i
,
I
lil SAMPLE PAPERS
‘,’I’ill ,’i Sample One-Experiment Paper (continued)
toffeeti.” j !Soloctln
!pre~~nta
ILogleai
Itibl~I~.
~~~n~~~~~iJ.j· .
1l.1,5:08 1 L … “, .,1
Running h
Table 2
Row Res
Catego
Positiv
Positiv
Neutral
Negativ
Negativ
Note. V
of the sa
positive
arousal,
recorded
… ~
Running head: EFFECTS OF AGE ON DETECTION OF EMOTION 23
Table 1
Parlicipalll Characterislics
Youni\!’<[ gml!g QlderB!!.WI! Measure M SD M SD F(I,46) p Years of education 13.92 1.28 16.33 2.43 18.62 <.OO! Beck Anxiety Inventory 9.39 5.34 6.25 6'<)6 3.54 .066 BADS--DEX 20.79 7.58 13.38 8.29 10.46 .002 STAI-State 45.79 4.44 47.08 3.48 1.07 .306 STAI-Trait 45.64 4.50 45.58 3.15 0.02 .963 Digit Symbol Substitution 49.62 7.18 31.58 6.56 77.52 <.001 Generative naming 46.95 9.70 47.17 12.98 .004 ,951 Vocabulary 33.00 3.52 35.25 3.70 4.33 ,043 Digit Span-Backward 8.81 2.09 8.25 2.15 0.78 .383 Arithmetic 16.14 2.75 14.96 3.11 1.84 .182 Mental Control 32.32 3.82 23.75 5.13 40.60 <.001 Self-Ordered Pointing 1.73 2.53 9.25 9.40 13.18 ,001 WCST ~rseverative errors 0.36 0.66 1.83 3.23 4.39 ,042 Note. The Beck Anxiety Inventory is from Beck et al. (1988); the Behavioral Assessment of the Dysexecutive Syndromo-Dysexecutive Questionnaire (BADS-DEX) questionnaire is from Wilson et al. (1996); the State-Trait Inventory (STAI) measures are from Spielberger et al. (1970); and the Digit Symbol Substitulion, Digit Span Backward, and Arithmetic Wechsler Adult InteJligence and Memory Scale-III measures are from Wechsler (1997). Generative naming scores represent the total number of words produced in 60 s each for letter F, A, andS. the Vocabulary measure is from Shipley (1986); the Mental Control measure is from Wechsler (1987); the Self-Ordered Pointing measure was adapted from Petrides and Milner (1982); and the Wisconsin Card Sorting Task (WCST) measure is from Nelson (1976). All values represent raw, nonstandardized scores. ~ '(""." .... -.. ,. , 1~~~nH~i5.\~4 I. •.......... ' ....... -1 -.<;, .. . ~ I' t' " h· [ !, • ! ~: '. j t- (: ..:: ,. ",' " ." ~ . '''' ~-'_H';"·. - ~M'"'""" ""',"v MANUSCRIPT STRUCTURE AND CONTENT 53 i , ~' Running head: EFFECTS OF AGE ON DEfECITON OF EMOTION 25 , ~;:: i Fig/lre I. Mean difference values (ms) representing detection speed for each target category subtracted from the mean detection speed for neutral targets. No age differences were found in 'figure legends the arousal· mediated effects on detection speed. Standard errors are represented in the figure by'and cap'tioRs 523 the error bars attached to each column-:oC························ •••••••••••••••••••••••• ; - • . 300,-------·------·-----------"'------------, ! 2W t-----------------------,,----------4 • .1I 200 t----------- ~ ',! 150 +------------------------ .~ " J 100+------------ o Older Age Group ? " , 1 . m~lj SAMPLE PAPERS Running head: INHillITORY INFLUENCES ON ASYCHRONY Inhibitory Influences on Asychrony as a Cue for Auditory Segregation Auditory grouping involves the formalion of auditory objects from the sound mixture reaching the ears. The cues used to integrate or segregate these sounds and so form auditory objects have been defined by several authors (e.g., Bregman, 199Q Darwin, 1997; Darwin & Carlyon, 1995). The key aooustic cues for segregating concurrent acoustic elements are differences in onsel time (e.g., Dannenbring & Bregman, 1978; Rasch, 1978) and harmonic relations (e.g., Brunslrom & Roberls, 1998; Moore, Glasberg, & Peters, 198~. In an example of the importance of onset time, Darwin (1984a, 1984b) showed that increasing the level of a harmonic lIear the first form an! (FI) frequency by adding a synchronous pure tone changes the phonetic quality of a vowel. However, when the added tone began a few hundred milliseconds before the vowel, it was essentially removed from the vowel percept.. ... [section continuesl. General Method ... '····················,··, Elements, of. ~lJ1piJ!i:'
K
‘A.
‘A.
A
It
v
P
PI
(1
(1’
l:
t

X’
In statistical hypothesis testing, the probability of making a
Type I error; Cronbach’s index of inter~al consistency (a
form of reliability)
In statistical hypothesis testing, the probability of making a
Type 11 error (1 – ~ denotes statistical power); population
values of regression coefficients (with appropriate sub-
scripts as needed)
Goodman-Kruskal’s index of relationship
Population value of Cohen’s effect size; noncentral.ity . .
parameter in hypothesis testing and noncentral distributions
Measure of strength of relationship in analysis of variance
Increment of change
Measure of strength of relationship (eta squared)
Generic effect size in meta analysis
Roy’s multivariate test criterion
Cohen’s measure of agreement corrected for chance agreement
Element of a factor loading matrix
Goodman-Kruskal measure of predictability
Wilks’s multivariate test criterion
Population mean; expected value
Degrees of freedom
Population product-moment correlation
Population intraclass correlation
Population standard deviation
Population variance
Population variance-covariance matrix .
Kendali’s rank-order correlation coefficient; Hotelling’s multl-
variate trace criterion
Standard normal probability density function
Measure of association in contingency tables; standard
normal cumulative distribution function
The chi-square distribution; a statistical test based on the
chi-square distribution; the sample value of the chi-square
test statistic
In statistical hypothesis testing, a statistical contrast
THE M E C H A N I C S 0 F STY L E 11231
,I ” Statistical Abbreviations and Symbols (continued)
Abbreviation/symbol Definition
(0′ Strength of a statistical relationship
Mathematical symbols
lal Absolute value of a
I Summation
Note. Some forms are used as both abbreviations and symbols. Use the abbreviation form when referring to
the concept and the symbol form when specifying a numeric value. As a rule, the symbol form will be either
a non-English letter or an italicized version of the English letter form. Most abbreviations can be turned into
symbols (for use when reporting numerical estimates) by simply italicizing the abbreviation. In addition, it is
acceptable to use the form ast(e) or 9 to indicate an estimator or estimate of the parameter 9.
scripts (x,’). However, place a superscript such as the symbol for prime right next to
its letter or symbol (x’a), Because APA prefers to align subscripts and superscripts one
under the other (stacking) for ease of reading instead of setting one to the right of the
other (staggering), that is how they are normally typeset. If subscripts and superscripts
should not be stacked, so indicate in a cover letter or on the manuscript.
Equations
Punctuate all equations, whether they are in the line of text or displayed (i.e., typed on
a new line), to conform to their place in the syntax of the sentence (see the period fol-
lowing Equation 3 in section 4.48). If an equation exceeds the column width of a type-
set page (approximately 55 characters, including spaces, will fit on one line in most
APA journals), the typesetter will break it. For long equations, indicate on the final ver-
sion of the accepted manuscript where breaks would be acceptable.
4.47 Equations in Text
Place short and simple equations, such as a = [(1 + b)/xll/’, in the line of text. Equations
in the line of text should not project above or below the line; for example, the equa-
tion above would be difficult to set in the line of text if it were in this form:
To present fractions in the line of text, use a slanted line (I) and appropriate paren-
theses, brackets, and braces: Use ( ) first, then [( )], and finally ([( )]). Use parentheses
and brackets to avoid ambiguity: Does a/b + c mean (a/b) + Cor a/(b + c)?
4.48 Displayed Equations
Display simple equations if they must be numbered for later reference. Display all com-
plex equations. Number all displayed equations consecutively, with the number in
parentheses near the right margin of the page:

Bm EQUATIONS
Wj ± ZI_al2aWj-
(3)
When referring to numbered equations, writ~ out the, reference; for example, write
Equation 3 (do not abbreviate as Eq, 3), or write the third equation.
4.49 Preparing Statistical and Mathematical Copy
If possible, type all signs and symbols in mathematical copy. Supply as ~amera-ready
copy any special symbols that cannot be produced by a word-processmg program.
Type fences (i.e., parentheses, brackets, and braces), uppercase and lowercase letters,
punctuation subscripts and superscripts, and all other elements exactly as you want
them to app~ar in the published article. Follow the conventi~ns for th~ use of symbols,
equations, and reporting results presented in the earlier sectIOns of this chapter.
Displaying Results
S
ince the last edition of the Publication Manual, few areas have been affected by tech-
nological developments more dramatically than the methods available for the dis-
play of results of experimentation and inquiry-tables, graphs, charts, maps, draw-
ings, and photographs. Almost all displays are now the results of electronic manipulation
of basic data-be it with word-processing programs, spreadsheet programs, statistical
packages, or highly specialized software for creating digital images. These changes have
greatly increased the flexibility that authors have for effectively displaying results.
Tables and figures enable authors to present a large amount of information efficient-
ly and to make their data more comprehensible. Tables usually show numerical values or
textual information (e.g., lists of stimulus words) arranged in an orderly display of
columns and rows. A figure may be a chart, a graph, a photograph, a drawing, or any
other illustration or nontextual depiction. At times the boundary between tables and fig-
ures may be unclear; however, tables are almost always characterized by a row-column
structure. Any type of illustration other than a table is referred to as a figure.
