Website: http://nepa-info.org
Proceedings of the 43rd Annual Meeting of the New England Psychological Association, November 7-8, 2003, Salem State College, Salem, Massachusetts
Nancy Jackson, Ph.D., Secretary
Psychology Department
Johnson & Wales University
Providence, RI 02920
Past Presidents of the Association
1960-61 M.C. Langhorne (Trinity College)
1961-62 Edwin G. Boring (Harvard University)
1962-63 Abraham H. Maslow (Brandeis University)
1963-64 Jerome S. Bruner (Harvard University)
1964-65 Anne Roe (Harvard University)
1965-66 Roger Brown (Harvard University)
1966-67 M.C. Langhorne (Trinity College)
1967-68 David C. McClelland (Harvard University)
1968-69 Donald G. Marquis (Mass. Institute of Technology)
1969-70 Robert I. Watson (University of New Hampshire)
1970-71 Thelma G. Alper (Wellesley College)
1971-72 Zella Luria (Tufts University)
1972-73 Ethelyn H. Klatskin (Yale. Univ. Child Study Center)
1973-74 Mortimer H. Appley (Clark University)
1974-75 Robert C. Birney (Hampshire College)
1975-76 Virginia L. Senders (Framingham State University)
1976-77 Clara Mayo (Boston University)
1977-78 Barbara Ross (Univ. of Massachusetts, Boston)
1978-79 George W. Albee (University of Vermont)
1979-80 Seymour Wapner (Clark University)
1980-81 Andrew S. Dibner (Boston University)
1981-82 Gerald Koocher (Children’s Hospital Medical Center)
1982-83 Peter Merenda (University of Rhode Island)
1983-84 Eileen Nickerson (Boston University)
1984-85 Anne Copeland (Boston University)
1985-86 Marjy N. Ehmer (Southern CT State University)
1986-87 Susan E. Dutch (Westfield State College)
1987-88 Melvin E. Miller (Norwich University)
1988-89 Ogretta V. McNeil (College of the Holy Cross)
1989-90 Norine L. Jalbert (Western CT State University)
1990-91 Douglas W. Bloomquist (Framingham State College)
1991-92 R. Steven Schiavo (Wellesley College)
1992-93 John J. Boitano (Fairfield University)
1993-94 Joan C. Bombace (Quinnipiac University)
1994-95 Norman H. Berkowitz (Boston College)
1995-96 Joan C. Chrisler (Connecticut College)
1996-97 Duncan A. White (Rhode Island College)
1997-98 Bryan C. Auday (Gordon College)
1998-99 Theodore N. Bosack (Providence College)
1999-2000 Mary E. Steir (University of Hartford)
2000-01 Kathryn Graff Low (Bates College)
2001-02 Donnah Canavan (Boston College)
Affiliated Organizational Members
American Psychological Association Education Directorate
Bates College Department of Psychology
Boston College Department of Psychology
College of the Holy Cross Department of Psychology
Connecticut College Department of Psychology
Connecticut Psychological Association
Gordon College Department of Psychology
Hesser College Department of Psychology
Johnson & Wales University Department of Psychology
Maine Psychological Association
Massachusetts Psychological Association
Northeastern University Department of Psychology
Providence College Department of Psychology
Quinnipiac University Department of Psychology
Rhode Island College Department of Psychology
Rhode Island Psychological Association
Rider University Department of Psychology
Rivier College Department of Behavioral Sciences
Simmons College Department of Psychology
Stonehill College Department of Psychology
Tufts University Department of Psychology
University of Hartford Department of Psychology
University of ME/Farmington Department of Psychology
University of Vermont Department of Psychology
Vermont Psychological Association
2003 NEPA Distinguished Lecture Series
Friday 8:15 pm – 9:30 pm Martha McClintock
Saturday 1:00 pm – 1:50 pm Richard Lerner
Saturday 3:00 pm – 3:50 pm Richard Hackman
For forms and updated information visit the NEPA Web site at www.nepa-info.org
2003 NEPA Officers and Steering Committee
President
Joan H. Rollins, Ph.D.
Department of Psychology
Rhode Island College
Providence, RI 02908
Past-President
Donnah Canavan, Ph.D.
Department of Psychology
Boston College
Chestnut Hill, MA 02467
Treasurer
Duncan A. White, Ph.D.
Department of Psychology
Rhode Island College
Providence, RI 02908
President-Elect
Paul F. Cunningham, Ph.D.
Department of Social and Behavioral Sciences
Rivier College
Nashua, NH 03060-5086
Secretary
Nancy Jackson, Ph.D.
Department of Psychology
Johnson & Wales University
Providence, RI 02920
Newsletter Editor
Mary Zahm, Ph.D.
Department of Psychology
Bristol Community College
Fall River, MA 02720
Steering Committee Members
Bryan C. Auday, Ph.D. (Gordon College)
Marlene Oscar Berman, Ph.D. (Boston Univ. School of Medicine)
Joan C. Bombace, Ph.D. (Quinnipiac University)
Theodore N. Bosack, Ph.D. (Providence College)
John P. Broida, Ph.D. (Univ. of Southern Maine)
Donnah Canavan Ph.D. (Boston College)
Deborah A. Carroll, Ph.D. (Southern Connecticut State University)
Paul F. Cunningham, Ph.D. (Rivier College)
Marjy N. Ehmer, Ph.D. (Southern CT State Univ., Emerita) Historian
Lawrence R. Gordon, Ph.D. (University of Vermont)
Susan Groll, Ph.D. (Central Connecticut State University)
Nancy W. Jackson, Ph.D. (Johnson and Wales University) Kathryn Graff Low, Ph.D.
(Bates College)
Jason A. Nier, Ph.D. (Connecticut College)
Anne O’Dwyer, Ph.D. (Simon’s Rock College of Bard)
Elizabeth P. Ossoff, Ph.D. (Saint Anselm College)
Sheila O’Brien Quinn, Ph.D. (Salve Regina University)
Michele O’Connor Ramirez, Ph.D. (Pine Manor College)
Joan H. Rollins, Ph.D. (Rhode Island College)
Alice Shepard, Ph.D. (U. of Maine at Presque Isle)
Kimberly E. Smirles, Ph.D. (Emmanuel College)
Michael D. Spiegler, Ph.D. (Providence College)
Duncan A. White, Ph.D. (Rhode Island College)
Nancy White, Ph.D. (Pine Manor College)
Mary Zahm, Ph.D. (Bristol Community College)
2003 Committee Chairs
John Broida and Kathryn Graff Low with Jason Nier and Deborah Carroll –
Poster
Michele Ramirez with Susan Groll, Sheila Quinn and Nancy White – Paper
Donnah Canavan with Jason Nier – Symposia
Lawrence Gordon and Sheila Quinn with Kimberly Smirles – Liaisons
Joan Bombace with Duncan White – Distinguished Contribution Award (DCA)
Marjy Ehmer with Paul Cunningham and Elizabeth Ossoff – Psi Chi
Bryan Auday with Paul Cunningham, John Broida, Marjy Ehmer, and Nancy White
– Honorary Undergraduate Scholar (HUS) Awards
Michael Spiegler with Michele Ramirez and Sheila Quinn – Workshops
Deborah Carroll with Susan Groll and Theodore Bosack – Working Lunches
Anne O’Dwyer – Publicity Coordinator
Kathryn Graff Low – Web Page
Theodore Bosack with Joan H. Rollins, Mary Zahm, Barney Beins, Douglas Bloomquist,
Norine Jalbert, Joan Chrisler, and Paul Cunningham - NECTOP
The New England Psychological Association extends its thanks and appreciation to the following members of Salem State College:
Dr. Anita V.M. Shea, Dean of School of Arts and Sciences, and Staff of the School
of Arts and Sciences Office
Dr. Martin Krugman, Chair, Department of Psychology
Dr. Sophie Evett, Assoc. Professor, Department of Psychology
Members of the Salem State College Chapter of PSI CHI
Dr. Teresa M. Lyons, Assoc. Professor, Department of Psychology and Local Arrangements
Coordinator
Undergraduate Psychology Students of Salem State College
Salem State College proudly sponsors this meeting
***********Schedule of Events for the 2003 Annual Meeting****************
See the Advanced Registration and Membership Forms
NECTOP Registration
8:30 – 9:30 am Continental breakfast available (p. 6)
NECTOP Invited Speakers
9:30 – 10:30 am Danuta Bukatko & Patricia Kramer (p. 6)
NECTOP Interactive Concurrent Sessions
10:45 – 12:00 noon
• Integrating Computer Models into Social Psychology Research (p. 6)
• Community-Based Research Courses (p. 6)
• Feedback in Multiple-Choice Testing (p. 6)
1:30 – 2:45 pm
• Active Learning in Psychology Courses (p. 7)
• In-class Replications as a Teaching Tool (p. 7)
• Service Learning in Psychology Courses (p. 7)
NECTOP Interactive Concurrent Sessions (continued)
3:00 – 4:15 pm
• The Introductory Psychology Lab (p. 7)
• Gendered Multicultural Psychology Courses (p. 7)
• Making Connections to The Real World (p. 7)
TOPSS Workshop
1:30-4:30 pm Teaching Methodologically (p. 6)
NECTOP Poster Session and Reception
4:30 – 5:30 pm Posters on Teaching of Psychology (p. 7)
[See Accompanying Handout for Titles of Posters]
Society for the Teaching of Psychology (APA, Division 2)
will award a $100 prize to the best poster.
