Award for Distinguished Scientific Contributions: Dante Cicchetti.

The American Psychological Association Awards for Distinguished Scientific Contributions are presented to persons who, in the opinion of the Committee on Scientific Awards, have made distinguished theoretical or empirical contributions to basic research in psychology. Dante Cicchetti is a recipient of the 2019 award "for groundbreaking research and leadership that forged the integrative science of developmental psychopathology. Through extraordinary vision, prodigious publication, and inspiring mentorship, Dante Cicchetti nurtured this multidisciplinary science that bridges typical and atypical development, basic and translational research, levels of analysis from genes to relationships, and diverse disciplines concerned with human development." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Language Games and Social Cognition: Revisiting Bruner.

This paper discusses the notion of language games as cultural practices in children's early linguistic and socio-cognitive development. First, we trace the emergence of this concept in Jerome Bruner's experimental and theoretical work at Oxford University in the 1960s, work that was informed by the thinking of Wittgenstein and Austin, amongst others. Second, we provide a systematic historical account of how Bruner has influenced more recent research traditions in developmental psychology, especially in the field of social cognition. Finally, we hone in on one specific approach within this field developed by the Laboratory for Developmental and Educational Studies in Psychology at the University of Milano Bicocca.

Beyond the Text Given: Studying the Scaffolding of Narrative Emotion Regulation as a Contribution to Bruner and Feldman's Cultural Cognitive Developmental Psychology.

Feldman et al. (Human Development, 36, 327-342, 1993) called for a new kind of psychology, a cultural cognitive developmental psychology. We critically consider their initial studies to discuss the scope of their program. In the spirit of this program we explore the development of scaffolding of narrative emotion regulation in adolescence. We present two co-narrations of sad events between mothers and their 12- and 18-year-old offspring to exemplify these mothers' age-sensitive strategies to scaffold adolescents' narrative emotion regulation. We identified three kinds of narrative arguments which mothers used for scaffolding and which are apparently acquired only in the course of adolescence: Embedding events in extended temporal, biographical contexts, relating events and reactions to individuals' enduring personalities, and re-appraising events by including more others', external, and hypothetical perspectives. They confirm developmental observations made by Feldman et al. (Human Development, 36, 327-342, 1993) and demonstrate their utility in the context of the development of emotion regulation.

Evaluating the Aboriginal child's mind: assimilation and cross-cultural psychology in Australia.

This article examines two psychological interventions with Australian Aboriginal children in the late 1960s and early 1970s. The first involved evaluating the cognitive maturation of Aboriginal adolescents using a series of Piagetian interviews. The second, a more extensive educational intervention, used a variety of quantitative tests to measure and intervene in the intellectual performance of Aboriginal preschoolers. In both of these interventions the viability of the psychological instruments in the cross-cultural encounter created ongoing ambiguity as to the value of the research outcomes. Ultimately, the resolution of this ambiguity in favour of notions of Aboriginal 'cultural deprivation' reflected the broader political context of debates over Aboriginal self-governance during this period.

Barbara Henker (1935-2017).

Presents an obituary for Barbara Henker, who died January 24, 2017, at the age of 81. Henker was professor emerita and a pioneering female faculty member in the Psychology Department at the University of California, Los Angeles (UCLA). Arriving in 1965, she served on the faculty in the clinical and developmental psychology areas at UCLA as the first woman faculty member hired by the department. Henker also worked in the areas of health-related behaviors, attributional styles, cognitive-behavioral interventions, and early use of electronic diaries to monitor the behavior and emotions of youth and parents. A beloved teacher and mentor, she developed the psychological assessment practicum for graduate students at UCLA and taught the course for many years. Its blend of theory, critical analysis, and practical application was lauded by students, many of whom said it was the best course they had ever taken. (PsycINFO Database Record

Award for Distinguished Scientific Applications of Psychology: Jacquelynne S. Eccles.

The American Psychological Association Award for Distinguished Scientific Applications of Psychology is presented to a person who, in the opinion of the Committee on Scientific Awards, has made distinguished theoretical or empirical advances leading to the understanding or amelioration of important practical problems. Jacquelynne S. Eccles is the recipient of the 2017 award, "for her seminal contributions to our understanding of how social contexts shape child and adolescent development." Eccles's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record

Heinz Werner: His Life, Ideas, and Contributions to Developmental Psychology in the First Half of the 20th Century.