In this chapter, we discuss the purposes that data displays can serve and provide
guidance on designing and preparing data displays so that they communicate most
effectively. We provide specific guidance on formatting and constructing tables and fig-
ures, along with a number of illustrative examples.
General Guidance on Tables and Figures
5.01 Purposes of Data Displays
Data displays can serve several purposes:
• exploration: the data contain a message, and you would like to learn what it is
(exploratory data analysis and data mining techniques are examples of displays that
are principally exploratory);

-1 GENERAL GUIDANCE ON TABLES AND FIGURES
• communication: you have discovered the meaning contained in the data ~nd want to
tell others about it (this is the traditional purpose of most data displays m sCientific
documents);
• calculation: the display allows you to estimate some statistic or function of the data
(nomographs are the archetype of this);
• storage: you can store data in a display for retrieval later, including the res~lts of a
study for later use in a meta-analysis (historically, this. r?le has been fulfilled by
tables, but figures sometimes serve this purpose more effiCiently); and
• decoration: data displays attract attention, and you may choose to use the~ to make
your manuscript more visually appealing (as in newspapers and other media reports).
In scientific publication, the communication function of graphical displays dOn;’inates;
however, other features (e.g., storage) may be useful in a graphical representatIOn.
5.02 Design and Preparation of a Data Display
The first step in preparing a display for submission is to determine the purp?ses of the
display and the relative importance of those purposes. For example, the det~il reqUired
for a storage display may conflict with the clanty reqUired for a commumcatlve one.
Once you have decided on a display’s hierarchy of purposes, choose the template best
designed for its primary purpose-the canonical form of a display .. Such a display (e.g.,
a scatterplot) has shown itself to be flexible (it works for many kmds of data), robust
(it works reasonably well even when it is not exactly SUitable), and adaptive (It sh~ws
a capacity for adaptation to make it suitable). Further, the use of canomcal forms sim-
plifies the task of readers trying to make sense of a display because they can rely on
past experience with the form. . . . .
The preparation of graphic materials reqUires careful attentIOn to orgamzatlon and
content. Graphical elements need to be edited with the same c~re as the textual ele-
ments of a manuscript. Changes in text often demand changes m graphical dements,
and failure to edit graphical materials and to sharpen the focus of the display IS a maJor
shortcoming in much scientific writing. .. .
Design your graphical display with the reader m mmd; that IS, remember the com-
municative function of the display.
• Place items that are to be compared next to each other.
• Place labels so that they clearly abut the elements they are labeling.
• Use fonts that are large enough to be read without the use of magnification.
• Include all of the information needed to understand it within the graphical image-
avoid novel abbreviations, use table notes, and label graphical elements.
• Keep graphical displays free of extraneous materials, no matter how decorative
those materials may make the graphic look.
Communication is the primary purpose of the graphic. This does not mean, howe~er,
that well-designed, aesthetically pleasing graphics are not important. An att~act1ve
graphical display makes a scientific article a more effective commumcatlon deVice.
5.03 Graphical Versus Textual Presentation
Be selective in choosing how many graphical elements to include in your paper. First,
a reader may have difficulty sorting through a large number of tables and figures and
DISPLAYING RESULTS l1li
may lose track of your message. Second, a disproportionately large number of tables
and figures compared with a small amount of text can cause problems with the layout
of typeset pages; text that is constantly broken up with tables will be hard for the reacl-
er to follow. Third, graphical presentations are not always optimal for effective com-
munication. For example, the results of many standard statistical significance tests can
often be effectively presented in text:
The one-way ANOVA, F(1, 136) = 4.86, MSE = 3.97, P = .029, 11′ = .03, demon-
strated statistically significant differences between the two groups, as theory
would dictate.
Information that used to be routinely presented in tables (e.g., analysis of variance
[ANOVAj tables) is now routinely presented in text.
5.04 Formatting Tables and Figures
Most manuscripts are now submitted electronically; therefore, all the elements of the
manuscript must be in electronic format. These elements may be produced in many
different file formats (e.g., , , .pps, ), and any publisher may limit the for-
mats it accepts. Most tables are constructed with the tables feature of the word-pro-
cessing program used to generate the manuscript text. However, tables are sometimes
cut and pisted from computer outputs (rarely recommended) or may be PDF images
created from scans of tables prepared in other ways. When tables are prepared with
standard word-processing programs, the text can be converted directly into typo-
graphic files, thereby lowering the probability of typesetting errors. Figures are gen-
erally submitted in a variety of formats, as is necessitated by the multiple ways in
which they are produced. Often, figures such as graphs and charts are initially pro-
duced with presentation software such as Microsoft PowerPoint. Photographic ele-
ments are generally limited to specific image formats that allow for clear resolution
of the image in its printed application. As a rule, figures are reproduced in the print
version of articles as they are received from the author (following any editorial
changes approved by the editor).
For publishers that offer online supplemental archives, carefully delineate the
materials that will appear with the article from those that will be placed in the online
supplemental archive (see section 2.13). Because of the relatively high cost of color
reproduction, include it only when the color representation adds significantly to the
understanding of the material. If color representation is not crucial for immediate
understanding, you may consider placing it online as supplemental material.
5.05 Table and Figure Numbers
Number all tables and figures with Arabic numerals in the order in which they are first
mentioned in text, regardless of whether a more detailed discussion of the table or fig-
ure occurs later in the paper. Do not use suffix letters to number tables and figures;
that is, label them as Table 5, Table 6, and Table 7 or Figure 5, Figure 6, and Figure 7
instead of 5, Sa, and 5b. If the manuscript includes an appendix with tables or figures,
identify those elements of the appendix with capital letters and Arabic numerals (e.g.,
Table AI is the first table of Appendix A or of a sole appendix that is not labeled with
a letter; Figure C2 is the second figure of Appendix C).

1[11 TABLES
5.06 Permission to Reproduce Data Displays
If you reproduced or adapted a table, figure, questionnaire, or test item from a copy-
righted source, you must obtain written permission for print and electronic reuse
from the copyright holder and give credit in the table or figure caption to the origi-
nal author and copyright holder. A number of commercial instruments-for example,
intelligence tests and projective measures-are highly protected. Permission is
required, and may be denied, to republish even one item from such instruments. Any
reproduced table (or figure) or part thereof must be accompanied by a note at the bot-
tom of the reprinted table (or in the figure caption) giving credit to the original author
and to the copyright holder (see section 2.12 for the correct wording of copyright per-
mission footnotes). For detailed information on copyright and permissions, see sec-
tion 6.10.
Tables
When planning tables for inclusion in a manuscript, determine (a) the data readers will
need to understand the discussion and (b) the data necessary to provide the “sufficient
set of statistics” (see section 4.44) to support the use of the inferential methods used.
5.07 Conciseness in Tables
Limit the content of your tables to essential materials. Tables with surplus elements
are less effective than lean tables. The principle of conciseness is relevant not only for
text tables but also for tables to be placed in online supplemental archives. Although
supplemental tables may be longer and more detailed than text tables, they must be
directly and clearly related to the content of the article (see section 2.13). Tables
should be integral to the text but should be designed so that they can be understood
in isolation.
5.08 Table Layout
The basic components of a prototypical table are shown in Table 5.1, including the
technical term, location, and definition of each element.
Table layout should be logical and easily grasped by the reader. Table entries that
are to be compared should be next to one another. Following this principle, in gener-
al, different indices (e.g., means, standard deviations, sample sizes) should be segregat-
ed into different parts or lines of tables. Position variable and condition labels in close
proximity to the values of the variable to facilitate comparison. Table 5.2 illustrates
these principles.
All tables are meant to show something specific; for example, tables that com-
municate quantitative data are effective only when the data are arranged so that
their meaning is obvious at a glance (Wainer, 1997). Often, the same data can be
arranged in different ways to emphasize different features of the data. In Table 5.3,
the same factor loading data are displayed in two different ways. The first example
emphasizes the factor structure of the two test batteries by keeping the subscales of
the batteries adjacent to each other. The second arrangement of the same data
DISPLAYING RESULTS III
• Table 5.1. Basic Components of a Table
1~!!!r!ll!l!\~lE}””~ Table X
It~’i~J~””~ Numbers of Children With and Without Proof of
Parental Citizenship .. . •.. . ….. .
Girls
With
. ………………………………. Wave 1
……..
3 280 240
4 297 251
5 301 260
Total 878 751
281
290
306
877
232 « …..
264
221
717
Wave 2 «···!li~!’:!~j!f.~rl
3 201
4 214
5 221
189
194
216
210
236
239
No~e: ~eneral notes to a table appear here, including
definitions of abbreviations (see section 5.16).
199 « …. ..:
210
213
BA specific note appears on a separate line below any general
notes; subsequent specific notes are run in (see section 5.16).
* A proba~!lity note (p value) appears on a separate line below
any ?peclflc notes; subsequent probability notes are run in (see
section 5.16 for more details on content).
empha~izes the nature of the factors by grouping the subscales of the test batteries
d
accordmg to the pattern of the factor loadings. Which arrangement is better
epends on your purpose.
5.09 Standard Forms
~ome ~ata table~ have certain standard (canonical) forms. The advantage of using the
t a.non,lcal for~ IS that the reader generally knows where to look in the table for cer-
am kmds of mformation. In some situations, one may want to use a format other than

IIt1 TABLES
liliiii Table 5.2. Sample of Effective Table Layout
Table X
Proportion of Errors in Younger and Older Groups
Younger Older
Level of difficulty n M (SO) 95% Cl n M (SO) 95% Cl
Low 12 .05 (.08) [.02 •. 111 18 .14(.15)
[.08 •. 221
Moderate 15 .05 (.07) [.02 •. 101 12 .17 (.15) [.08 •. 281
High 16 .11 (.10) [.07 .. 171 14 .26 (.21)
[.15 •. 391
Note. Cl == confidence interval.
the canonical table form to make a specific point or to stress certain relationships. The
judicious use of nonstandard forms can be effective but must always be motivated by
the special circumstances of the data array. When using nonstandard forms, make cer-
tain that labeling is extremely clear because most readers will assume that the canoni-
cal form is being used. Section 5.18 includes examples of standard tables for present-
ing several types of data.