Noon – 7:00 pm NEPA Registration (p. 8)
4:00 – 5:30 pm Steering Committee Meeting (p. 8)
6:00 – 7:45 pm Reception and Dinner (p. 8)
8:00 pm Welcoming Remarks (p. 8)
8:15 – 9:15 pm NEPA Invited Address G. Stanley Hall APA Distinguished
Lecturer: Martha McClintock (p. 8)
Saturday AM-PM (November 8, 2003)
NEPA Registration (7:30 a.m. – 2:30 p.m.) (p. 9)
NEPA Invited Speakers
8:55 Welcoming Remarks (p. 9)
9:00 Saul Kassin, Paul Spiers, & Amy Bradfield (p. 9)
10:30 Joan H. Rollins (p. 14)
1:00 Richard Lerner (p. 15)
3:00 Richard Hackman (p. 20)
NEPA Posters
9:00 Memory, Teaching, Learning, & Cognition (pp. 11-13)
1:00 Development, Health, & Psychological Disorders (pp. 16-18)
NEPA Workshops
1:00 Developing Inquiry Skills Using Authentic Assessment (p. 16)
Psi Chi
9:00 Graduate School (p. 10)
10:00 Clinical Psychology (p. 13)
11:00 Student Poster & Video Session (p. 13)
Noon Chapters/ Student Exchange (p. 15)
2:00 Special Topic Symposium (p. 19)
NEPA and Psi Chi Reception
4:00 Reception (p. 20) NEPA Paper Sessions
9:00 Learning, Memory, & Cognition (pp. 9-10)
2:00 Social Influences on Behavior (pp. 19-20)
NEPA Symposia
9:00 Psychology & Law (p. 9)
2:00 Employment Opportunities in a
Dynamic Market (p. 20)
NEPA Working Lunches – Noon (p. 14)
• Multicultural Awareness (p. 15)
• Psychology and Law (p. 15)
• NEPA Liaison Lunch (p. 15)
• Presenting NEPA First HUF of 1963, Lawrence Gross (p. 15)
NEPA Annual Presentations
11:15 Honorary Undergraduate Scholar
Awards (p. 14)
11:45 Annual Business Meeting (p. 14)
• Treasurer’s Report
• Secretary’s Report
• 2004 Distinguished Contribution Award
• Election Results
Proceedings of the 2003 Annual Meeting of the New England Psychological Association
NECTOP Program Events for Friday, November 7, 2003
NECTOP Registration
8:30 a.m. – 9:30 a.m.
Lobby, Ellison Campus Center (ECC)
Continental breakfast is available during registration.
All events are in the Ellison Campus Center
Except for lunch in the Commons Dining Hall
Keynote Address
9:30 a.m. – 10:30 a.m.
Veterans Memorial Hall (second floor, ECC)
Introduction: Theodore N. Bosack, Ph.D.
(Providence College)
Danuta Bukatko, Ph.D.
Patricia Kramer, Ph.D.
The College of the Holy Cross
Active Learning in Psychology Courses:
New Technologies, New Possibilities
We have been trying to create a more active learning environment in Statistics and Research Methods, and more recently in Perception and Developmental Psychology. We have designed several computer activities that attempt to blur the distinction between a lecture course and a lab course, to help students develop intuitions about important concepts and to have hands-on experiences with the "science" of our discipline.
Interactive Sessions Teaching of Psychology
10:45 a.m. – 12:00 noon
Veterans Memorial Hall (second floor, ECC)
Teaching about Innovative Social Psychological Research: Integrating Computer
Models of Social Thought and Behavior into the Curriculum
Jason Nier, Ph.D. (Connecticut College)
Computer modeling of human thought and behavior is an expanding area of research in social psychology. Yet these types of models are often difficult to bring into the classroom for a variety or reasons. In this workshop, we will explore how computer models can be integrated into the curriculum in several different contexts, including lectures, labs, and seminar. Essex County Room (second floor, ECC)
Community Based Research: An Alternative Approach to the Traditional Research
Course
Michele Ramirez, Ph.D. and Robert Shea, Ph.D.
(Pine Manor College)
Community Based Research (CBR) is research done in coordination with a community or community agency. This workshop will discuss the benefits and pitfalls of doing CBR with students. Examples of projects and problems will be used to present ways to make the experience a success for all participants.
Heritage Room, 202 (second floor, ECC)
Timing and Type of Feedback in Multiple-Choice Testing: Dealing with Uncertainty
Michael Epstein, Ph.D. (Ryder University)
Instructors often neglect consideration of timing and informative value of feedback during multiple-choice testing, thereby missing an opportunity to improve students’ learning and retention. A model for learning during testing is presented and the Immediate Feedback Assessment Technique ( IF AT ), an answer-until-correct testing method that provides immediate affirming and/or corrective feedback, is demonstrated
Lunch
12:00 noon – 1:15 p.m.
The Commons Dining Hall (third floor mezzanine)
Workshop for Teachers of Psychology in Secondary Schools
(TOPSS)
Sponsored by the American Psychological Association
1:30 p.m. – 4:30 p.m.
Martin Luther King, Jr. Room (second floor, EEC)
Teaching Methodologically
Maureen McCarthy, Ph.D. (Austin Peay University and APA) and Sangeeta Panicker,
Ph.D. (APA)
Research methods and statistics are often daunting topics for students. This
workshop will offer pedagogical techniques that will assist faculty in presenting
these topics in fun and exciting new ways. However, before students embark on
research projects outside the classroom, they will also need to become familiar
with basic ethical issues and regulatory requirements pertaining to research
with human participants. Mock research protocols will be presented to illustrate
both principles of research and data analysis techniques, as well as to highlight
ethical and regulatory issues such as prospective review of research, recruitment
of research participants, informed consent, privacy and confidentiality, etc.
Proceedings of the 2003 Annual Meeting of the New England Psychological Association
Interactive Sessions: Teaching of Psychology
1:30 p.m. – 2:45 p.m.
Veterans Memorial Hall (second floor, ECC)
Active Learning in Psychology Courses: New Technologies, New Possibilities
Danuta Bukatko, Ph.D., and Patricia Kramer, Ph.D.
(The College of the Holy Cross)
The keynote speakers will elaborate upon their morning presentation, will answer additional questions about the use of their activities, and deal with additional applications of the activities demonstrated.
Essex County Room (second floor, EEC)
In-Class Replications as a Teaching Tool: An Example from Health Psychology
Mary O’Keeffe, Ph.D. (Providence College)
In this workshop we will explore strategies for using an in-class replication study as a teaching tool. Participants will be led through a model exercise to demonstrate how the replication exercise can facilitate both self reflection and an in-depth discussion of research methodology, particularly the strengths and limitations of correlational research.
Heritage Room, 202 (second floor, EEC)
Like a Bridge Over Troubled Water: Expanding Service-Learning in College Classrooms
Susan Dutch, Ph.D. (Westfield State College) and
Donna Duffy, Ph.D. (Middlesex Community College)
Service-learning focuses on active construction of knowledge, a facilitative
role for faculty, an appreciation of learning environments beyond the classroom
walls and the development of civic engagement. Presenters will describe service-learning
and showcase the variety of possibilities for implementation through concrete
examples from introductory to advanced courses. Interactive Sessions
Teaching of Psychology
3:00 p.m. – 4:15 p.m.
Veterans Memorial Hall (second floor, ECC)
Experiencing Psychology: The Introductory Lab
Barney Beins, Ph.D. (Ithaca College)
Psychology is an empirical science, so it is appropriate that students experience an early laboratory that alerts them to this fact. This presentation highlights a semester-long lab to accompany an introductory course. The focus is on ordering the laboratories to achieve course goals and to pace students through the semester.
Essex County Room (second floor, ECC)
Towards a Gendered, Multicultural Psychology Course
Mary Zahm, Ph.D. (Bristol Community College) and Kathryn Quina, Ph.D. (University
of Rhode Island)
Strategies for conceptualizing courses from a multicultural perspective, key resources, classroom activities and assignments will be offered. They will share lessons learned from incorporating multicultural scholarship into psychology courses.
Heritage Room, 202 (second floor, ECC)
Making Connections: Psychology, Students, and The Real World
Christine Marco, Ph.D. (Rhode Island College)
People learn by relating new material to existing knowledge; therefore, it makes sense to tap into students’ framework of reference when teaching new theories and concepts. This workshop explores how to connect psychological theory with students’ everyday experiences. A specific example of a “reality” TV classroom assignment will be provided, and the pros and cons of such an approach discussed.
NECTOP Poster Session and Reception
4:30 p.m. – 5:30 p.m.
The Underground (basement level, ECC)
See the information packet available at the Registration Table for
titles and author of posters
The Society for the Teaching of Psychology (APA, Division 2)
will award a $100 prize to the best poster
Proceedings of the 2003 Annual Meeting of the New England
Psychological Association
NEPA Registration
Noon – 7:00 p.m.
Lobby, Ellison Campus Center (ECC)
Members and guests who have pre-registered may pick up registration badges and information packets. Others may register at this time.
All events are in the Ellison Campus Center (ECC) except for NEPA Reception and Dinner
NEPA Steering Committee Meeting
4:00 p.m. – 5:30 p.m.
Heritage Room 202
(2nd floor, Ellison Campus Center)
NEPA Reception & Dinner
6:00 p.m. – 7:45 p.m.
The Commons Dining Room
Advance registration is required.
Dinner must be ordered with pre-registration at the cost of $ 30.00.
Seating for this event is limited.
See the Advance Registration and Membership Form on page 24 of this program
book.
Meals must be ordered at the time of
pre-registration and received by
October 20, 2003.
Welcoming Remarks
8:00 p.m.
Veterans Memorial Hall
(second floor, ECC)
Anita V. M. Shea, Ed.D., Dean,
School of Arts and Sciences
Salem State College
NEPA Invited Address
8:15 p.m. – 9:30 p.m.
Veterans Memorial Hall
APA Distinguished
G. Stanley Hall Lecturer
SPONSORED BY
THE AMERICAN PSYCHOLOGICAL ASSOCIATION
Introduction: Joan H. Rollins, Ph.D., Rhode Island College
President, New England Psychological Association
Martha McClintock, Ph.D.