The author provides an overview of Heinz Werner's life and contributions to the field of developmental psychology during the first half of the 20th century. She focuses on his early work in Vienna and Munich as well as his tenure at the Psychological Institute in Hamburg, up through the time when he became a named Professor in Psychology at Clark University. Recognized as one of the founders of developmental psychology, Heinz Werner worked in the areas of perceptual development, comparative psychology, and symbol formation. Versatile in rigorous experimental methodologies, and in observational and phenomenological methodologies, Werner's approach to development stood in contrast to other approaches of development, both past and current. For Werner, development was a heuristic, a way of looking at processes in a variety of domains, including ontogeny, phylogeny, microgenesis, biology, developmental psychopathology, neuropsychology, and comparative psychology. Werner viewed development as proceeding from a state of relative globality and lack of differentiation to a state of increasing differentiation, articulation, and hierarchical integration, but he also stressed that individuals can function at different developmental levels under different times and conditions. Werner's holistic, organismic, comparative, and contextual approach to development transcended interdisciplinary boundaries, allowing him to study the interrelatedness between thought, language, feeling, perception, and culture.

Far More Than Dutiful Daughter: Milicent Shinn's Child Study and Education Advocacy After 1898.

Previous scholarship on the life of psychologist Milicent Shinn (E. Scarborough & L. Furumoto, 1987 ) emphasized Shinn's failure to pursue an academic career in psychology following her PhD in 1898. Scarborough and Furumoto used Shinn as an example of "the family claim"-the career limitations women faced in terms of their family obligations. This narrative, however, obscured Shinn's continued engagement with child study before and after her years in graduate school, as a recent article documenting Shinn's leadership of network of home-based observers of infant development makes clear (C. von Oertzen, 2013 ). This article challenges the traditional retelling of Shinn's story still further, by exploring how Shinn used her professional contacts from her previous role as editor of the Overland Monthly to promote a wide range of causes related to child study and education. Following G. Lerner ( 1979 ), the author attends to Shinn's own values, such as her love of California, education, and her family. These values suggest a much more positive evaluation of Shinn's life work and the domestic environment in which she conducted her research and advocacy work.

Developmental Psychology in the 1920s: A Period of Major Transition.

A 1918 survey (H. E. Jones, 1956 ) indicated that only 3 psychologists in the United States expressed an interest in conducting research on child development. By the end of the 1920s there were more than 600 who expressed such an interest, and their areas of inquiry encompassed not only child development but also adolescence, the lifespan, and old age. The author explores the factors and people that contributed to this remarkable transition and highlights some of the major contributions that resulted from their work.

Early Tests of Piagetian Theory Through World War II.

Psychologists recognized the importance of Jean Piaget's theory from its inception. Within a year of the appearance of his first book translated into English, The Language and Thought of the Child (J. Piaget, 1926) , it had been reviewed and welcomed; shortly thereafter, psychologists began testing the tenets of the theory empirically. The author traces the empirical testing of his theory in the 2 decades following publication of his initial book. A review of the published literature through the World War II era reveals that the research resulted in consistent failure to support the theoretical mechanisms that Piaget proposed. Nonetheless, the theory ultimately gained traction to become the bedrock of developmental psychology. Reasons for its persistence may include a possible lack of awareness by psychologists about the lack of empirical support, its breadth and complexity, and a lack of a viable alternate theory. As a result, the theory still exerts influence in psychology even though its dominance has diminished.

G. Stanley Hall and The Journal of Genetic Psychology: A Note.

The Journal of Genetic Psychology (originally called The Pedagogical Seminary) has a complicated history. Known primarily as a journal of development psychology, it was originally intended to be a journal of higher education. In addition, G. Stanley Hall created it, at least in part, to curry favor with Jonas Clark, the benefactor of Clark University. The journal had a cumbersome start, with irregular issues for most of its first decade. Hall was a hands-on editor, often contributing articles and reviews as well as the texts of many of his speeches. A substantial number of additional articles were written by Clark University faculty and fellows where Hall was president. After Hall.s death, the editor became Carl Murchison who eventually left Clark University with the journal and continued to publish it privately until his death. Through the years, the journal has been the source for many classic articles in developmental psychology.

G. Stanley Hall, Child Study, and the American Public.

In the final decades of the 19th century psychologist Granville Stanley Hall was among the most prominent pedagogical experts in the nation. The author explores Hall's carefully crafted persona as an educational expert, and his engagements with the American public, from 1880 to 1900, arguably the height of his influence. Drawing from accounts of Hall's lecture circuit in the popular press, a map of his talks across the nation is constructed to assess the geographic scope of his influence. These talks to educators on the psychology underlying childhood and pedagogy, and his views and research on child life more generally, were regularly discussed in newspapers and popular periodicals. The venues in which Hall's ideas were disseminated, discussed, and in some cases, dismissed are described. His efforts to mobilize popular support for, and assistance with, his research endeavors in child study are also discussed. Such efforts were controversial both within the burgeoning field of psychology and among the public. Through his various involvements in pedagogy, and concerted efforts to engage with the American public, Hall helped establish psychology's relevance to parenting and educational practices.