5.10 Relation of Tables and Text
Discussing tables in text. An informative table supplements-rather than dupli-
cates-the text. In the text, refer to every table and tell the reader what to look for.
Discuss only the table’s highlights; if you find yourself discussing every item of the
table in the text, the table is unnecessary. Similarly, if additional tables are to be
included in online supplemental archives, mention their existence only briefly in the
print version of the article. Tables designated as supplemental materials must be
accompanied by enough information to be completely understood on their own (see
section 2.13).
Citing tables. In the text, refer to tables by their number:
as shown in Table 8, the responses were provided by children with pretraining …
Do not write “the table above” (or below) or “the table on page 32,” because the posi-
tion and page number of a table cannot be determined until the pages are typeset.
5.11 Relation Between Tables
Consider combining tables that repeat data. Ordinarily, identical columns or rows of
data should not appear in two or more tables. Be consistent in the presentations of all
tables within a manuscript to facilitate comparisons. Use similar formats, titles, and
headings, and use the same terminology throughout (e.g., response time or reaction
time, not both).
DISPLAYING RESULTS III
liliiii. Table .5.3. Sample Factor Loadings Table (With Rotation Method Specified)
The follOWing table IS formatted to emphasize the structure of the test batteries.
Table X
Factor Loadings for Exploratory Factor Analysis With Varimax Rotation of Personality
Pathology Scales
Emotional
Scale Introversion Dysregulation Peculiarity
spa Constricted Affect .77 .33 .21
Excessive Social Anxiety .43 .52 .29
Ideas of Reference -.08 .17 .67
No Friends .84 .19 .13
Odd Beliefs -.03 .13 .50
Odd Behavior .23 .19 .56
Odd Speech .15 .34 .56
Unusual Perceptions .09 .14 .76
DAPP Submissiveness .24 .70 .11
Cognitive Distortion .26 .70 .36
Identity Problems .52 .58 .16
Affective Lability .11 .73 .34
Restricted Expression .69 .31 .02
Passive Oppositionality .25 .70 .12
I ntimacy Problems .63 .18 .03
Anxiousness .24 .83 .18
Conduct Problems .27 .10 .24
Suspiciousness .39 .36 .23
Social Avoidance .59 .67 .10
Insecure Attachment .04 .58 .26
Self-Harm .30 .38 .28
Chapman Magical Ideation .12 .17 .72
Social Anhedonia .78 .04 .26
Perceptual Aberrations .12 .25 .49
Physical Anhedonia .61 .05 -.15
Zote. Factor loadings > .40 are in boldface. SPQ = Schizotypal Personality Questionnaire’ DAPP – 0′ . I
ssessment of Personality Pathology-Basic Questionnaire. ‘ – ImenSlona
(continued)

III TABLES
• Table 5.3. Sample Factor Loadings Table (continued)
The following table is formatted to emphasize the structure of the factors.
Table X
Factor Loadings for Exploratory Factor Analysis With Varimax Rotation of Personality
Pathology Scales
Scale
spa No Friends
Chapman Social Anhedonia
spa Constricted Affect
DAPP Restricted Expression
DAPP I ntimacy Problems
Chapman Physical Anhedonia
DAPP Social Avoidance
DAPP Identity Problems
spa Excessive Social Anxiety
DAPP Anxiousness
DAPP Affective Lability
DAPP Cognitive Distortion
DAPP Passive Oppositionality
DAPP Submissiveness
DAPP Insecure Attachment
‘,DAPP Self-Harm s
. spa Unusual Perceptions
Chapman Magical Ideation
spa Ideas of Reference
spa Odd Speech
spa Odd Behavior
spa Odd Beliefs
Chapman Perceptual
Aberrations
DAPP Suspiciousness
Introversion
.84
.78
.77
.69
.63
.61
.59
.52
.43
,24
,11
.26
.25
.24
.04
.30
.09
,12
-.08
,15
.23
-.03
.12
,39
Emotional
Dysregulation
.19
.04
.33
.31
.18
.05
.67
.58
.52
.83
.73
.70
.70
.70
.58
,38
.14
,17
.17
.34
,19
.13
.25
.36
Peculiarity
,13
.26
.21
.02
.03
-.15
.10
.16
.29
.18
.34
.36
.12
.11
.26
.28
.76
.72
.67
. 56
.56
.50
.49
.23
DAPP Conduct Problems .27 .10 .24
Note Factor loadings > 040 are in boldface. SPQ = Schizotypal Personality Questionnaire; o;pp = ~.i~enSional
Asse~sment of Personality-Basic Questionnaire. Adapted from” A Dimensional ,Model of. ersona I
Disorder’ Incorporating DSM Cluster A Characteristics,” by J. L. Tackett, A. L. S.llberschmldt, R. F. KrU~ge~.
and S, R: Sponheim, 2008, Journal of Abnormal Psychology, 117, p. 457. Copynght 2008 by the Amenca
Psychological Association.
DISPLAYING RESULTS.
5.12 Table Titles
Give every table a brief but clear and explanatory title. The basic content of the table
should be easily inferred from the title.
Too general:
Table 1
Relation Between College Majors and Performance [It is unclear what data are
presented in the table.]
Too detailed:
Table 1
Mean Performance Scores on Test A, Test B. and Test C of Students With
Psychology. Physics. English. and Engineering Majors [This duplicates informa-
tion in the headings of the table.]
Good title:
Mean Performance Scores of Students With Different College Majors
Abbreviations that appear in the headings or the body of a table sometimes can be
parenthetically explained in the table title.
Hit and False-Alarm (FA) Proportions in Experiment 2
Explain abbreviations that require longer explanations or that do not relate to the
table title in a general note to the table (see section 5.16 and Table 5.2). Do not use a
specific footnote to clarify an element of the title.
5.13 Table Headings
A table classifies related items and enables the reader to compare them. Data form the
body of the table. Headings establish your organization of the data and identify the
columns of data beneath them. Like a table title, a heading should be brief and should
not be many more characters in length than the widest entry .
Poor: Better:
Grade level Grade
3 3
4 4
5 5
You may use standard abbreviations and symbols for nontechnical terms (e.g., no.
for number, % for percent) and for statistics (e.g., M, SD, X2, or any other abbrevia-
tion in Table 4.4) in table headings without explanation. Abbreviations of technical
terms, group names, and the like must be explained in the table title or in a note to the

ii
l1li TABLES
table (see section 5.12). Abbreviations may also be explained parenthetically following
entries in the stub column.
Each column of a table must have a heading, including the stub column or stub,
which is the leftmost column of the table (see Table 5.1 for illustration of technical
terms). Subordination within the stub is easier to comprehend if you indent the stub
items rather than create an additional column (e.g., Tables 5.4 and 5.5). The stub usu-
ally lists the major independent or predictor variables. In Table 5.1, for instance, the
stub lists the grades. Number elements only when they appear in a correlation matrix
(see Table 5.6) or if they are referred to by number in text.
All headings identify items below them, not across from them. The headings just
above the body of the table (called column heads and column spanners) identify the
entries in the vertical columns in the body of the table. A column head covers just one
column; a column spanner covers two or more columns, each with its own column
• Table 5.4. Sample Table With Detailed Specifications of Complex
Experimental Designs
Table X
Summary of Experimental Designs
Group
Experiment 1
Block
Unblock intensity
Unblock number
Experiment 2
Experiment 3
Experiment 4a
Experiment 4b
Experiment 5
Stage I
A+
A+
A+
A+
C+
A+
B+
C+
D++
A+
C+
A+
C+
A+
C+
Stage II
AB+
CD+
AB+
CD+
AB++
CD++
AB+
AB+
AB++
AB+
CD++
Test
B vs. D
AD vs. BC
AD vs. BC
A, B, C,D
AD vs. BC
AD vs. BC
AD vs. BC
A, B,C,D
Note. A, B, C, and 0 were four conditioned stimuli: a clicker, tone, light, and flashing light, respectively
(counterbalanced). + denotes a O.4-mA shock unconditioned stimulus; ++ denotes two O.4-mA shocks; +
denotes a O.8-mA unconditioned stimulus. Adapted from” Unblocking in Pavlovian Fear Conditioning,” by
L. Bradfield and G. P. McNally, 2008, Journal of Experimental Psychology: Animal Behavior Processes, 34,
p. 259. Copyright 2008 by the American Psychological Association.
DISPLAYING RESULTS III
.. Table 5.5. Sample Table Display of a Sample’s Characteristics
Table X
Individual and Family Characteristics as a Percentage of the Sample (Census Data in
Parentheses)
Mother Father Child
Characteristic (n = 750) (n = 466) (n = 750)
Self-identity
Mexican 77.2 71.0 41.0
Mexican American 22.B 29.0 59.0
Nativity’
Mexico 74.2 (3B.2) BO.O (44.2) 29.7
United States 25.B (61.B) 20.0 (55.B) 70.3
Language preferenceb
English 30.2 (52.7) 23.2 (52.7) B2.5 (70.0)
Spanish 69.B (4B.3) 76.B (4B.3) 17.5 (30.0)
Education level completed’
Bth grade or less 29.2 (30.7) 30.2 (33.4)
Some high school 19.5 (20.9) 22.4 (22.6)
12th grade 23.1 (22.5) 20.9 (20.7)
Some college/vocational 22.0 (19.2) 20.2 (17.1 )
training
Bachelors or higher 6.2 (6.B) 6.2 (6.2)
Employment status’
Employed 63.6 (46.6) 96.6 (97.1)
Unemployed 11.2 (3.5) 3.5 (2.9)
Housewife 25.2
Note. Ad.apted f~om “Sam~ling ~,nd Recruitment in Studies of Cultural Influences on Adjustment: A Case
Study With MeXican AmeIlcans, by M. W. Roosa, F. F. Liu, M. Torres N. A. Gonzales G P Knight and
A
D. Sa~n~, 2008, Journal of Family Psychology, 22, p. 300. Copyright 2008 by the Ame;ica’n PsychOI~gical
ssoclatlon.