Professor of Psychology
University of Chicago
Pheromones, Social Dynamics, and the Control of Fertility and Disease
The traditional approach to interactions between the mind and body focuses on the biological mechanisms of behavior and psychological states. Taking the converse approach, however, reveals that social interactions are also mechanisms, regulating such fundamental biological processes as ovulation and immune function. In both humans and animal models, pheromones and social odors are one mode of social communication that mediates the social control of fertility and disease. Moreover, putative human pheromones and unconscious social odors can also regulate mood and psychological states as well as neuroendocrine mechanisms.
NEPA Registration
7:30 a.m. – 2:30 p.m
Lobby, Ellison Campus Center
Salem State College
Welcoming Remarks
8:55 a.m.
Martin Krugman, Ph.D., Chair, Psychology Department
Salem State College
Science & Society Series Symposium
SPONSORED BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION
9:00 a.m. – 10:20 a.m.
Veterans Memorial Hall (second floor, ECC)
Psychology and Law:
Eyewitness and Defendants
Introduction: Paul F. Cunningham, Ph.D., NEPA President-Elect
The Psychology of False Confessions: How Innocence Puts Innocents at Risk
Saul M. Kassin, Ph.D. (Williams College)
From the Salem witch trials to DNA exoneration cases, American history is filled with stories of innocent people who had confessed to crimes they did not commit. Recently, psychologists have identified different types of false confessions, the conditions under which they are given, and their effects on judges, juries, and others in the criminal justice system. Despite studies showing that police interrogation is a powerful social influence event, it is tempting to assume that innocence somehow protects those falsely accused. In fact, I will describe new research suggesting that contradictory and paradoxical proposition that in the interrogation room, innocence is a risk factor.
Eyewitness Identification: Prosopagnosia Comes to Court
Paul A. Spiers, Ph.D. (Boston University School of Medicine)
Research in eyewitness identification has indicated that a number of factors
may adversely influence the accuracy of encoding and recognition when a third-party
witnesses a criminal act. Procedures used by police for suspect identification
and the manner in which “eyewitnesses” later recognize the defendant
at trial are fraught with perils that differ dramatically from jurisdiction
to jurisdiction. This presentation will review the topic of eyewitness identification
by focusing on issues that are typically of greater importance to the defense
bar; issues that would, hopefully, be raised by any psychologist, expert witness
who may be asked to provide an opinion to the Court.
The Effect of Post-Identification Feedback on Eyewitnesses’ Retrospective
Judgments
Amy Bradfield, Ph.D. (Bates College)
Eyewitnesses’ recollection of testimony-relevant judgments can be easily distorted by post-identification feedback. For example, witnesses who hear that their decision from a photo spread or lineup was correct (e.g., “Good, you identified the suspect”) report having more confidence in their identification at the time it was made than do witnesses who hear that their identification was incorrect (e.g., Wells & Bradfield, 1998). Until now, post-identification studies have all used a simultaneous lineup procedure in which eyewitnesses see all suspects’ photos at once. However, a sequential lineup procedure is one in which eyewitnesses see one suspect’s photo at a time. After seeing each photo, the eyewitness must decide whether it is the culprit before being allowed to see the next photo. An experiment is described in which the effect of post-identification feedback is compared for sequential and simultaneous lineup procedures. These data are described in addition to general recommendations for conducting lineups and photo spreads.
Learning, Memory, and Cognition Paper Session
9:00 a.m. – 10:20 a.m.
Essex County Room (second floor, ECC)
Chair: Theodore N. Bosack, Ph.D. (Providence College)
ADOLESCENT SLEEP HABITS AND A TEST OF COGNITIVE ALERTNESS
Kerry R. Routledge (Providence College).
Sponsor: Theodore N. Bosack, Ph.D. (Providence College)
Fifteen eighth-grade students completed a modified version of the School Sleep Habits Survey developed by Bradley Hospital/Brown University Sleep Research Lab, a word-stem completion test, and a sleep questionnaire. Participants were divided into two groups based on academic performance. Results indicated level of sleepiness and performance on the memory test to be significantly correlated. Also, a significant correlation was found between academic group and memory test scores. The implications of these correlations will be discussed.
9:15 a.m.
EFFECTS OF THE “BEAUTY IS GOOD” STEREOTYPE ON CHILDREN’S
INFORMATION PROCESSING REGARDING FEMALE INTELLIGENCE
Clare E. Donohue and Suzanne M. Foster (Providence College). Sponsor: Theodore
N. Bosack, Ph.D. (Providence College)
Information can be processed using the “beauty is good” stereotype. Two groups heard stories about friendliness and intelligence. The consistent group (n=14), which saw attractive females displaying positive traits, thought the attractive characters were friendly and intelligent. The inconsistent group (n=9), which saw unattractive females displaying positive traits, thought the attractive females were friendly and the unattractive females were intelligent. These findings indicate that the stereotype functions for processing information about friendliness, but not intelligence.
9:30 a.m.
SPEED AND MEMORY IN THE WAIS-III DIGIT SYMBOL-CODING SUBTEST ACROSS THE ADULT
LIFESPAN
Stephen P. Joy, Ph.D. (Albertus Magnus College),
Edith Kaplan, Ph.D. (Suffolk Univ.), and
Deborah Fein, Ph.D. (Univ. of Conn.)
Digit Symbol-Coding is a speeded test that also involves incidental learning. We evaluated the relative contributions of processing speed (Digit-Symbol-Copy) and memory (Digit-Symbol-Incidental Learning and WMS-III memory indices) to Coding performance in a sample of 1,167 adults ages 16-89. Speed accounted for 50% of Coding variance: memory, for between 5% (incidental learning) and 14% (WMS-III). Memory provided a small but significant increment in explanatory power.
9:45 a.m.
DOES CHANGING ORTHOGRAPHY CHANGE THE STROOP EFFECT FOR NUMBERS?
Sheila O’Brien Quinn, Ph.D., Kiyoko Koganei, B.A.,
Jennifer Cole, and Sayaka Miyashita (Salve Regina University)
This study used two different orthographies to demonstrate the Stroop Effect for numbers. Japanese orthography was chosen because the individual characters are composed of subitizable units. English-speaking participants responded to either Arabic or Japanese numerals using a Stroop Interference paradigm modeled after Windes (1968). The subitizing of groups of Japanese characters appears to be associated with less interference than subitizing Arabic numerals despite the graphical properties of the Japanese digits.
10:00 a.m.
FROM FREUD TO ERIKSON TO MARCIA: CONCEPT MAPS AS AN ASSESSMENT INSTRUMENT IN
PERSONALITY PSYCHOLOGY COURSES
Kristine S. Anthis, Ph.D. (Southern Connecticut State University)
Ninety-five undergraduates in a personality course produced a concept map on the first day of class, and again on the last day of class. The results indicated that the number of concepts in the maps significantly increased from the beginning to the end of the semester, and that this pattern was a function of the type of instructions students were given. How concept maps can used as an assessment instrument in personality courses is discussed.
Psi Chi Graduate School Symposium
9:00 a.m. – 10:00 a.m.
Martin Luther King, Jr. Room
(second floor, ECC)
Undergraduate Achievements that Open Doors to Graduate Study in Psychology
Robert Youth, Ph.D.
Dowling College
Past Psi Chi Vice President, Eastern Region
(2001-2003)
A session in which students will learn about undergraduate achievement levels that can enhance one’s chances of being accepted into a graduate program in Psychology. A self-assessment instrument will be given out and discussed.
Discussant: Peter Bachiochi, Ph.D. (Eastern Connecticut State University)
Memory, Teaching, Learning, and Cognition Poster Session
9:00 a.m. – 10:50 a.m.
The Underground
(basement level, ECC)
Poster 1
AN EXPERIMENTAL STUDY ON THE RELATIONSHIP BETWEEN FALSE MEMORY AND EDUCATION
Alexandra White (Salve Regina University)
Forty adults across two levels of education were given three short lists to
study and recall, testing the relationship between level of
education, false memory, and overall recall. Results indicated that the more
formal education individuals had, the more likely they were to recall non-presented
words (i.e. have a false memory). Results also showed no significant relationship
between level of education and overall recall.
Poster 2
RESPONSE OPTIONS INFLUENCE THE PATTERN OF KNOW/REMEMBER RESPONSES IN MIXED-
VERSUS STRONG-HANDERS
Ruth E. Propper, Ph.D., Kate Davey, Cheryl Newton,
Carly Linder, and Kayla Geiger (Merrimack College)
Mixed- and strong right-handers were given a recognition test wherein they indicated ‘remembering’, ‘knowing’, or ‘guessing’ words had been presented previously. Mixed-handers tended to ‘know’ items had been presented, relative to the strong-handed. A measure of accuracy revealed mixed-handers were equally accurate when ‘remembering’ and ‘knowing’; strong right-handers were more accurate when ‘remembering’. Results are discussed in terms of a previous study examining handedness and know/remember judgments and effect of testing procedure on response patterns.
Poster 3
THE EFFECTS OF INTERVIEWER FEEDBACK ON FALSE MEMORY DURING EYEWITNESS INTERROGATION:
A QUALITATIVE ANALYSIS
Dan Bergeron, Clint Borrill, and Eric Cashin
(Southern New Hampshire University)
Sponsor: Peter Frost, Ph.D. (Southern New Hampshire Univ.)
In order to examine the quality of false recognition facilitated by confirmatory feedback provided by the experimenter during an interview, subjects were asked to describe their memories for real and suggested events. Since real memories originate from sensory experiences, these memories were often described with more sensory details. False memories, having been formed via imagination and thought processes, were accompanied less by sensory details and more by cognitive and metamemorial processes.
Poster 4
EYEWITNESS ACCURACY AS A FUNCTION OF HIGH OR LOW SELF –MONITORING
Caitlin A. Creen and Ali Anastasia (Stonehill College).
