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model two variables having a constant ratio of growth rates throughout the growth period and many physical processes were found to grow in parallel, or in an ordered timesequence. A good example is found in the multivariate research of Tanner (1955): Figure 18.5 is a plot of growth and change in four physical variables that were found to follow a fundamental pattern over time (i.e., a relatively invariant

James McKeen Cattell used a star system, in which asterisks were attached to the names of individuals he identi ed as the preeminent American scientists of the day in his American Men of Science, rst published in 1906 Ten leading representatives, who were members of the National Academy of Science and contributors to Science, selected these individuals This reward structure placed a high value on being a scientist A second explanation was the questionable scienti c integrity of applied research funded by corporations for legal and commercial gains Results from these studies were often discredited (Benjamin, Rogers, & Rosenbaum, 1991) A third explanation for the tension was the incompatible values between scientists (pure psychologists), who pursue the advancement of knowledge, and practitioners (applied psychologists), who apply knowledge to solve problems (Hergenhahn, 1997).

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Figure 1.1 Layout for a t independent-samples design. Thirty girls are randomly assigned to two levels of treatment A with the restriction that 15 girls are assigned to each level. The mean weight loss in pounds for the girls in treatment levels a1 and a2 is denoted by Y 1 and Y 2 , respectively.

During the early years, a prevalent distinction between science and practice within industrial psychology did not exist, as most industrial psychologists consulted part-time while working full-time in university positions and conducted research in eld settings for the purposes of solving problems The dichotomy gradually emerged as the number of individuals employed in universities, research institutions, and applied positions grew In the published version of her APA Division 14 (now SIOP) presidential address entitled Our Expanding Responsibilities, Marion Bills (1953) foresaw the developing gap between scientists and practitioners She argued that psychologists working in industry were not given suf cient credit for their contributions to science Bills stated,.

The construction of action New perspectives in science: Pt II Representation and planning [Special issue] International Journal of Sport and Exercise Psychology, 2(4) Schmidt, R A, & Lee, T D (1999) Motor control and learning: A behavioral emphasis Champaign, IL: Human Kinetics Seifriz, F (2001) Simulation im alpinen skisportDiss, Deutsche Sporthochschule K ln, Germany Seifriz, F, Schack, T, & Mester, J (2004) Computerbasiertes techniktraining: Vom messplatz zur simulation In Tagungsband der 6 gemeinsamen Symposiums der DVS Sektionen Biomechanik, Sportmotorik, und Trainingswissenschaft: Zur Vernetzung von Forschung und Lehre in Biomechanik, Sportmotorik und Trainingswissenschaft Schorndorf: Hofmann Smidt, W (1995) Loopenrein Surf(11/12), 61 63 Sternberg, R J (1995) Theory and measurement of tacit knowledge as a part of practical intelligence Zeitschrift f r Psychologie, 203, 319 334 Vygotsky (Vygotskij), L S (1927) Istoriceskij smysel psichologiceskogo krizisa [The crisis of psychology in its historical meaning] H K.

specifying evaluation questions (eg, Scriven, 1993; Scriven & Roth, 1978) This approach may seem eminently sensible: Why not develop evaluation questions to assess a program in terms of the most important human needs that it is meant to address For example, why not identify the basic human needs that preschool programs may address and then evaluate the program in terms of how well it meets those needs Again, though, problems arise First, it is not so easy to identify, or even to de ne, human needs For example, are programs for gifted children really directed at any needs, or do they involve enrichment well beyond basic needs In addition, how easy is it to determine what needs a program (eg, a preschool intervention) does or should address Second, our conception of needs, both in general and in terms of a given program, may change over time.

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