~Census data are for all women or men and are not limited to parents or adults in our age group bThe most
comparable census data tor mothers and fathers are for all adults 18 and older and for childre~ are for
h
15- bto 17-year-olds. cCensus data are for aJJ women, not just mothers, whereas the male data are limited to
us ands.
head. Heading~ stacked in this way are called decked heads. Often decked heads can
be used to aVOid repetition of words in column heads (see Table 5.1). If possible, do
not use more than two levels of decked heads.
Incorrect: Wordy: Correct:
Temporal Left Right Temporal lobe
lobe: Left Right temporal temporal
lobe lobe Left Right

Irll TABLES
IIIiII Table 5.6. Sample Table of Correlations in Which the Values for Two
Samples Are Presented
Table X
Summary of Intercorrelations, Means, and Standard Deviations for Scores on the BSS,
BOI, SAFE, and MEIM as a Function of Race
Measure 2 3 4 M SO
1. BSS .54* .29* -.23* 1.31 4.32
2. BDI .54′ .34* -.14* 8.33 7.76
3. SAFE .19* .30* -.074 47.18 13.24
4. MEIM -.09 -.11 -.08 47.19 6.26
M 1.50 9.13 39.07 37.78
SO 3.84 7.25 13.17 7.29
Note. Intercorrelations for African American participants (n = 296) are presented above the diagonal, and
intercorrelations for European American participants (n = 163) are presented below the diagonal. Means and
standard deviations for African American students are presented in the vertical columns, and means and
standard deviations for European Americans are presented in the horizontal rows. For all scales, higher
scores are indicative of more extreme responding in the direction of the construct assessed. BSS = Beck
Suicide Scale; BDI = Beck Depression Inventory; SAFE = Societal Attitudinal Familial Environmental; MEIM
= Multigroup Ethnic Identity Measure. Adapted from” An Empirical Investigation of Stress and Ethnic
Identity as Moderators for Depression and Suicidal Ideation in College Students,” by R. L. Walker, L. R.
Wingate, E. M. Obasi, and T. E. Joiner, 2008, Cultural Diversity and Ethnic Minority Psychology, 14, p. 78.
Copyright 2008 by the American Psychological Association.
*p<.Ol. A few tables may require table spanners in the body of the table. These table span- ners cover the entire width of the body of the table, allowing for further divisions with- in the table (see Tables 5.1 and 5,15). Also, table spanners can be used to combine two tables provided they have identical column heads. Any item within a column should be syntactically as well as conceptually comparable with the other items in that column, and all items should be described by the column head: Nonparallel: Condition Functional psychotic Drinks to excess Character disorder Parallel: Condition Functional psychosis Alcoholism Character disorder Stub heads, column heads, and column spanners should be singular unless they refer to groups (e.g., Children), but table spanners may be plural. Capitalize only the first letter of the first word of all headings (column heads, column spanners, stub' DISPLAYING RESULTS _ • Table 5.7. Sample Table of Results of Fitting Mathematical Models Table X Estimates (and 95 % Confidence Intervals] for the Parameters of the Simplified Conjoint Recognition Model for Experiment 5 List condition Parameter Target-first Target-last Control dGtdf=21 a .43 .28 .24 4.26 1.30, .571 [.16, .401 1.10, .381 b .26 .27 .19 4.68 1.19, .321 [.21, .331 1.13, .241 G, .29 .38 .28 0.39 1.00, .631 1.14, .631 [.03 •. 531 G, .43 .70 .72 4.86 [.19, .67] 1.55, .84] 1.56, .881 It; .89 .81 .86 3.20 1.83, .941 [.75, .871 1.80, .91] It; .72, .05b .23b 20.89 161, .821 1.00, .421 [.00 •. 621 p .12 .10 .82 .09 .20 <.01 Note . . Parameter estimates in each row that share subscripts do not differ significantly. a = probability of ~uessJng. "t~rget"; b = pro?ability of ~uessing that an item is either a target or a related probe; G t = probabil. Ity of retrieving a target s gist trace given a target probe; G, = probability of retrieving a target's gist trace g~~en a rela~e~ probe; ~ ~ probability of retrieving a target's verbatim trace given a target probe; V; = proba- bility of .r~tnevlng ~ target s verbatim trace given a related probe. Adapted from" A Simplified Conjoint Recognition Paradigm ~or the Measurement of Gist and Verbatim Memory," by C. Stahl and K. C. Klauer, 2008, Journal of Expemmental Psychology: Learning, Memory, and Cognition, 34, p. 579. Copyright 2008 by the American Psychological Association. heads, and table spanners) and word entries. Also, capitalize the first letter of each word of all proper nouns and the first word following a colon or em dash. 5.14 Table Body o . I . eClma values. The table body contams the data. Express numerical values to the num?er of ?ecimal places that the precision of measurement justifies (see section 4.35), and If pOSSIble, carry all comparable values to the same number of decimal places. Empty cells. If the point of intersection between a row and a column (called a cell) can- Mt be fIlled because data are not applicable, leave the cell blank. If a cell cannot be fIlled .because data were not obtained or are not reported, insert a dash in that cell and explam the use of the dash in the general note to the table. By convention, a dash in _ TABLES the main diagonal position of a correlation matrix (see Table 5.6) indicates the corre- lation of an item with itself, which must be 1.00, and is simply replaced by the dash. If you need to explain that an element of a table is unavailable or inapplicable, use a specific note rather than a dash (see section 5.16). Conciseness. Be selective in your presentation. Do not include columns of data that can be calculated easily from other columns: Not concise: No. responses First Second Participant trial trial Total M 5 7 12 6 The example could be improved by giving either the number of responses per trial or the total number of responses, whichever is more important to the discussion, and by not including the column with the mean because its calculation is simple. 5.15 Confidence Intervals in Tables When a table includes point estimates, for example, means, correlations, or regression slopes, it should also, where possible, include confidence intervals. You may report confidence intervals in tables either by using brackets, as in text (see section 4.10) and in Table 5.8, or by giving lower and upper limits in separate columns, as in Table 5.9. In every table that includes confidence intervals, state the confidence level, for exam- ple, 95%. It is usually best to use the same confidence level throughout a paper. 5.16 Table Notes Tables may have three kinds of notes placed below the body of the table: general notes, specific notes, and probability notes. A general note qualifies, explains, or provides information relating to the table as a whole and ends with an explanation of any abbreviations, symbols, and the like. Included within general notes would be any acknowledgments that a table is repro- duced from another source. General notes are designated by the word Note (italicized) followed by a period. (See Tables 5.1 and 5.4, among others.) Note. Factor loadings greater than .45 are shown in boldface. M = match process; N = non match process. A specific note refers to a particular column, row, or cell. Specific notes are indi- cated by superscript lowercase letters (e.g., ,. b. '). Within the headings and table body, order the superscripts from left to right and from top to bottom, starting at the top left. Table notes, general or specific, apply only to that specific table and not to any other table. Begin each table's first footnote with a superscript lowercase a (see Table 5.5). 'n = 25. bThis participant did not complete the trials. DISPLAYING RESULTS 1;11 •. Table 5.B. Sample Table Including Confidence Intervals With Brackets Table X ':u~~~::, ~~:~~~:~tj,~:s;tisfaction, and Weight Control Behaviors at Time 1 and Adjusted for demographic Unadjusted' variablesb Variable OR 95% Cl OR 95% Cl Weight status Young men 0.97 [0.78, 1.21] 0.94 [0.75,1.19] Young women 1.06 [0.88, 1.26] 1.02 [0.85, 1.23] Body dissatisfaction Young men 0.88 [0.50, 1.54] 0.99 [0.56, 1.75] Young women 1.06 [0.77. 1 .461 1.02 [0.74, 1 .42] UWCB Young men 0.81 [0.54, 1.24] 0.77 [0.50, 1.19] Young women 0.89 [0.65,1.21] 0.93 [0.68, 1.27] EWCB Young men 1 36 Young women 1 :98 :~'~~' ;.~~: ~.~~ [[0.69,4.37] . , . . 1.34, 2.99] Note. OR - odds ratio; Cl confidence interval' UWCB - h . extreme weight control behaviors. Adapted fro~ "Are - un ~althy wel~ht con~rol behaviors; EWeS = Mass Index Predictors of Suicidal Behavior in Ad I BOd: ~lssatl.Sfa~tlon. Eating Disturbance, and Body Eisenberg, M. Story, and D. Neumark-Sztainer oescents. Longltudl~al Study," by S. Crow, M. E. p. 890. Copyright 2008 by the American PSYCh~008. J 1 °Aurnalof Consultmg and Clinical Psychology, 76. aFo r . hi' oglea SSOclatlon. u welg t~re ated variables entered simultaneously. bAdjusted for race soc' . group. ' loeconomlC status, and age ind A probability note indicates how asterisks and other symbols are used in a table to of ::~::c:f~~;~i~~~~~:~:~~n~~~l~::: :~~~ o~tatistical h~pothesis testing .. For results or three decimal places (e g p _ 023 a eds, report t e exact probabIlItIes to two 4.35) Wh d' . .., -'. as oppose to p < .05; see Table 5.7 and section ::~Ie~ o~.c:~rehl~~::I~~t:~;e:~:~;~:yg~:P!