Sponsor: Bonnie Klentz, Ph.D. (Stonehill College)
The purpose of this experiment was to determine whether a relationship exists between self-monitoring and eyewitness accuracy. Participants completed a self-monitoring scale, viewed a movie clip, then completed a memory test regarding the scene they witnessed. As hypothesized, high self-monitors scored higher in eyewitness accuracy. Since a significant difference was found between high and low self-monitors, implications include utilizing self-monitoring scales to measure accuracy of courtroom eyewitnesses and ability of job applicants in various professions.
Poster 5
TV VS. TEXT: RETENTION AT DIFFERENT INTERVALS
Chris L. Schmidt, Ph.D. (University of Connecticut)
Audiovisual input leads to better memory than text over brief intervals. To investigate effects over longer intervals, 172 adults either viewed a video or read the transcript of it and were tested either one day or one week later. Retention was better following audiovisual than text presentation for both intervals. However, although audiovisual input produced significantly fewer substitution errors than text after one day, it produced significantly more substitution errors after one week.
Poster 6
IN-CLASS REPLICATIONS AS A TEACHING TOOL: AN EXAMPLE FROM HEALTH PSYCHOLOGY
Mary O’Keeffe, Ph.D. (Providence College)
One objective in the author’s health psychology course is to use the tools of health psychology to examine student’s own health beliefs/behaviors. This poster will report results of an in-class replication of Wallston et al.’s (1978) work on the Multidimensional Health Locus of Control scale (MHLC). Class averages for the three MHLC subscales and their correlations with health status mimicked findings from the original research. In-class replications can help make course content more relevant to students.
Poster 7
IMPROVING FOREIGN LANGUAGE FOR COLLEGE STUDENTS THROUGH FACIAL MEDIA
Maureen E. Walton and Moises F. Salinas, Ph.D.
(Central Connecticut State University)
This study examines if a “face-showing-model” (FSM) of second language
acquisition (SLA), in which video of facial expressions is used to reinforce
pronunciation, can improve SLA of college students. Upon completion of a short
learning style questionnaire, participants were divided into two groups. The
first group was exposed to traditional methods of SLA learning, while the second
used the FSM. Preliminary results on a vocabulary learning task suggest that
visual learners benefit from FSM instruction.
Poster 8
A “SPECIAL VOCATION”: AN ANALYSIS OF CAREER, MARRIAGE, GEOGRAPHIC
MOBILITY, AND HEALTH STATUS AT MAINE’S FIRST NORMAL SCHOOL, 1866-1889
Alice Sheppard, Ph.D. (University of Maine at Presque Isle)
The published summaries for 450 normal school students (109 men and 341 women) who received diplomas from 1866-1883 were used. Information on occupations, marriage, family, additional education, residences, and health was entered into a spreadsheet. It was found that occupational and educational patterns for male and female students differed. This appears linked to professional opportunity and the expectation that women would cease work at marriage.
Poster 9
INAPPROPRIATE AGGRESSION CAN BE REDUCED IN PROPORTION TO THE DURATION OF DRO
SCHEDULES
Roberta E. Dihoff, Ph.D. (Rowan University),
Gary M. Brosvic, Ph.D. (Rider University), and
Diana Walsh (Rider University)
A 28 year old patient was referred for behavioral intervention services following traumatic brain injury that produced considerable bouts of inappropriate aggression, both verbal and physical. Following several functional analyses of these behaviors it was concluded that the most effective procedure would be the differential reinforcement of other (DRO) behaviors approach. The duration of the DRO schedule interacted with type of aggression, with large reductions observed for verbal aggression during shorter durations and large reductions observed for physical aggression during longer durations. At the end of the study the subject’s prior reliance on aggression for interpersonal contact was replaced by socially desirable behaviors.
Poster 10
THE USE OF REINFORCER DISPLACEMENT TO REDUCE STEREOTYPY
Roberta E. Dihoff, Ph.D. (Rowan University),
Jennifer Leap, B.A. (Rider University), and
Gary M. Brosvic, Ph.D. (Rider University)
This study reports on the failure of standard behavioral interventions to reduce stereotypy in three children. As a final intervention, reinforcer displacement was used during which inappropriate behavior was initially reinforced and then subjected to extinction. Stereotypy was reduced by an average of 71% while reinforcer displacement procedures were in effect, with additional declines noted during maintenance follow-up tests. The present results add to a growing body of research indicating that reinforcement displacement effectively reduces stereotypic behavior in children with soft signs of neurological impairment.
Poster 11
COMPARISON OF THE EFFECTIVENESS OF OVER-CORRECTION AND TIME-OUT FOR THE REDUCTION
OF SELF-STIMULATION
Gary M. Brosvic, Ph.D. (Rider University),
Mary Somaine (Rider University), and
Roberta E. Dihoff, Ph.D. (Rowan University)
Four children, each demonstrating significant levels of self-stimulation, were evaluated across 45 test sessions in which the effectiveness of over-correction and time-out were evaluated. Self-stimulation was reduced in each child (median: 78.3%), with three children demonstrating the greatest reduction during over-correction (median: 80.5%), and one children demonstrating the greatest reduction (81.7%) during time-out. These reductions continued to be observed during maintenance tests conducted one month later, and during those tests, the children who responded best to over-correction typically demonstrated the most appropriate play behavior.
Poster 12
GRADE DIFFERENCES IN THE ACCURACY OF RESPONSE TO THE STROOP WORD TEST
Courtney Burrows (Salve Regina University),
Meghan Barrett, and Wayne Ramey (Rogers High School).
Sponsor: Sheila O’Brien Quinn, Ph.D. (Salve Regina University)
Ninety-six high school students, representing four grade levels, responded to a traditional Stroop Word Test. The number of correct and incorrect responses in each condition was recorded. Extending the results of previous research, comparisons of the correct responses indicated accuracy differences across grade levels. The tendency to read the word instead of the color was confirmed by comparing the incorrect responses in each condition.
Poster 13
HYPNOTIC SUGGESTIBILITY AND IMAGERY VIVIDNESS: BRIDGING THE CONTEXT EFFECT?
Leonard S. Milling, Ph.D. (University of Hartford)
This study evaluated whether absorption, fantasy-proneness, dissociation, and imagery vividness predict hypnotic suggestibility when assessed in different experimental contexts. Fifty-seven volunteers were assessed for suggestibility and later completed measures of the personality traits in the guise of two separate experiments. Consistent with the context effect literature, fantasy-proneness, dissociation, and absorption were unrelated to suggestibility. However, imagery vividness predicted suggestibility, raising the possibility this relationship may not be moderated by a context effect.
Poster 14
VISUAL AND AUDITORY PERCEPTION OF SARCASM
Michelle A. Martin, Adele M. Dellicker, and
Emily G. Soltano, Ph.D. (Worcester State College)
The perception of sarcasm was investigated in experiments that manipulated situational
disparity. Situational disparity is the change in level of speakers’ beliefs,
desires, or expectations and actual outcomes (Gerrig and Goldvarg, 2000). Participants
read or heard stories containing situational disparity which may be perceived
as sarcastic. Results show that sarcasm is perceived in both modalities as indicated
by reaction times and subjective ratings. No interaction of modality was obtained.
Implications of perceived sarcasm are addressed.
Poster 15
A NEW APPROACH TO THE ANALYSIS OF INTERGROUP JUDGMENT
Angela Dyl (Rhode Island College) and Thomas Malloy Ph.D.
Sponsor: Thomas Malloy Ph.D. (Rhode Island College)
Sixty-eight college students rated an in-group or out-group to quantify the extent to which perceptions vary as a result of exposure, familiarity, and favorability. A model utilizing a set of variance component analyses assessed intergroup judgment. This model attempts to decrease bias and measure important psychological constructs that have been neglected in the past. Contrary to our expectation, in-group familiarity was the only confirmed hypothesis. Implications for future research are discussed.
Poster 16
THE INFLUENCE OF PICTURES ON RATINGS OF PERSONAL ADS
Shaena Rowland, Erica Zaiser, and Jodie Haftel
(Simon’s Rock College of Bard).
Sponsor: Anne O’Dwyer, Ph.D. (Simon’s Rock College of Bard)
Sixty-six college students rated nine personal ads, varying in the attractiveness
of both the narrative and physical appearance. Attractiveness of the text and
the picture influenced the overall rating of the ad. An attractive picture had
the most influence when the text was fairly neutral; when the text of the ad
was good, a bad picture had a negative effect on ratings-no picture was better
than a bad one.
Psi Chi Invited Address: Clinical Psychology
10:00 a.m. – 11:00 a.m.
Martin Luther King, Jr. Room
(second floor, ECC)
Behavior Therapy: An Evolutionary Perspective
Michael Spiegler, Ph.D.
Providence College
A presentation by an author and a practitioner in the field of behavior therapy about the development and trends that characterize this field of endeavor. Dr. Spiegler has been the Director of the Community Training Center at the Palo Alto VA Hospital and he was on the faculty at the University of Texas, Austin. Dr. Spiegler is the lead author of the respected book, “Contemporary Behavior Therapy (4th Edition).”
Discussant: Kathryn Graff Low, Ph.D. (Bates College)
Psi Chi Student Poster and Video Session
11:00 a.m. – 12:00 noon
Martin Luther King Jr. Room
(second floor, ECC)
Co-Chairs: Marjorie Marcotte, Ph.D., Springfield College
Mitchell Laube, Ph.D., Dowling College
Sophie Evett, Ph.D.Salem State College
An opportunity for students to present posters highlighting either research that they have conducted or Psi Chi Chapter projects that have been carried out. The session will also be used to allow individuals to see some videotapes that might be of use in the teaching of Psychology such as “B.F. Skinner: A Fresh Appraisal” (40 minutes), Davidson Films.
Antioch New England Graduate School; Rhode Island College; Salem State College;
Massachusetts School of Professional Psychology; The University of Maine at
Orono;
The University of Massachusetts at Amherst; The University of Massachusetts
at Lowell;
The University of New Hampshire; The University of Rhode Island.