Pioneers in Pediatric Psychology: Smashing Silos and Breaking Boundaries.

As part of the Pioneers in Pediatric Psychology series, this article provides a brief personal account of my career as a pediatric psychologist. Educational and professional experiences often involved confrontations with silos and boundaries set by traditions limiting understanding and impact on children's healthy development. A pedigree in developmental psychology clashed with identity, guild, and loyalty dimensions of clinical psychology. A research emphasis challenged the emergent harmony of the scientist-practitioner models. The medical center and its silos collided with those of arts and sciences academia. Evolving as an applied developmental scientist specializing in pediatric psychology allowed for a gratifying and meaningful career with a range of scientific, pedagogical, and policy contributions. An abiding orientation toward human rights and social justice sustained progress and generativity.

Drawing as Instrument, Drawings as Evidence: Capturing Mental Processes with Pencil and Paper.

Researchers in the mind sciences often look to the production and analysis of drawings to reveal the mental processes of their subjects. This essay presents three episodes that trace the emergence of drawing as an instrumental practice in the study of the mind. Between 1880 and 1930, drawings gained currency as a form of scientific evidence - as stable, reproducible signals from a hidden interior. I begin with the use of drawings as data in the child study movement, move to the telepathic transmission of drawings in psychical research and conclude with the development of drawing as an experimental and diagnostic tool for studying neurological impairment. Despite significant shifts in the theoretical and disciplinary organisation of the mind sciences in the early twentieth century, researchers attempted to stabilise the use of subject-generated drawings as evidence by controlling the contexts in which drawings were produced and reproduced, and crafting subjects whose interiority could be effectively circumscribed. While movements such as psychoanalysis and art therapy would embrace the narrative interpretation of patient art, neuropsychology continued to utilise drawings as material traces of cognitive functions.

From secure dependency to attachment: Mary Ainsworth's integration of Blatz's security theory into Bowlby's attachment theory.

John Bowlby is generally regarded as the founder of attachment theory, with the help of Mary Ainsworth. Through her Uganda and Baltimore studies Ainsworth provided empirical evidence for attachment theory, and she contributed the notion of the secure base and exploratory behavior, the Strange Situation Procedure and its classification system, and the notion of maternal sensitivity. On closer scrutiny, many of these contributions appear to be heavily influenced by William Blatz and his security theory. Even though Blatz's influence on Ainsworth has been generally acknowledged, this article, partly based on understudied correspondence from several personal archives, is the first to show which specific parts of attachment theory can be traced back directly to Blatz and his security theory. When Ainsworth started working with Bowlby in the 1950s, around the time he turned to evolutionary theory for an explanation of his findings, she integrated much of Blatzian security theory into Bowlby's theory in the making and used her theoretical and practical experience to enrich attachment theory. Even though Blatz is hardly mentioned nowadays, several of his ideas live on in attachment theory.

AINSWORTH'S STRANGE SITUATION PROCEDURE: THE ORIGIN OF AN INSTRUMENT.

The American-Canadian psychologist Mary Ainsworth (1913-1999) developed the Strange Situation Procedure (SSP) to measure mother-child attachment and attachment theorists have used it ever since. When Ainsworth published the first results of the SSP in 1969, it seemed a completely novel and unique instrument. However, in this paper we will show that the SSP had many precursors and that the road to such an instrument was long and winding. Our analysis of hitherto little-known studies on children in strange situations allowed us to compare these earlier attempts with the SSP. We argue that it was the combination of Ainsworth's working experience with William Blatz and John Bowlby, her own research in Uganda and Baltimore, and the strong connection of the SSP with attachment theory, that made the SSP differ enough from the other strange situation studies to become one of the most widely used instruments in developmental psychology today.

The emergence of the disorganized/disoriented (D) attachment classification, 1979-1982.

This article examines the emergence of the concept of infant disorganized/disoriented attachment, drawing on published and archival texts and interviews. Since this new classification was put forward by Main and Solomon (1986), "disorganized/disoriented attachment" has become an important concept in clinical and social intervention contexts. Yet whereas Main and Solomon have often been misunderstood to have introduced disorganized/disoriented attachment in order to produce an exhaustive, categorical system of infant classifications, this article will suggest quite a different account. Attention will be paid to the emergence of disorganized attachment as a classification out of results and reflections in the late 1970s regarding the limits of an alarmed infant's capacities for maintaining behavioral and attentional avoidance. In contrasting this interpretation of Main and Solomon's work with current, widespread misunderstandings, the article will critically examine tendencies that have supported the reification and misapplication of the concept of disorganized/disoriented attachment.