~~~L~~~e;o~:~~~~:~~e~e~:~e~;~;iso~U~~t~~ ma mg t e graphIC unruly Therefore wh d' ] . to reporting in the "p " t 1 '. f' ' en ISP aymg results graphically, revert comprehend the graphi: ~he:'d.usmg exa~ probabi~ities would make it difficult to ties regardless of the d's' 1 Iscussmg t e results m the text, use exact probabili- specific data within th: :a~r..mode. Include a probability note only when relevant to If the "p " t l' . d number of as~ri:~ ~r~~e~u~r; / :st~~isb I h ' ndicate ranges of p values. Assign the same and * * * 0 a e WIt m your paper, such as *p < 05 * *p < 01 p < .001. Do not use any value smaller than *'*p < .001. ., ., If. TABLES • Table 5.9. Sample Table Including Confidence Intervals With Upper and Lower Limits Table X Estimated Distance (cm) for Letter and Digit Stimuli Letters Digits Condition M (SD) 14.5 (28.6) 31.8 (332) Note. Cl = confidence interval; LL ::: lower limit, UL = upper limit. LL 5.4 21.2 95% Cl UL 23.6 42.4 If you need to distinguish between one-tailed and two-tailed tests in the same table, use an asterisk for the two-tailed p values and an alternate symbol (e.g., dagger) for the one-tailed p values. *p < .05, two-tailed. **p < .01, two-tailed. tp < .05, one-tailed. Hp < .01, one-tailed. To indicate statistically significant differences between two or more table entries- for example, means that are compared with procedures such ~s a Tukey test-use low- ercase subscripts (see Table 5,7). Explain the use of the subscnpts m the table note (see the following sample table notes). Note. Means sharing a common subscript are not statistically different at a = .01 according to the Tukey HSD procedure. Order the notes to a table in the following sequence: general note, specific note, probability note (see Table 5.1). Note. The participants ... responses. 'n = 25. bn = 42. *p < .05. **p < .01. Each type of note begins flush left (i.e., no paragraph indent~tion) on a new line below the table. The first specific note begins flush left on a new lme under the gener- al note; subsequent specific notes are run in (lengthy specific notes may be se~ on sep- arate lines when typeset). The first probability note begins flush left on a new lme; sub- sequent probability notes are run in. . Notes can be useful for eliminating repetition from the body of a table. Cert?tn . types of information may be appropriate either in the table or i~.a note. To ~etermtne . the placement of such material, remember that clearly and effiCiently orgamzed data enable the reader to focus on the data. Thus, if probability values or subsample sizes are numerous use a column rather than many notes. Conversely, if a row or column con- tains few ~ntries (or the same entry), eliminate the column by adding a note to the table: . DISPLAYING RESULTS" . Poor: Better: Group n Group' Anxious 15 Anxious Depressed 15 Depressed Control 15 Control 'n = 15 5.17 Ruling of Tables Limit the use of rules (i.e., lines) in a table to those that are necessary for clarity. Appropriately positioned white space can be an effective substitute for rules; for exam- ple, long, uninterrupted columns of numbers or words are more readable if a horizontal line of space is inserted after every fourth or fifth entry. In the manuscript, use spacing between columns and rows and strict alignment to clarify relationships within a table. Tables may be submitted either single- or double-spaced. Consider the readability of the table during the review process in making your decision. 5.18 Presenting Data in Specific Types of Tables Complex experimental designs can be summarized in compact tables, making the entire structure of the experiment clear without the need for lengthy textual descrip- tions (see Table 5.4). Important characteristics of a sample can be concisely summarized in a well-organ- ized table. Providing comparable census data can help the reader understand the gen- eralizability of the results (see Table 5.5). Key psychometric properties of the major variables can be easily summarized in a table (see Table 5.10). Clearly state the index of reliability (or other psychometric property) being used and the sample on which the reliability was based (if different from the study sample). Table 5.11 shows one-degree-of-freedom within-subject contrasts within a larger set of effects, including both confidence intervals and effect sizes. In Table 5.6, note the compact, yet information-packed, form in which the intercorrelations among the vari- ables for two different groups are presented in the same table-one group below the main diagonal, the other above the main diagonal. Means and standard deviations for the two groups are similarly positioned, with the Group 1 means and standard devia- tions given in the last two data columns and those for Group 2 in the last two data rows. Construction of a correlation matrix of this type not only is concise in terms of the amount of page space used but also makes the visual comparison of correlational elements much easier. Clearly label the type of regression (e.g., hierarchical) and type of regression coef- ficients (raw or standardized) being reported (see Tables 5.12 and 5.13). For hierarchi- cal and other sequential regressions, be sure to provide the increments of change (see section 4.44). . In model-comparison tables, ensure that the competing models are clearly identi- fied and that the comparisons are clearly specified. Comparative fit indices can be use- ful for the reader (see Tables 5.14 and 5.15). , i' II1:II TABLES 11 Table 5.10. Sample Table Display of Psychometric Properties of Key Outcome Variables Table X Psychometric Properties of the Major Study Variables Range Variable n M so Potential Actual Skew Dispositional affectivity Positive 560 3,27 0,77 ,91 1-5 1,0-5,0 -0,36 Negative 563 2,26 0,79 ,91 1-5 1,0-4,7 0,63 Social support Mother 160 4,17 1,08 ,92 1-5 1,0-5,0 -1,54 Partner 474 4,03 1.19 ,94 1-5 1.0-5,0 -1,26 Friend 396 4,37 0,89 ,90 1-5 1,0-5,0 -1,94 Social conflict Mother 159 1,22 0.47 ,81 1-5 1,0-3,6 3,07 Partner 471 1.40 0,79 ,90 1-5 1,0-5,0 2,63 Friend 381 1,15 0.45 ,79 1-5 1.0-5,0 5,27 Postabortion adjustment Distress 609 0,59 0,63 ,90 0-4 0,0-3,0 1,56 Well-being 606 4,60 0,69 ,85 1-6 2,3-6,0 -0,53 Note. The variation in sample size is due to the variation in the number of women who told a particular source about the abortion. Adapted from "Mixed Messages: Implications of Social Conflict and Social Support Within Close Relationships for Adjustment to a Stressful Life Event" by B. Major, J. M. Zubek, M. L. Cooper, C. Cozzarelli, and C. Richards, 1997. Journal of Personality and Social Psychology, 76, p. 1355. Copyright 1997 by the American Psychological Association. The two illustrative samples in Table 5.3 demonstrate how table formatting can be varied depending on the emphasis desired. Tables may contain entries other than just numerals (e.g., text; see Table 5.16) as long as the basic row by column structure is maintained. DISPLAYING RESULTS m] 11, Table 5.11. Sample Table of One-Degree-of-Freedom Statistical Contrasts Table X Contrast of lime 1 With lime 2 For Exhaustion-Only Group That Changed Toward Burnout Time 1 Time 2 95% Cl Variable M SO M SO 1(34) Cohen's P LL UL d Workload 2,79 0,89 2,61 0,66 1,61 ,12 -0,06 0.42 0,72 Control 3,60 0,83 3,13 1,18 1.91 ,06 -0,05 0,98 0,85 Reward 3,58 0,82 3,26 0,62 1,68 ,1O -0,08 0,70 0,75 Community 3,75 0,79 3,21 1,01 2,96 ,006 0,16 0,92 1,32 Fairness 2,77 0,65 2,32 0,97 2,33 ,03 0,05 0,85 1.04 Values 3,25 0,78 2,65 0,93 3,70 <,001 0,26 0,94 1.65 Exhaustion 3,16 0,96 3,62 0,95 -2,08 ,05 -0,92 0,00 -0,93 Cynicism 0,92 0,38 3,30 1,05 -8.71 <,001 -2,95 -1,81 -3,89 Efficacy 4,54 1,08 4,38 1,25 0,51 ,61 -0.49 0.80 0,23 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Adapted from "Early Predictors of Job Burno.ut and Engagement," ?y C. Maslach and M. Leiter, 2008, Journal of Applied Psychology, 93, p. 509. COPYright 2008 by the American Psychological Association. 11 I I I M TABLES • Table 5.12. Sample Regression Table Table X Predictors of Self-Reported Moral Behavior Constant Gender Age Variable Social desirability bias Moral identity internalization Moral identity symbolization Perceptual moral attentiveness Reflective moral attentiveness R' F tJ.R' tJ.F Model 1 B 3.192* • 0.18* -0.06 -O.OS·* -0.17** 0.07* .29 19.07** Self-reported moral behavior B 2.99** 0.17 -0.05 -O.OS** -0.16** 0.06 0.07* -0.01 Model 2 .31 14.46** .01 2.39 95% Cl [2.37, 3.62] [-0.00, 0.33] [-0.14, 0.03] [-0.10, -0.05] [-0.26, -0.06] [-0.Q1, 0.12] [0.00, 0.13] [-0.08, 0.06] _ 242 Cl = confidence interval. Adapted from "Moral Attentiveness: Who Pays Attention t~ the Note'l NA - t' f L'f , .. by S J Reynolds 2008 Journal of Applied Psychology, 93, p. 1035. COPYright 2008 Mora spec SOl e. .. " by the American Psychological Association. *p < .05. **p < .01. DISPLAYING RESULTS 'a • Table 5.13. Sample Hierarchical Multiple Regression Table Table X Hierarchical Multiple Regression Analvses Predicting Postabortion Positive Well-Being From Preabortion Social Support and Preabortion Social Conflict With Mother, Partner, and Friend Source of social support and social conflict Mother Partner Friend I Predictor tJ.B' f3 tJ.R' f3 tJ.R' f3 Step 1 .13* .10*** .10*** Control variables' Step 2 .16*** .19*** .22*** Positive affect .31 *** .. 