Presidential Address and Annual Business Meeting of the New England Psychological Association
Veterans Memorial Hall
(second floor, ECC)
10:30 a.m. – 12:15 p.m.
General Meeting of the Membership--OPEN TO ALL NEPA MEMBERS
10:30 a.m. – 11:15 a.m.
Veterans Memorial Hall
Presidential Address
Joan H. Rollins, Ph.D.
Rhode Island College
NEPA President
Beyond SATs: Strategies for College Success
Introduction: Donnah Canavan, Ph.D.,(Boston College)
Past President, New England Psychological Association
A self report Student Success Scale was developed to measure non-intellectual
factors related to GPA and graduation rates at a state college in New England.
The factor that had the highest correlation with GPA was “hard work and
time management.” The relation of this scale to Sternberg’s concept
of practical intelligence will be discussed.
11:15 a.m. – 11:45 a.m.
Veterans Memorial Hall
Presentation of Awards to Honorary Undergraduate Scholars
Presenter: Bryan C. Auday, Ph.D. (Gordon College)
11:45 a.m. – 12:15 p.m.
Veterans Memorial Hall
Annual Business Meeting
Treasurer’s and Secretary’s Reports
Duncan White, Ph.D. (Rhode Island College)
Nancy Jackson, Ph.D. (Johnson & Wales University)
Announcement of the NEPA Distinguished Contribution Award Winner for 2004
Joan C. Bombace, Ph.D. (Quinnipiac University)
Election Results and “Passing of the Gavel”
Joan H. Rollins, Ph.D. (Rhode Island College)
Working Lunches
Noon – 12:50 p.m.
Pre-ordered box lunches will be available near the Registration Desk
in the Lobby of the Ellison Campus Center @ 11:45 a.m.
Working Lunch 1
Essex County Room (second floor, ECC)
MULTICULTURAL AWARENESS IN CLINICAL TRAINING
Sylvester Briggs, Ph.D. (The University of Hartford) and
Tony D. Crespi, Ed.D. (The University of Hartford).
As client caseloads become increasingly diverse, multicultural awareness represents
a powerful element to competent practice. At the same time, clinical supervisors
must consider both client dynamics as well as individual dynamics in clinical
education. This presentation examines critical components to multiculturalism
and provides preliminary data from a didactic project designed to build multicultural
awareness in graduate trainees.
Working Lunch 2
Heritage Room, 202 (second floor, ECC)
PSYCHOLOGY AND LAW
Saul Kassin, Ph.D. (Williams College),
Paul Spiers, Ph.D. (Boston University School of Medicine), and Amy Bradfield,
Ph.D. (Bates College).
Discussion begun during the morning APA Science & Society Symposium continues
over lunch. Topics include:
* How innocence puts innocents at risk (Saul Kassin)
* Eyewitness identification: Prosopagnosia comes to court (Paul Spiers)
* The effects of post-identification feedback on eyewitnesss’ retrospective
judgments (Amy Bradfield)
Working Lunch 3
Meeting Room 224 (second floor, ECC)
NEPA LIAISON LUNCH
Chair: Lawrence R. Gordon, Ph.D. (University of Vermont) and
Sheila O’Brien Quinn, Ph.D. (Salve Regina University)
NEPA institutional liaisons are invited to an interactive discussion of issues,
proposals, and ideas about how to increase program offerings, services, and
communication between institutions and NEPA.
Working Lunch 4 (12:15 pm-1:00 pm)
Presidential Room, 207 (second floor, ECC)
NEPA PRESENTS THE FIRST HONARARY UNDERGRADUATE FELLOW OF 1963
Discussant: Marjy Ehmer, Ph.D. (NEPA Historian)
Lawrence Paul Gross, student of Abraham Maslow who nominated him for the HUF
(now HUS) award in 1963, will talk to us via videotape about his journey from
first NEPA undergraduate fellow to Director of the University of Southern California
Annenberg School of Communication in Los Angeles.
Psi Chi Chapters Student Exchange
Noon – 1:00 p.m.
Martin Luther King, Jr. Room
(second floor, ECC)
Co-Hosts:
Students from the Psi Chi Chapter, Univ. of Mass. @ Amherst;
Students from the Psi Chi Chapter, Salem State College
Students from the Psi Chi Chapter, Saint Anselm College
A session devoted to students seeking to connect with other students in order
to exchange ideas, materials (i.e., newsletters, website printouts), etc. An
opportunity for students to speak about special projects and activities that
contributes to the vitality of their Chapters. Refreshments will be served.
The “Exchange” is not limited to the institutions hosting the session
and faculty contributions would also be welcome.
NEPA Distinguished Contribution Address
1:00 p.m. – 1:50 p.m.
Veterans Memorial Hall
(second floor, ECC)
Richard M. Lerner, Ph.D.
Tufts University
Promoting Positive Development Among Children and Adolescents: Integrating Theory, Research, and Application
Introduction: Joan Bombace, Ph.D. (Quinnipiac University)
Dr. Richard Lerner has made many outstanding contributions to the study of public policies and community-based programs aimed at the development of positive youth approaches and focus on women’s health. An advocate for children’s concerns, he has published or authored more than 345 scholarly works and is the founding editor of the Journal of Research on Adolescents and of the Journal of Applied Developmental Science. His primary research interest concerns the relations between life-span human development and “contextual or ecological change.”
NEPA Workshop
1:00 p.m. – 2:20 p.m.
Heritage Room, 202
(second floor, ECC)
DEVELOPING SCIENTIFIC INQUIRY SKILLS USING AUTHENTIC ASSESSMENT STRATEGIES
Presenters: Theodore N. Bosack, Ph.D. (Providence College) and
Maureen McCarthy (Austin Peay State University and
APA Education Directorate).
The workshop will present a developmental rubric that may be used to create and evaluate performance on assignments to teach scientific inquiry skills in psychology. After exploring several applications of the rubric, participants will create or modify class activities using this technique. We encourage participants to bring to the workshop an assignment to which they would like to apply the rubric. We will also attempt to explore the value of the rubric in developing student self-assessment skills.
Development, Health, and Psychological Disorders
Poster Session
1:00 p.m. – 2:50 p.m.
The Underground
(basement level, ECC)
Poster 1
CHILD ATTENTION SHARING DURING INTERACTION
Chris L. Schmidt, Ph.D. (Albert Einstein College of Medicine)
This study examined how infants’ and toddlers’ attention sharing – gaze, gesture with gaze, and gesture without gaze – was associated with expressive and receptive vocabulary, and maternal input promoting language learning. Videotaped interactions of 23 children and mothers were coded for child and maternal attention sharing. Analyses identified unique associations between child social gaze and expressive vocabulary, child gesture with gaze and receptive vocabulary, and child gesture without gaze and maternal gesture with relevant descriptive speech.
Poster 2
INCREASING COOPERATION BETWEEN DIVORCED PARENTS: A PROGRAM EVALUATION
Kathi A. Borden, Ph.D., Karin Hodges, B.A., Joshua LaFortune, and George C.
Tremblay, Ph.D.
(Antioch New England Graduate School)
Divorce is a stressful event affecting many children. Cooperation between divorced
parents is associated with better adjustment,
while post divorce conflict is associated with increased risk of psychological
and behavioral problems in children. This project evaluated the eight-session
Cooperative Parenting and Divorce© program, designed to decrease conflict
between divorced parents. Findings revealed high program satisfaction, improvements
in self-reported cooperation and communication, and decreased levels of conflict.
Increased availability of similar programs and further evaluation are recommended.
Poster 3
THE IMPACT OF INTRAUTERINE COCAINE EXPOSURE ON THE DEVELOPMENT OF POSTNATAL
ATTENTIONAL SYSTEMS
Eric M. Langlois , Deborah A. Carroll (Southern Connecticut State University)
and Linda Mayes (Yale Child Study Center)
The performance of 72 prenatally cocaine-exposed children on a cancellation task, designed to measure the capacity for sustained attention, visual motor selectivity, and simultaneous information processing was compared to the performance of 26 non-drug-exposed, SES-matched controls at 54, 66, and 90 months of age. There were no significant differences on the number of errors or total time to complete the task. Surprising gender by drug exposure interactions were found. Prenatal cocaine exposure may differentially affect boys and girls.
Poster 4
CONTEXT MATTERS: PROSOCIAL INTERACTION WITHIN A PRESCHOOL PLAYGROUP
Beth Matano, Victoria Willis, Rebecca Adams, Erin Sargent, and
Joanna Gonsalves, Ph.D. (Saint Anselm College)
The purpose of the current study is to investigate whether contextual factors, such as toy choice, affect the quality of children’s social interactions. The behavior of preschoolers was observed in a laboratory playgroup setting over several sessions. Results suggest that prosocial behavior is more likely with close adult proximity and with gender neutral activities.
Poster 5
A QUANTITATIVE AND QUALITATIVE EXAMINATION OF THE STRESS EXPERIENCED BY PREGNANT
WOMEN
Jessica Leonetti, Beth Needleman, Eileen Andrade,
Leanne Mauriello, M.A., and Joseph Rossi, Ph.D.
(University of Rhode Island).
Pregnant women (n=156) responded to questions about their demographic background, pregnancy-specific characteristics, stress level, and an open-ended question about how stress impacts them and their pregnancy. Although no significant differences on stress level by general or pregnancy specific demographic characteristics resulted, participants reported a moderately high mean stress level. To better understand the impact that stress has on diverse pregnant women, a qualitative analysis of their open-ended responses will be presented.
Poster 6
UNDERSTANDING THE DIFFERENCES IN HOW PREGNANT WOMEN COPE
Eileen Andrade, Beth Needleman, Jessica Leonetti,
Leanne M. Mauriello, M.A., and Joseph S. Rossi, Ph.D.
