over 100 years. Unique to Psychological Bulletin is a general perspective that synthesizes the state of a scientific question and illuminates new understanding. This century-long editorial quest has proceeded through a meticulous and precise labor that keeps psychology interconnected with other disciplines (e.g., public health, economics, artificial intelligence, and communication). A sample of 332 articles spanning the journal's history, with three articles sampled randomly for each year of the journal's publication, reveals 78 represented thematic areas of such multidisciplinary concern as drug and alcohol use; health and mental health treatment and prevention; cardiovascular disorders; linguistics, language, and speech; personnel attitudes and job satisfaction; cognitive processes; attention; and rehabilitation. The Bulletin just speaks to many other fields, which is probably the reason it currently has the highest impact factor score of all psychology journals. It is a privilege and an honor to have been selected to be Editor of Psychological Bulletin. Armed with degrees in social and clinical psychology, I have embraced breadth in my academic career and also embrace breadth in my reading, including widening my horizons by frequently perusing Bulletin articles outside my specialty.

1994

1998

In 1994, the journal "Educational and Psychological Measurement" (EPM) instituted an editorial policy requiring authors to use technically appropriate language and methodological practices in their discussions of validity and reliability. To determine if this policy has had any effect on current publications, 150 validity and reliability studies were selected from 3 social science measurement journals ("EPM," ,"Psychological Assessment," and "Journal of Psycheducational Assessment") over a 3-year period (1995 through 1997). Language usage and methodological problems in these studies were compared to the same problems as reported in a previous study of 150 articles selected from the 3 volume years of the same journals immediately preceding the EPM editorial policy. Results indicate a statistically significant decrease in incidence of errors across time. Before the 1997 editorial, 108 of the 150 studies (72t) contained 1 or more errors, but after publication of the editorial, approximately 51% (77 of 150) analyzed contained 1 or more errors. (Contains 3 tables, 1 figure, and 10 references.) (Author/SLD) Abstract In 1994, Educational and Psychological Measurement instituted an editorial policy requiring authors to use technically appropriate language and methodological practices in their discussion of validity and reliability. To determine if this policy has had any effect on current publications, 150 validity and reliability studies were selected from 3 social science measurement journals (Educational and Psychological Measurement, Psychological Assessment, and

Canadian Journal of …, 2010

Measurement, 2013

This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/authorsrights

International Journal of Educational Research, 1994

Journal of School Psychology, 2015

Frontiers in Psychology

The ever increasing knowledge of human behavior emanating from psychological research and allied disciplines is matched by the need for reliable and valid measures to assess the constructs used in both the research laboratory and applied settings. Measures of personality and social psychological factors have been a major contribution from psychology since the early part of the last century and continue to proliferate to this day. There is no lack of interest in the assessment of the wide range of personal characteristics, both familiar and novel, but rather a demand for more and better measures. The ever-increasing array of specific scales/measures available to researchers and practitioners alike is a sign of the strength of psychology's contributions to our knowledge of human behavior. Concurrent with our descriptions and models of human psychology have been advances in the methods underlying scale construction and validation. In contrast to how 'tests' of 100 years ago were constructed, standardized, and evaluated, there has been a steady evolution in both the foundations and methods of psychological measurement and in the rigor demanded by both researchers and practitioners over time. Psychologists and all others impacted by the study and applications of psychology expect the precision, exactness, and accuracy in the measures used to assess what are often theory driven constructs (latent traits) such as extraver-sion, anxiety/neuroticism, self-concept, narcissism, empathy, and perfectionism. Like subatomic particles and gravity in physics we cannot directly see such hypothetical constructs as intelligence or empathy, but we can infer their 'existence' because of observed individual differences in behavior. Thus, we can create quantitative models to describe these latent traits and, in the process, also develop measures that reflect their theoretical and operational definitions. The rapid growth of psychological tests was readily observed from the early part of the 20th century onward (see Gregory, 2014). By the third decade, the Mental Measurements Yearbook founded by O.K. Buros in 1938 (now 19th MMY; see Carlson, Geisinger, & Jonson 2014), along with the Tests in Print series, both published by the Buros Institute for Mental Measurements (now the Buros Center for Testing), was created to both catalogue and provide critical reviews by experts on the ever increasing number of assessment instruments. Large test publishing houses, focusing on the development and marketing of psychological tests appeared early in the last century such as Houghton Mifflin (now Riverside Publishing), and The Psychological Corporation (now Pearson) founded by J. McKean Cattell in 1921. A growing journal literature on assessment including both the foundations and professional psychology applications, but especially new measures, began to appear. Studies of assessment now appear in peer-reviewed journals such as Assessment; Applied Psychological Measurement; Educational and Psychological