32*** ,35*** Negative affect -.25*** -.27*** -.30*** Step 3 .02 .05*** .01* Social support .17* .17*** .08t Social conflict .09 -.08 -.06 Step 4 .01 .00 .00 Social Support x Social Conflict -.14 -.00 -.07 Total R' .32*** .33*** .34*** n 153 455 373 Note. Adapted from "Mixed Messages; Implications of Social Conflict and Social Support Within Close Relationships for Adjustment to a Stressful life Event," by B. Major, J. M. Zubek, M. l. Cooper, C. Cozzarelli, and C. Richards. 1997, Journal of Personality and Social Psychology, 72. p. 1359. Copyright 1997 by the American Psychological Association. aControl variables included age, race, education, marital status, religion, abortion history, depression history, and prior mental health counseling. tp< .10. *p< .06. ***p< .001. m TABLES • Table 5.14. Sample Model Comparison Table Table X Fit Indices for Nested Sequence of Cross-Sectional Models Model 1. Mobley's (1977) measurement model 2. Quit & search intentions Difference between Model 2 and Model 1 3. Search intentions & thoughts of quitting Difference between Model 3 and Model 1 4. Intentions to quit & thoughts of quitting Difference between Model 4 and Model 1 5. One withdrawal cognition Difference between Model 5 and Model 1 6. Ham, Griffeth, & Sallaro's (1984) structural model Difference between Model 6 and Model 5 7. Structural null model Difference between Model 7 and Model 6 x.' NFI 443.18* .92 529.80* .89 519.75* .90 546.97* .89 616.97* .87 754.37* .84 2.741.49* .23 PFI .67 .69 .69 .69 .70 .71 .27 X.";H NFI 86.61* .03 76.57* .02 103.78* .03 173.79* .05 137.39* .03 1,987.13* .61 8. Null model 3,849.07* . . . .. ex Ada ted from "Structural Equations Modehng Note NFI = normed fit index; PFl = parslmonlous flt,1nd d · '1 A PIYSeS" by P W Horn and R. W. Griffeth, . est' al and Longltu Ina na , .' . . Test of a Turnover Theory: ross~ ee Ion C· ht 1991 by the American Psychological ASSOCiation. 1991. Journal of Applied Psychology, 76. p. 356. opyng *p < .05. DISPLAYING RESULTS ID' • Table 5.15. Sample Multilevel Model Table Table X Fixed Effects Estimates (Top) and Variance-Co variance Estimates (Bottom) for Models of the Predictors of Positive Parenting Parameter Model 1 Model 2 Model 3 Model 4 ModelS Fixed effects Intercept 12.51 (0.04) 12.23 (0.07) 12.23 (0.07) 12.23 (0.07) 12.64(0.11) Level 1 (child-specific) Age -0.49* (0.02) -O.4S* (0.02) -O.4S* (0.02) -O.4S* (0.02) Age' 0.06* (0.01) 0.06* (0.01) 0.06* (0.01) 0.06* (0.01) Negative -0.56* (O.OS) -0.53* (O.OS) -0.57* (0.09) -0.57* (0.09) affectivity Girl 0.05 (0.05) 0.05 (0.05) 0.04 (0.05) 0.07 (0.05) Not bio. -0.34 (0.26) -O.2S (0.26) -O.2S (0.26) -0.30 (0.2S) mother Not bio. father -0.34* (0.10) -0.31* (0.10) -0.30* (0 10) -0.29 (0.15) Oldest sibling 0.3S* (0.07) 0.37* (0.07) 0.37* (0.07) 0.36* (0.07) Middle sibling -0.36* (0.06) -0.34* (0.06) -0.35* (0.06) -O.2S* (0.06) Level 2 (family) SES O.lS* (0.06) Marital -0.43* (0.14) dissatisfaction Family size -0.41* (O.OS) Single parent 0.09 (0.19) AII-girl sibship -0.20 (0.13) Mixed-gender -0.25* (0.10) sibship Random parameters Level 2 Intercept! 5.13* (0.17) 4.S7* (0.15) 4.92* (0.15) 4.S6* (0.15) 4.79* (0.14) intercept (a~) Age/age (a~,) 0.09* (0.01) 0.09* (0.01) 0.09* (0.01) (continued) • TABLES • Table 5.15. Sample Multilevel Model Table (continued) Parameter Age{lntercept (ailO) Neg. affect/neg. affect (<>~3)
Neg. affect/
intercept
(<>;’0)
Neg. affect/
age (<>;’,)
Level 1
Intercept/
intercept
(wo)
-2*log
likelihood
Model 1 Model 2
3.S0* (O.OS) 2.74* (0.06)
3S,369.7 37,001.9
Model 3 Model 4 Model 5
-0.04 (0.03) -0.05 (0.03) -0.05 (0.03)
1.51′ (0.46) 1.51* (0.46)
-0.03 (0.20) -0.02 (0.20)
0.00 (0.05) -0.00 (0.05)
2.30* (0.07) 2.19* (0.07) 2.1S* (0.07)
36,919.6 36,S99.S 36,849.4
. b’ thar – not living with the biological mother; Not bie.
Note. Standa~d. error~ are In ~are~th8ses. N.et E~O~ ~~cioeconomiC status; Nag. affect = negative affectivity.
father = not hVlng with the bl010~~cal f~t~er,.~ Context in Differential Parenting,” by J. M. Jenkins,
~d~~~~~:~~:n~T;e:’~?c~n~;r, 2;~;, D::/~pmenta’ Psychology, 39, p. 104. Copyright 2003 by the
American Psychological Association.
*p < .05. III Table 5.16. Sample Word Table Table X Inductively Developed Thematic Categories Category Family traditionalism F1 F2 F3 F4 Rural lifestyle R1 R2 R3 R4 Thematic category Macho privilege Family trust and respect Family unity Values traditions Small town life is better Big city op- portunities Rural tranquility It depends Key terms Man, woman, say, house OR mother Respect OR trust OR work OR help Family OR unity Tradition OR continue OR important Small town OR everybody knows each other Live OR believe OR big cities OR better Life OR less stress OR rural It depends OR more opportunities OR the city Characteristic Level 3 responses 01. How "should" husbands wives, and children act? What is the "right way" to act? What are certain family members supposed to do? The husband is the one who gives" orders." The wife never says what she feels. The children should" obey," no matter what. Always share everything equally and there should be respect among everyone/ between couples and children. Above all, there should be family unity. If she is a true believer, she should always participate in the traditions. 02. Many "traditional" peo- ple like Maria believe that life in a small rural town is better than life in a big city. Please tell me some of these beliefs. Because there is so much violence in the big city .... You know your town and peo- ple and you trust each other like family. Better to live in a big city because there are more jobs and educational opportunities. I agree that life in a small town is better because in a small town life is more peaceful. There is less gang activity and overall life is more peaceful. Sometimes it is true that rural life is better. However, it's also true that a big city can help you or can destroy you; that depends on you. Note. Adapted from "Traditions and Alcohol Use: A Mixed-Methods Analysis," by F. G. Castro and K. Coe, 2007, Cultural Diversity and Ethnic Minoritv Psychology, 13, p. 276. Copyright 2007 by the American Psychological Association. _cm FIGURES 5.19 Table Checklist The following checklist may help ensure that the data in your table are effectively pre- sented and conform to the style rules presented in this chapter. .. Table Checklist D Is the table necessary? D Does it belong in the print version of the article, or can it go in an online sup- plemental file? D Are all comparable tables in the manuscript consistent in presentation? D Is the title brief but explanatory? D Does every column have a column head? D Are all abbreviations explained, as well as special use of italics, parentheses, italics, dashes, boldface, and special symbols? D Are the notes in the following order: general note, specific note, probability note? D Are all vertical rules eliminated? D Are confidence intervals reported for all major point estimates? Is the confi- dence level-for example, 95%-stated, and is the same leveliof confidence used for all tables and throughout the paper? '. D If statistical significance testing is used, are all probability level values correct- ly identified? Are asterisks attached to the appropriate table entries only when needed (as opposed to stating exact probabilities)? When used, IS a probability level assigned the same number of asterisks in all tables in the same paper? D If all or part of a copyrighted table is reproduced or adapted, do the table notes give full credit to the copyright owner? Have you received written per- mission for reuse (in print and electronic form) from the cOPYright holder and sent a copy of that written permission to the journal editor With the f;lnal ver- sion of your paper? D Is the table referred to in text? Figures 5.20 Principles of Figure Use and Construction There are many different types of figures; ho.wever, c~rtain principles ~re th~ same f~~ all figure types. The first consideration is the mformatlOn value of the fIgure In the co text of the paper in which it is to appear. If the figure does not add sub~tantIvely to th~;. understanding of the paper or duplicates other elements of the paper, It should not b . DISPLAYING RESULTS mu included. A second consideration is whether a figure is the best way to communicate the· information. In some cases (particularly when quantitative information is being conveyed), a table may offer more precision than, say, a graph. A third consideration is the degree to which the figure can be produced in a way that captures the essential information features desired without visually distracting detail. When considering inclusion of a figure, always remember that the information value of the figure must dominate other decisions. If you focus on the principle of information value, other questions-for example, use of color, use of photographic images, or magnitude of cropping of a picture-should be relatively easy to resolve. As with other elements of a manuscript, you may wish to consider placing some figures in online supplemental materials archives when those are available. Figures placed in online supplemental materials archives are those that would enrich the understanding of the material presented in the print version of the article but are not essential to the basic understanding of the material. You might want also to include materials that cannot be displayed in print format, such as video clips. As with other online supplemental materials, figures must be able to be understood on their own (see section 2.13). Therefore label them clearly and use detailed legends. 