(University of Rhode Island).
Demographic differences in the levels of coping, stress, and minutes spent practicing stress management among pregnant women (n=156) were investigated. Although no differences were found in stress levels, differential levels of coping were found for age, college education, having children, and weeks into pregnancy. Implications of these results for increasing stress management practices among pregnant women will be discussed.
Poster 7
THROUGH THE LOOKING GLASS: THE EFFECTS OF FOOD CHOICE ON BODY IMAGE IN A SELF
FOCUSING SITUATION
Breanna N. Gile, B.A. (Castleton State College).
Sponsor: George T. Bergen, Ph.D. (Castleton State College)
Participants were randomly assigned to one of two groups, mirror or no mirror. They were required to taste and rate three varieties of cream cheese (regular, reduced fat and fat free). Participants who were assigned to the mirror group did the taste testing in front of a mirror. Upon completion of taste testing, all participants completed the Situational Inventory of Body Image Dysphoria-S. The findings revealed that participants who were assigned to the mirror group experienced greater negative body image emotions than those who were not.
Poster 8
THE ROLE OF ALCOHOL USE IN SEXUAL VICTIMIZATION AND INTERPRETATION OF RAPE
Maureen Leonard, Pamela Gervais, and Joan Bombace, Ph.D. (Quinnipiac University)
The present study examines the relationship between reported sexual assault and the use of alcohol by the perpetrator and victim. It further examines the hypothesized discrepancy between participant responses that confirm rape and the responses to questionnaire items that measure situations equivalent to rape (legal definition of rape). Additionally, sexual assaults are more likely to occur in the presence of alcohol, and perpetrator use will be higher than victim’s use. Results show that 60% of participants have been sexually victimized and that 58% of the perpetrators and 48% of the victims use alcohol during the victimization (a significant correlation). The discrepancy hypothesis is confirmed by a significant correlation. Results are discussed in terms of the discrepancy and alcohol’s role in interpreting the victimization.
Poster 9
ALCOHOL RELATED BEHAVIOR AMONG PROBLEM AND NON-PROBLEM FEMALE COLLEGE DRINKERS
Nicole Childs, Jodie Voishnis, and Joan Bombace, Ph.D. (Quinnipiac University)
Ninety-six female college students representing freshman and junior classes are surveyed to examine alcohol-related behaviors between problem and non-problem drinkers. It is hypothesized hat there is a difference in the ‘expectancies’ of problem and non-problem drinkers and further that problem drinkers (score of 3+ on SMAST) would indicate that they drink when they want to forget worries and when they are tense more than non-problem drinkers. ANOVA’s and t-tests revealed significance in the amount of alcohol consumed and in problem drinker’s reasons for drinking. No significance differences are found for ‘expectancies’ and experiences. The results are discussed in terms of the difference between the current sample and past research and are also discussed in terms of future research.
Poster 10
EFFECTS OF MEDIA ON BODY ESTEEM
Laura Penman and Jamie Wilk (Gordon College)
Two independent studies looking at effects of media on body esteem. One looks
at gender differences and differences in the gender of images shown. Males and
females were more negatively affected by images of opposite sex’s ideal.
Other looks at comparison between self-esteem and body esteem in connection
to different images shown. Body esteem and self-esteem were closely correlated.
Poster 11
THE INFLUENCES OF TATOOS ON THE EVALUATION OF THE MALE
Kelly A. Hutchinson and Brian McLaughlin (Stonehill College). Sponsor: Jane
Nash, Ph.D. (Stonehill College)
This study examined the extent to which the presence of tattoos influenced the evaluation of a male. Thirteen participants were shown photographs of a two males with a tattoo or without a tattoo and asked to complete a survey, comprised of both negative and positive attributes, based on the photographs. As hypothesized, males with tattoos were evaluated more negatively than males without tattoos. Perceptions, judgments and stereotypes of males with tattoos will be discussed.
Poster 12
DISSONANCE-BASED PREVENTION PROGRAM FOR PREVENTING THIN-IDEAL INTERNALIZATION
IN ADOLESCENT GIRLS
Mary S. Roohan (Bates College).
Sponsor: Kathryn Graff Low, Ph.D.
Twenty three participants completed three-week dissonance-based prevention programs through the after-school program at a local middle school to prevent internalization. Participants were assigned to either the dissonance-based intervention group, the treatment control group, or the control group. All groups completed questionnaires at pre- and post-intervention and at follow-up that assessed thin-ideal internalization, drive for thinness, body dissatisfaction, and restrained eating. There were no significant intervention effects. Explanations of these findings and future implications are reviewed.
Poster 13
PERSONALITY PREDICTORS OF THE ORIGINALITY OF DRAWINGS: INNOVATION MOTIVATION,
PSYCHOTICISM, AND ADJUSTMENT
Stephen P. Joy, Ph.D. (Albertus Magnus College)
Innovation Motivation (the need to be different and innovation expectancy) and Psychoticism (Eysenck, 1995) are rival models of originality, eccentricity, and creativity. Scalesmeasuring both innovation constructs, the Eysenck Personality Questionnaire – Revised and the Rotter Incomplete Sentences Blank (measuring Adjustment), were administered to 56 undergraduates who also completed three drawings (the House-Tree-Person task). Innovation Motivation correlated with the originality of all three drawings; similar, but weaker results were obtained for Psychoticism and (low) Adjustment.
Poster 14
ADVANCING THE NEUROPSYCHOLOGICAL PROFILE OF CHILDREN DIAGNOSED WITH WILLIAMS
SYNDROME
Gary M. Brosvic, Ph.D. (Rider University),
Sabrina Kruvczuk, B.A. (Rider University), and
Roberta E. Dihoff (Rowan University)
Measures of intelligence, neurological function, social expression and visual-motor
integration were examined in controls and in children diagnosed with Williams
Syndrome, Down syndrome, or autism. Full-scale IQ and visual-motor skills did
not differ between the three diagnostic groups; PPVT scores were higher for
children with Williams than for children with either autism or Down syndrome.
Children with Williams scored substantially higher on measures of linguistic
and social expression, confirming the preservation of some cognitive skills
and supporting the hypersocialability reported by others.
Poster 15
AUTISM AND ENVIRONMENTAL POVERTY: SEPARATING DIAGNOSIS FROM DEPRIVATION
Gary M. Brosvic, Ph.D. (Rider University),
Sherri Gallo, B.A. (Rider University),
Jessica Schulz, B.A. (Rider University) and
Roberta E. Dihoff (Rowan University)
We report on the progress of children removed from orphanages with marked environmental deprivation and entered into an intensive early-intervention program. The majority of children demonstrated soft signs of neurological impairment, growth impairment, and autistic-like behaviors. The reliability of the diagnosis of autism was 80% across 6 months, with significant improvement noted in the developmental standing and social-emotional quotients of the residual 20%, suggesting that the effects of pervasive environmental deprivation can be partially partitioned.
Poster 16
COLLEGE STUDENTS’ ATTITUDES TOWARDS MENTAL ILLNESS AND PSYCHOLOGICAL HELP-SEEKING:
THE EFFECTS OF PRIOR EXPOSURE AND KNOWLEDGE
Brigite DosSantos (Framingham State College).
Sponsor: Pamela Ludemann, Ph.D.
136 college students read one of four scenarios depicting either a clinically depressed or non-depressed character. Half the characters were seeking therapy while the other half were without professional help. Students completed a measure of character acceptance, along with measures of attitudes towards therapy and of prior exposure to therapy. Results showed that non-depressed characters and characters seeking therapy were more favorably evaluated. Students with high levels of prior exposure had more favorable attitudes towards therapy than students with low levels of exposure.
Poster 17
THE EFFECTS OF ANTECEDENT EXERCISE ON THE SELF-STIMULATORY BEHAVIOR OF A CHILD
WITH AUTISM
Roseann McManus (Emmanuel College)
The study was conducted in order to decrease self-stimulatory behavior in a boy with autism by having him engage in bicycle riding prior to an academic situation. A single-subject ABA design was employed. The result was a decrease in the participant’s self-stimulatory behavior during treatment, which did not return to original baseline levels after treatment was stopped. There was an increase in on-task behavior during the treatment period as compared to both baseline periods.
Psi Chi Special Topic Symposium
2:00 p.m. – 2:50 p.m.
Martin Luther King, Jr. Room
(second floor, ECC)
“Did I Make the Team?
A Social Skills Program for Children
With Asperger’s Disorder”
Eugene D’Angelo, Ph.D.
Children’s Hospital of Boston
Dr. Eugene D’Angelo is the Chief of Psychology at Children’s Hospital of Boston. He has also just served as the President of the Massachusetts Psychological Association. Dr. D’Angelo will discuss his work with social skills interventions in Asperger’s Disorder.
Social Influences on Behavior Paper Session
2:00 p.m. – 3:20 p.m.
Essex County Room
(second floor, ECC)
Chair: Elizabeth Ossoff, Ph.D. (Saint Anselm College)
2:00 p.m.
SMOKING PREVALENCE AND ATTITUDES AMONG BULGARIAN ADOLESCENTS
Milena D. Anatchkova, M.A., Colleen A. Redding, Ph.D.,
Joseph S. Rossi, Ph.D. (Cancer Prevention Research Center, University of Rhode
Island)
Smoking rates and attitudes towards smoking and tobacco marketing were explored
among 673 Bulgarian high-school students through a self-administered questionnaire.
Results revealed alarmingly high prevalence of smoking (75%) and perception
of strong presence of pro-tobacco marketing influences. Smokers and nonsmokers
were compared revealing the importance of social influences for smoking. Stages
of change for cessation and prevention were calculated and discussed. These
results underscore the urgent need for effective youth interventions.
2:15 p.m.
TERMS OF CONNECTION: AN INTERVIEW STUDY OF MOTHERS OF FEMALE-TO-MALE TRANSGENDER
CHILDREN
Sarah F. Pearlman, Psy.D. (University of Hartford)
This paper is based on findings from a qualitative interview study designed to understand the experience of eighteen Caucasian mothers who had learned that their daughter was transitioning to male. Emphasis will be on the multiple challenges these women faced, the characteristics of mothers most likely to accept a transgender child, the perceptual-cognitive switch that enabled them to view a daughter as male, and their adjustment to new terms of relationship connection.
2:30 p.m.
GENDER GAPS IN HETEROSEXUALS’ ATTITUDES TOWARDS LESBIANS AND GAY MEN
Bettina B. Hoeppner, M.A. (University of Rhode Island);
Melissa Young (University of Rhode Island),
James F. Campbell, Ph.D. (University of Rhode Island),
Thomas R. Dougan, Ph.D. (University of Rhode Island)
The presence of a gender difference in attitudes of heterosexual college students towards lesbians and gay men was examined. Here it was found that men held significantly less favorable views towards both lesbians and gay men than women. Multiple regression analyses revealed the differing importance of gender in predicting attitudes towards lesbians versus gay men. The importance of considering attitudes towards lesbians and gay men separately is underscored
2:45 p.m.
EXPECTATIONS OF “IDEAL” ROMANTIC PARTNERS AND EXPERIENCES IN ROMANTIC
RELATIONSHIPS: EVIDENCE FOR INTERNAL WORKING MODELS OF ATTACHMENT
Cori L. Whittingham (University of Hartford) and
Katherine A. Black, Ph.D. (University of Hartford)
Attachment theory suggests that individuals’ expectations of attachment relationships influence their behavior in those relationships. Participants (n=215) wrote a short paragraph about their expectations of an ideal romantic partner and completed a questionnaire assessing their experiences in romantic relationships. Participants who expected support actively sought out their partners during times of distress. Those who expected to fix problems on their own avoided their partners and were conflicted about needing their partners and not trusting them at the same time. Future directions will be discussed.
3:00 p.m.
COLLEGE STUDENTS’ EARLY RELATIONSHIPS WITH PARENTS AND THEIR “LOW
POINT” EXPERIENCES WITH BEST FRIENDS
Katherine A. Black, Ph.D. (University of Hartford) and
Jacqlyn M. Tumolo (University of Hartford)
Attachment theory suggests that childrens’ early interactions with parents influence how they feel about themselves and how they function in later intimate relationships, including those with friends. College students (n=103) wrote paragraphs describing their childhood relationships with parents and “low points” in their current relationships with best friends. The quality of their early relationships with parents was associated with the type of low points they cited as well as how those low points were resolved.
NEPA Symposium
2:00 p.m. – 3:20 p.m.
Presidential Room 207
(Second floor, ECC)
EMPLOYMENT OPPORTUNITIES IN A DYNAMIC MARKET: SPECIALIZATION, RESPECIALIZATION, AND CREDENTIALING
Tony D. Crespi, Ed.D., Chair
The University of Hartford
Specialization and Respecialization for a Contemporary Mental Health Market:
Maximizing Education and Training
Natalie Politikos, Ph.D., N.C.S.P.
The University of Hartford,
Respecialization As A School Psychologist: Options and Opportunities for Child-Based
Service Providers
D. Tighe Cooke, Ph.D.
Worcester State College
Post-Doctoral Specialization and Respecialization In Clinical Neuropsychology
Managed care and health care reform have dramatically altered mental health care. At the same time, downsizing, increased competition, and the growth of professional school training models have increased the number of mental health practitioners. What opportunities can maximize employability? What types of career patterns can and should practitioners expect and prepare for in coming years? This presentation explores the changing contours of practice and examines career opportunities for both prospective graduate students as well as seasoned practitioners considering respecialization.
Psi Chi Distinguished Speaker Lecture
3:00 p.m. – 4:00 p.m.
Veterans Memorial Hall
(second floor, ECC)
Richard Hackman, Ph.D.
Harvard University
Leading Teams: Setting the Stage for Great Performances
Introduction: Dr. Robert Youth, Dowling College
Past Psi Chi Vice President, Eastern Region (2001-2003)
Dr. J. Richard Hackman is the Cahners-Rabb Professor of Social and Organizational Psychology at Harvard University. He has been awarded the Distinguished Scientific Contribution Award of the APA (Division 14) and the Distinguished Scholar Award by the Academy of Management. Dr. Hackman has published numerous articles and seven books. His latest book is titled “Leading Teams: Setting the Stage for Great Performances.”
NEPA / Psi Chi Reception
4:00 p.m. – 4:50 p.m.
Lobby of the Ellison College Center
Co-Hosts:
• Paul F. Cunningham, Ph.D. (Rivier College)
NEPA President
• Vincent Prohaska, Ph.D. (Lehman College)
Psi Chi Vice President (Eastern region) (2003-2005)
• Sophie Evett, Ph.D. (Salem State College)
Psi Chi Chapter Faculty Advisor
PARTICIPANT INDEX
Adams, Rebecca, 16
Anastasia, Ali, 11
Anatchkova, Milena, 19
Andrade, Eileen, 16, 17
Anthis, Kristine, 10
Auday, Bryan, 14
Bachiochi, Peter, 10
Barrett, Meghan, 12
Beins, Barney, 7
Bergen, George, 17
Bergeron, Dan, 11
Black, Katherine, 19, 20
Bombace, Joan, 14, 15, 17
Borden, Kathi, 16
Borrill, Clint, 11
Bosack, Theodore, 6, 9, 10, 16
Bradfield, Amy, 9, 15
Briggs, Sylvester, 15
Brosvic, Gary, 12, 18
Bukatko, Danuta, 6, 7
Burrows, Courtney, 12
Campbell, James, 19
Canavan, Donnah, 14
Carroll, Deborah, 16
Cashin, Eric, 11
Childs, Nicole, 17
Cole, Jennifer, 10
Cooke, Tighe, 20
Creen, Caitlin, 11
Crespi, Anthony, 15, 20
Cunningham, Paul, 9, 20
D’Angelo, Eugene, 19
Davey, Kate, 11
Dellicker, Adele, 13
Dihoff, Roberta, 12, 18
Donahue, Clare, 10
DosSantos, Brigite, 18
Dougan, Thomas, 19
Duffy, Donna, 7
Dutch, Susan, 7
Dyl, Angela, 13
Ehmer, Marjy, 15
Epstein, Michael, 6
Evett, Sophie, 13, 20
Fein, Deborah, 10
Foster, Suzanne, 10
Frost, Peter, 11
Gallo, Sherri, 18
Geiger, Kayla, 11
Gervais, Pamela, 17
Gile, Breanna, 17
Gonsalves, Joanna, 16
Gordon, Lawrence, 15
Gross, Lawrence, 15
Hackman, Richard, 20
Haftel, Jodie, 13
Hodges, Karin, 16
Hoeppner, Bettina, 19
Hutchinson, Kelly, 17
Jackson, Nancy, 14
Joy, Stephen, 10, 18
Kaplan, Edith, 10
Kassin, Saul, 9, 15
Klentz, Bonnie, 11
Koganei, Kiyoko, 10
Kramer, Patricia, 6, 7
Krugman, Martin, 9
Kruvczuk, Sabrina, 18
LaFortune, Joshua, 16
Langlois, Eric, 16
Laube, Mitchell, 13
Leap, Jennifer, 12
Leonard, Maureen, 17
Leonetti, Jessica, 16, 17
Lerner, Richard, 15
Linder, Carly, 11
Low, Kathryn, 13, 18
Ludemann, Pamela, 18
Malloy, Thomas, 13
Marco, Christine, 7
Marcotte, Marjorie, 13
Martin, Michelle, 13
Matano, Beth, 16
Mauriello, Leanne, 16, 17
Mayes, Linda, 16
McCarthy, Maureen, 6, 16
McClintock, Martha, 8
McLaughlin, Brian, 17
McManus, Roseann, 18
Milling, Leonard, 12
Miyashita, Sayaka, 10
Nash, Jane, 17
Needleman, Beth, 16, 17
Newton, Cheryl, 11
Nier, Jason, 6
O’Dwyer, Anne, 13
O’Keefe, Mary, 7, 11
Ossoff, Elizabeth, 19
Panicker, Sangeeta, 6
Pearlman, Sarah, 19
Penman, Laura, 17
Politikos, Natalie, 20
Prohaska, Vincent, 20
Propper, Ruth, 11
Quina, Kathryn, 7
Quinn, Sheila, 10, 12, 15
Ramey, Wayne, 12
Ramirez, Michele, 6
Redding, Colleen, 19
Rollins, Joan, 8, 14
Roohan, Mary, 18
Rossi, Joseph, 16, 17, 19
Routledge, Kerry, 9
Rowland, Shaena, 13
Salinas, Moises, 11
Sargent, Erin, 16
Schmidt, Chris, 11, 16
Schultz, Jessica, 18
Shea, Anita, 8
Shea, Robert, 6
Sheppard, Alice, 12
Soltano, Emily, 13
Somaine, Mary, 12
Spiegler, Michael, 13
Spiers, Paul, 9, 15
Tremblay, George, 16
Tumolo, Jacqlyn, 20
Voishnis, Jodie, 17
Walsh, Diana, 12
Walton, Maureen, 11
White, Alexandra, 11
White, Duncan, 14
Whittingham, Cori, 19
Wilk, Jamie, 17
Willis, Victoria, 16
Young, Melissa, 19
Youth, Robert, 10, 20
Zahm, Mary, 7
Zaiser, Erica, 13
The 2004 Annual Meeting of the New England Psychological Association (NEPA)
will be held October 15-16, 2004 at Rhode Island College in Providence, Rhode
Island. The New England Conference on the Teaching of Psychology (NECTOP) will
meet during the day on October 15, 2004.