5.21 Types of Figures Many types of figures can be used to present data to the reader. Sometimes the choice of which type to use will be obvious; at other times it will not. The more common types of figures used are described next. • Graphs typically display the relationship between two quantitative indices or between a continuous quantitative variable (usually displayed as the y axis) and groups of subjects displayed along the x axis. • Charts generally display nonquantitative information such as the flow of subjects through a process, for example, flow charts. • Maps generally display spatial information. • Drawings show information pictorially. • Photographs contain direct visual representations of information. Although these are general prototypes, there are many variations and versions of each, and the distinctions among many of them are not clear. Computer-generated images can be made to seem as if they are life-reflecting photographs, and photographs can be engineered to look more like drawings. Whenever photographic images are changed in a way that their basic information is modified, you must disclose the manipulation (see section 5.29). Figures can be effectively used to illustrate complex theoretical formulations (see Figure 5.1) or to represent a theory graphically through a set of path models (see Figure 5.2). They can also show the sampling and flow of subjects through a random- ized clinical trial or other experiment (see Figure 5.3) or the flow of participants in a survey study (see Figure 5.4). Figures can be used to illustrate the results of a one-way design with error bars representing precision of the resulting estimates (see Figure 5.5) Or empirical results from a complex multivariate model (see Figure 5.6). They can also show details concerning the kinds of responses being gathered and scoring methods (see Figure 5.7) as well as details of an experimental laboratory set-up (see Figure 5.8) and an experimental procedure (see Figure 5.9). I • FIGURES • I-G. Guessing 1· • ·N..- a Goosslng -0.- Guessing 1·. ·N..- Figure X. Processing tree model for the simplified conjoint recognition paradigm. Rectangles on the left denote probe type, rectangles on the right denote responses. They are connected by branches of the processing tree that represent the combina- tion of cognitive processes postulated by the model. V, = probability of retrieving a target's verbatim trace given a target probe; V; = probability of retrieving a target's verbatim trace given a related probe; G, = probability of retrieving a target's gist trace given a target probe; G, = probability of retrieving a target's gist trace given a related probe; b = probability of guessing that an item is either a target or a related probe; a = probability of guessing "target." Adapted from" A Simplified Conjoint Recognition Paradigm for the Measurement of Gist and Verbatim Memory," by C. Stahl and K. C. Klauer, 2008, Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, p. 573. Copyright 2008 by the American Psychological Association. 5.22 Standards for Figures The standards for good figures are simplicity, clarity, continuity, and (of course) infor· . mation value. A good figure • augments rather than duplicates the text, • conveys only essential facts, • omits visually distracting detail, • is easy to read-its elements (type, lines, labels, symbols, etc.) are large enough to read with ease, DISPLAYING RESULTS m ilIII Figure 5.2. Theory Through a Set of Path Models Home Literacy Environment (Predictors) a) Direct Pathway Home Literacy Environment (Predictors) a c c' -------------------- Mediators (Phonological Awareness, Preschool Letter Identification, Vocabulary) b Language and Literacy Skill (Criterion) Language and Literacy Skill (Criterion) b) Indirect or Mediated Pathway Figure X. Generic mediation mod lb' 1986). Adapted from "P h I eH elng tested (on the basis of Baron & Kenny, resc 00 ome Literacy Pracf d Ch' ,. Development: A Longitudinal Analysis" b M Ices an Ildren s Literacy 2008, Journal of Educational Psychdlo y lI)OHoOd, E. Conlon,. and G. Andrews, American Psychological Association gy; , p. 259. Copynght 2008 by the •• • ~s easy to understand-Its purpose is readily apparent, • IS consistent with and in th I'" • is f II I e same stye as stmdar fIgures in the same article and care u y panned and prepared. ' Be certain in figures of all types that • lines are smooth and sharp, • typeface is simple (sans serif) and legible • u' f ' llltS 0 measure are provided, • axes are clearly la be led, and • elements within the figure are labeled or explained. Be certain, for instance, to distin uish b When using confidence intervals gclearly e:p~~~fyn ~rhror barsfanhd confidence intervals. , e sIze 0 t e mterval (e.g., 95 %); I 1\ I. I m FIGURES I11III Figure 5.3. Sampling and Flow of Subjects Through a Randomized Clinical Trial or Other Experiment Assessed for eligibility (n "" 96 couples) Excluded [ Enrollment I for not meeting I inclusion criteria In= 6) I Randomized (n = 90 couples) I t 1 Allocated to lIocated to parent Allocated to self- parent-only group child group study group Allocation (n = 24 couples) (n = 33 couples) (n = 33 couples) Received treatment Received treatmen Received treatment (n= 24) In =33) In= 33) 1 1 Lost to follow-up: Lost to follow-up: Lost to follow-up: Did not return to Did not return to Did not return to pasttest (n = 2), pasttest (n = 4). pasttest (n = 12), 6-month (n = 3), 6-month In = 3), 6-month (n = 3). & 1-year (n = 3) & l-year (n = 4) & l-year (n = 2) ( Follow-Up 1 follow-up follow-up follow-up t 1 Multilevel Multilevel Multilevel modeling modeling modeling analyzed (n = 24) analyzed (n = 33) analyzed (n = 33) Excluded from Excluded from Excluded from analyses; analyses; analyses; deleted listwise deleted listwise deleted listwise for ANCOVA at for ANCOVA at for ANCOVA at ( Analysis 1 posttest (n = 2), posttest (n = 4), posttest (n = 12), 6-month (n = 3), 6-month (n = 3), 6-month In = 3), & 1-year (n = 3) & 1-year (n = 4) & 1-year (n = 2) follow-up follow-up follow-up Figure X. Participant flow chart following Consolidated Standards of Reporting Trials guidelines. ANCOVA = analysis of covariance. Adapted from" Evaluating a Brief Prevention Program for Improving Marital Conflict in Community Families." by E. M. Cummings. W. B. Faircloth. P. M. Mitchell, J. S. Cummings, and A. C. Schermerhorn, 2008. Journal of Family Psychology, 22, p. 196. Copyright 2008 by the American Psychological Association. DISPLAYING RESULTS ~flJj I11III Figure 5.4. Flow of Participants in a Survey Study 2,137 eligible to be contacted 86.1% classroom response rate I 1 155 surplus not called I 1,982 attempted to call l I 1 1 I 1,970 reached I 12 unreachable I l l 55 refused prescreening I I 1,915 screened l I 1 I L 1,085 eligible 830 Ineligible ~ L 1 I 61 surplus I 4 partial 56 no longer attending interview participating school ~ dropped 99 no biological mother ~ in the home rl 270 refused I I 750 Interviews completed 298 biologlca) mother not } 73.2% response rate of Mexican origin of nonsurplus eligible families 106 biological father not r.-of Mexican origin H 172 refused after screening 243 nonbiological father in the home I+- ~ 74 refUsed after scheduling 16 with severe } learning disabilities H 17 soft refusals: multiple } unexcused cancellations 3 non-Spanish or non-English speakers '-> 7 refused during interview l 9 participating in 1-another PRC project
;~r~ x.p. Resptonse
R
rate throughout the recruitment and interviewing processes
– reven Ion esearch Center Ada t d f .. S . .
Studies of Cultural Influences on Adjust~:nt: ~~ase a~~~yn~i~hd MRecruitment in
Amerrcans .. by M W R· eXlcan
and D’ ‘. oosa, F. F. LIU, M. Torres, N. A. Gonzales, G. P. Knight.