Proposals for NEPA may be submitted for symposia, paper sessions, poster sessions, workshops, and working lunch discussions. Empirical, theoretical and applied submissions are welcome. If you are submitting research results, please submit only completed studies and include a description of your analyzed data (means, ANOVA’s, etc.). Data based studies and presentations based on current literature are preferred. Submissions MUST be sponsored or submitted by members of NEPA. Proposals for NECTOP must be submitted as posters.
All proposals will be accepted or rejected on the basis of blind review by NEPA program committee members. Submissions should not have been published prior to the Annual Meeting. American Psychological Association (APA) publication format is required. Submission of a proposal implies a commitment to attend the meeting and deliver the paper/poster/symposium/workshop/working lunch discussion if it is accepted. The first author should make the presentation.
ALL PROSALS MUST BE POSTMARKED OR TRANSMITTED BY E-MAIL NO LATER THAN May 21, 2004. Notification of acceptance or rejection of program proposals will be made in writing to the corresponding author, who has the responsibility to inform other authors of all communications. All attendees are required to register for the meeting
SHORT ABSTRACT (see example on back) Adherence to format requirements is one of the criteria for acceptance.
1. DO NOT use italics, underlining, scientific formulae or symbols, ampersands
(&) and sub/superscripting;
2. The short abstract should be printed with single spacing in the top half
of the abstract page using a standard font (e.g., Times) at a minimum size of
14 points;
3. The title should be printed in capital letters on a separate line;
4. Author name(s), academic degree(s) and primary affiliation(s) should be printed
below the title.. Affiliation(s) should be placed
within parentheses;
5. The short abstract is limited to 75 words (200 words for a symposium);
6. In the bottom half of the short abstract page, provide the following information
for the author to whom correspondence should be
directed:
a. A complete mailing address and phone number with area code (Note: Students
must supply either a permanent mailing address
and a faculty member’s address; e-mail address; FAX number; the type of
submission (i.e., Symposium, Paper, Poster,
Workshop, or Working Lunch Discussion)).
7. Specify if the submission is for NEPA or NECTOP (only poster submissions
will be accepted for NECTOP).
8. Student authors specify their undergraduate/graduate status.
Submissions and questions concerning special group meetings, membership, registration, hotel reservations and other concerns should be directed to:
Sample submission:
EFFECTS OF AGING AND PRACTICE ON FUNCTIONAL PERIPHERAL VISION
Ida C. Musto, Ph.D. and Harold I Rosin (Baxton University)
Sponsor: Hinson V. Howlett, Ph.D.
Ninety adults representing 3 age groups practiced video games designed to test speed and accuracy of peripheral visual field attention. Initial performance differences were found among all groups; correct scores decreased with age. Following 7 days of 1 hr practice sessions, all groups demonstrated improvement, although the younger group’s practice scores were better than the older group’s practice scores. Improvement, maintenance, and restoration of functional peripheral vision of aging adults will be discussed.
LONG ABSTRACT
The Long Abstract is reviewed by the Program Committee and is used to determine the acceptance or rejection of a submission. The following information should be presented in two to four double-spaced typed pages:
Long Abstracts For
Papers, Posters, and Symposia
1. Title (DO NOT include authors’ names);
2. Introduction;
3. Method;
4. Results (include figures and/or tables, if needed;
5. Statement of compliance with APA ethical Standards as they
apply to your proposal.
Long Abstracts For
Working Lunches and Workshops
1. Title (DO NOT include authors’ names);
2. Format: Lecture; Demonstration; Active Participation;
Discussion;
3. Audience Intended: Student, Professional; Mixed;
4. Presenter’s Experience.
5. Description of presentation
6. See Website for additional submission guidelines:
WWW.nepa-info.org
AUDIOVISUAL EQUIPMENT: Presenters should plan on using overheads and handouts for oral presentations. Computer projection equipment will not be available at the site.
CHECKLIST FOR SUBMISSION BY POSTAL MAIL
1. ORIGINAL plus TWO COPIES of the short abstract, including the required information
on the presenting author to whom
correspondence will be directed; and
2. ORIGINAL plus FOUR COPIES of the long abstract (without indicating authorship),
including the statement of compliance with
APA ethical Standards.
CHECKLIST FOR SUBMISSION BY E-MAIL
1. One (1) copy of the short AND long abstracts, including the required information
on the primary author, in one file.
2. Save the file in PDF, Word, or RFT format and then submit by (1) cutting
and pasting your abstracts into the body of an e-mail
message, (2) including both abstracts in an attached file in Microsoft RFT format,
or (3) including the short and long abstracts in a
PDF file.
3. Type NEPA SUBMISSION / TYPE OF SUBMISSION (e.g., POSTER) in the subject heading.
Submit to contact@nepa-info.org.
Receipt and readability of your submission will be acknowledged by return e-mail
within one week. If you do not receive confirmation, please contact the NEPA
office at contact@nepa-info.org.
2003 NEPA/NECTOP Advanced Registration and Membership Form
Name________________________________________________________________________________________________________________
Address_________________________________________________________ City____________________State___________Zip____________
Institutional Affiliation_______________________________________________ Telephone____________________Email__________________
Please check categories that apply: Clinician_______/ Student_______/ Academic-Research______/ Other________
ADVANCED REGISTRATION RATES FOR FORMS RECEIVED BY OCTOBER 20, 2003
NEPA Annual Meeting Registration Rates
$ 10.00 NEPA Regular Member
$ 20.00 Non-member
$ 5.00 NEPA Student Member/Senior Citizen. (Please enclose copy of student ID
card.)
$ 10.00 Student Non-member. (Please enclose copy of student ID card.)
$ 5.75 Boxed Lunch. (Available by advanced registration only. Saturday only)
Choose: [Ham_____] [Turkey_____] [Roast Beef______] [Vegetarian_______]
All lunches include sandwich, chips, fruit, dessert, and cold drink.
________ $ 30.00 Friday Buffet Dinner. (Available by advance registration only;
limited seating.)
Choose: [Chicken Cordon Bleu_____] [Stuffed Filet of Sole_____] [Fettuccini
Alfredo ___]
NECTOP Conference Registration Rates
________ $40.00 NECTOP Conference only
________ $45.00 NECTOP Conference and NEPA Annual Meeting – Regular NEPA
members
________ $55.00 NECTOP Conference and NEPA Annual Meeting – Non-member
NEPA
REGISTRATION RATES FOR FORMS RECEIVED AFTER OCTOBER 20, 2003
NEPA Annual Meeting Registration Rates
_______ $ 15.00 NEPA Regular Member
_______ $ 25.00 Non-member
_______ $ 10.00 NEPA Student Member/Senior Citizen.
_______ $ 15.00 Student Non-member
NECTOP Conference Registration Rates
________ $45.00 NECTOP Conference only
________ $50.00 NECTOP Conference and NEPA Annual Meeting – Regular NEPA
members
________ $60.00 NECTOP Conference and NEPA Annual Meeting – Non-member
NEPA
TO BECOME ELIGIBLE FOR NEPA MEMBER REGISTRATION RATES you may join now by enclosing
your dues. The dues fee is in addition to the registration fee. To become a
member of NEPA, please check the appropriate category and enclose your dues.
_______ $ 15.00 Regular Member (Professionals.) Check one: [New_______] [Renewal_________]
_______ $ 5.00 Student Member (Please enclose copy of student ID card.)
_______ $ 30.00 Affiliated Organizational Member (e.g., professional institutions,
state psychological associations, college or university
departments)
HOTEL INFORMATION FOR NEPA/NECTOP: Rooms are available at the Holiday Inn Hotel (1 Newbury St., Peabody, MA; rate: $89.00 plus tax; call 1-978-535-4600 and ask for NEPA rate). RESERVATIONS should be made by calling the hotel directly BEFORE OCTOBER 23, 2003. Other nearby hotels include: The Hawthorne Hotel (18 Washington Square, Salem; 978-744-4080), Peabody Marriott (8-A Centennial Drive, Peabody; 978-977-9700), Sheraton Tara Hotel & Resort (50 Ferncroft Rd, Danvers; 978-777-2500), Days Inn (152 Endicott St, Danvers; 978-777-1030). Call for current rates when making these reservations. Search the Internet (e.g., www.usehotelguide.com) for additional accommodations within the Salem community. Maps/directions to these hotels are available also on the Internet (e.g. www.mapquest.com).
Enclosed is a check in the amount of $_____________, the cost of the items checked above. Make checks for both NEPA and NECTOP fees payable to:
NEPA
1643 Warwick Avenue
PMB 260
Warwick, Rhode Island 02889
Additional Maps & Directions are available at the Salem State College website.
Directions
FROM THE NORTH
From Maine, NH, and other points North, take I-93 South or I-95 South to Rte.
128 North. Proceed on Rte. 128 North to Exit 25A (Salem/Marblehead exit). Exiting
off 25A puts you on Rte. 114 East. Proceed on Rte. 114 East for 3.9 miles to
the College. (Note: when you exit off Rte. 128, take a left at 3rd traffic light
and continue on Rte. 114 East to the College).
FROM THE WEST AND SOUTH
From New York, CT, RI, and other points West or South, take I-95 North and follow
Rte. 128 North (Note: I-95 will adjoin Rte. 128 North in Massachusetts). Proceed
on Rte. 128 North (approx. 45 minutes) to Exit 25A (Salem/Marblehead exit).
Follow bold-faced directions above.
OR
Take the Mass Pike heading East into Massachusetts to Exit 14 (I-95/Rte. 128
North & South). Proceed on Rte. 128 North (approx. 30 minutes) to Exit 25A
and follow bold-faced directions above.
CAPE COD and BOSTON
From Cape Code and Boston take I-93 North to the Callahan Tunnel/Logan Airport
Exit. Go through the tunnel and follow signed to Rte. 1A North. 1A North is
a winding road with many lights. Continue on Rte. 1A North for approximately
15 miles to the College.