the A~;~i~:~’ ~~:c~o~~~:~/:::a:~:io:’SYChOIOgY, 22, p. 299. Copyright 2008 by
I I

• FIGURES
• Figure 5.5. Results of One-Way Design Using Error Bars to
Represent Precision of the Resulting Estimates
100.—————————————–
90
80
70
… 60
~
(550
(,)
J! 40
< 30 {------------------, - -0- - 0 s blank screen 20 - ... - 5 s blank screen -. - Correct/incorrect 10 • Correct answer • Not tested on 1 or 2 ot=========~====~--~--------~ Test 1, Day 1 Test 2, Day 1 Test Final test, 1 week later Figure X. Accuracy in Experiment 1 for each type of feedback and for each test. Error bars represent standard errors. Points are offset horizontally so that error bars are visible. Adapted from "When Does Feedback Facilitate Learning of Words?" by H. Pashler, N. J. Cepeda, J. T. Wixted, and D. Rohrer, 2005, Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, p. 5. Copyright 2005 by the American Psychological Association. when using error bars, provide the label for the error (e.g., standard error of the mc~a'LI\ i In addition, be sure in all figures that • sufficient information is given in the legend to make the figure understandable on its • symbols are easy to differentiate, and • the graphic is large enough for its elements to be discernible. In general, high-quality graphics software handles the technical aspects of structing figures. However, do examine the resulting images to ensure that guidelines have been followed and make any adjustments that might be needed. DISPLAYING RESULTS • • Figure 5.6. Empirical Results From a Complex Multivariate Model '~46'" TIME 2 NON· ENGLISH ACHIEVEMENT .236 .310 .914'" .045 ra!~~ x. t Mul~trait-multimethod confirmatory factor analysis model of two corre- ral s an two correlated methods across two measurement waves. ;o~PI~telystandardlzed robust maximum likelihood parameter estimates. The ~Sl ua vanance components (error variances) indicate the amount of unex- ~ a~ned vanance. Thus, for each observed variable, R' = (1 - error variance). GPA ,,~ ade ~Olnt average; .IRT = Item response theory; L2 = English. Adapted from atlve . anguage ProfiCiency, English Literacy, Academic Achievement and ~~~u~atlonal Attalnm:nt in Limited-English-Proficient Students: A Late~t Growth 1 00 ~ln~2~er~pectlve, by R. S. Guglielmi, 2008. Journal of Educational Psychology, • ,. . opynght 2008 by the American Psychological Association ' p < .05. "p < .01. "'p < .001. . I &I FIGURES I11III Figure 5.7. Kinds of Responses Being Gathered and Scoring Methods MODEL\ hh\ FSIQ:PIQ .Pri.J ..... ~.r Atypical Deletion WMS 1Q ~ ~ Case t, 30 yrs easel,2! yn CaseJ,12yn 65:67 55:56 54:51 Full Deletion WMS J,pm:q 4 p 35yn 28yn l1yn 40:45 40:45 49:47 North AmerIcan (28-33 )'1'1) (17M2. yn) (12-14yn) ~ 1\\ -.... ~ 57:57 69:59 t;:J qJ!\ ~ 71:66 fh Vu A\ ::J U- 64:60 74:64 64:62 Figure X. Drawing copy task with elephant by smaller deletion cases (Cases 1. 2. and 3) and age and IQ-matched full deletion William syndrome cases. Adapted from "Williams Syndrome Deficits in Visual Spatial Processing Linked to GTF21RD1 and GTF21 on Chromosome 7q11.23." by H. Hirota. R. Matsuoka, X.-N. Chen, L. S. Salandanan, A. Lincoln, F. E. Rose, ... J. R. Korenberg, 2003, Genetics in Medicine, 5, p. 318. Copyright 2003 by American College of Medical Genetics. Reprinted with permission. 5.23 Figure Legends and Captions A legend explains the symbols used in the figure; it is placed within the figure. A tion is a concise explanation of the figure that is placed directly below the figure serves as the title of the figure. DISPLAYING RESULTS El 11 Figure 5.8. D t'l f E e al s 0 an xperimental Laboratory Set-Up a. b. Experimenter each square is 5.5 x 5.5 A Infant +++ .. ++++ ++ .. ++++++ ++++++++ +++++++++ ++++++++ +++++++~~ ~~ .. ~+~~~ ~~~+++++ ++++++++ ++++++++ ++++++++ ++++++++ 6.5 :~~~: ~o~~:~:~t;~)d~win;s of a bird's eye view of the table (a) and the test phase " . . . um ers represent the dimenSions in centimeters. Ada ted ~~:n ~:Sukal"E:p~r~~n~ Enhances Infants' Use of Task-Relevant Information i~ an , y . . ang and L. Kohne, 2007, Developmental Psycholo 43 p. 1515. Copynght 2003 by the American Psychological Association. gy;, ~~~::~~ ~~~~~;;i:~ i~t; :tntegral tart of the figure; therefore, it should have the same words in the legend. e enng t at appear in the rest of the figure. Capitalize major C f ap Ions. The caption serves both as an ex I . f h f ~herefore, the figure itself should not include a::i~I~~ ;h: c:p~T~~es~~~I~s bae fig~r~ ;i~le; escnptlve phrase. Compare the following captions. a ne ut Too brief: Figure 3. Fixation duration. ',1 I' , 'I· " il _ FIGURES • Figure 5.9. Details of Experimental Procedure Study Phase Picture Test pumpkin "no" "yes" "no" lemon "yes" Figure X. Schematic of the criteria I recollection task. At study, each black word was fOllowed by the same word in red letters (depicted in italics) or by a col~red picture. Black words were used at test as retrieval cues, under various retnevallnstructlons (picture test shown, with correct responses in quotes). Adapted from H Retrieval Monitoring and Anosognosia in Alzheimer's Disease, H by D. A. Gallo, J. M. Chen, A. L. Wiseman, D. L. Schacter, and A. E. Budson, 2007, Neuropsychology, 21, p. 560. Copyright 2007 by the American Psychological Association. Sufficiently descriptive: Figure 3. Fixation duration as a function of the delay between the beginning of eye fixation and the onset of the stimulus in Experiment 1. After the descriptive phrase, add any information needed to clarify the figure: A reader should not have to refer to the text to decipher the figure's m~ssage. A~ways explain units of measurement, symbols, and abbreviations that are not mcluded m the legend. If your graph includes error bars, explain whether. they represent sta~dard deviations standard errors confidence limits, or ranges; It IS also helpful to dIsplay sample si;es. If statisticall; significant values are marked in the figure, explain the probability in the caption (follow the same system used for table notes; see sectIon 5.16). Include within the caption any acknowledgment that a fIgure IS reproduced from another source (see section 2.12). Make certain that the symbols, abbreviations, and terminology in the caption and legend agree with the symbols, abbreviations, and terminology in the figure, in other figures in the article, and in the text. DISPLAYING RESULTS III 5 .. 24 Planning Figures When planning a figure, consider the following guidelines: • Parallel figures or figures of equal importance should be of equal size and scale. • Like figures should be combined to facilitate comparisons between them. For exam- ple, two figures can be placed one above the other and treated as one figure. Two line graphs with identical axes might be combined horizontally and treated as one figure. • A figure legend should be positioned within the borders of the figure (see Figure 5.5). Place labels for parts of a figure as close as possible to the components being identified. 5.25 Preparation of Figures Figures intended for publication in scholarly journals should be computer generated using professional-level graphic software. Always check the file type requirements of the publisher to which you intend to submit your paper. Figures should be prepared at a resolution sufficient to produce high-quality images; appropriate resolution depends on figure type. Photographs (see section 5.29), for example, can be reproduced clear- ly at lower resolution than that needed for line art. Image dimensions should be such that files can be easily transferred electronically. Avoid the use of three-dimensional and other effects (including color), except in rare instances in which they demonstrably enhance the presentation of your data. Individual publishers have stated policies with regard to color printing. Size and proportion of elements. Each element must be large enough and sharp enough to be legible. Use a simple typeface (such as Arial, Futura, or Helvetica) with enough space between letters to avoid crowding. Letters should be clear, sharp, and uniformly dark and should be sized consistently throughout the figure. Type style affects legibili- ty. For example, boldface type tends to thicken and become less readable. The size of lettering should be no smaller than 8 points and no larger than 14 points. As a general guideline, plot symbols should be about the size of a lowercase letter of an average label within the figure. Also consider the weight (i.e., size, density) of each element in a fig- ure in relation to that of every other element, making the most important elements the most prominent. For example, curves on line graphs and outlines of bars on bar graphs should be bolder than axis labels, which should be bolder than the axes and tick marks. Shading. Limit the number of different shadings used in a single graphic. If different shadings are used to distinguish bars or segments of a graph, choose shadings that are distinct (e.g., the best option to distinguish two sets of bars is no shading [open] and black [solid]). If more than three shadings are required, a table may be a better pres- entation of the data. Use computer-generated art in such a way as to maximize the clar- ity of the resulting graphic. And as always, keep it simple and clean looking. Presenting ElectrophySiological, Radiological, and Other Biological Data The presentation of electrophysiological and radiological data presents special chal- lenges because of both the complexity of the data and the lack of existence of a I If~~j PRESENTING OTHER BIOLOGICAL DATA single convention for presentation of these types of data. The lack of a single, well- established standard for presentation requires that labeling of all aspects of the presentation be done clearly and completely (readers are referred to Devlin & Poldrack, 2007; Mildenberger, Eichenberg, & Martin, 2002; Picton et aI., 2000; see also http;lIwww.fmrimethods.org). Do not assume that readers will know the conven- tion that you are following. In addition, most graphical and image-based representa- tions of the basic data are highly processed, edited, and enhanced. The high level of processing of these forms of data makes it essential that the processing methods are clearly identified and that enhanced data (and the ensuing representation of such enhanced data) are clearly and openly identified. In selecting data elements to present in the print version of the document, focus first on principles of clarity of representation, necessity for understanding, and coher- ence among representations. With the availability of online supplemental archives, carefully consider the readability of the text when deciding whether to include com- plex graphs and images in the text proper. When materials are better viewed in non- print media or when images and graphics contain more information than can easily be comprehended in the usual print formats-for example, those that are greatly enhanced through the use of calor or instances in which numerous images are needed to communicate the essential features of the study----<:onsider the use of online supple- mental archives for the presentation of the bulk of this information. Many procedures used for the display of biologically related data use calor, motion, or other display features not best rendered in black-and-white printing. In par- ticular, fMRI images are typically coded in calor, where calor differences indicate acti- vation differences. In the genetics area, gene staining results are often presented in calor. Dynamical spread of brain activation can be displayed through calor video clips. In the material that follows, we present print examples that are appropriate for black- and-white printing but also point to a number of examples (particularly those using calor) that are included on the APA Style website (www.apastyle.org). 5.26 Electrophysiological Data When presenting electrophysiological data, clear labeling is essential; for example, in the presentation of event-related brain potential data, it is essential that the direction of negativity (i.e., negative up or down) be indicated as well as the scale of the response. Information that is necessary for proper interpretation of the graphic, such as number or placement of electrodes, should accompany the graphic display. The graphic image and the points made in the text should be closely allied. Eliminate extra- neous materials from graphic presentation (see Figure 5.10). 5.27 Radiological (lmagingl Data When presenting brain images, clearly label each image. When axial or coronal sec-' tions are being displayed, clearly label which hemisphere is the left and which the right. ' When saggital slices are displayed, clearly indicate whether each slice is of the right Of ' the left hemisphere. When slices are shown, show also an image that indicates where the slices were taken to help orient the reader. Specify the coordinate space in which the images have been normalized (e.g., Talairach, MNI). DISPLAYING RESULTS _1 • Figure 5.10. Event-Related Brain Potential Data FC3 ~ ~ C3 , \ ' \ r- 'I CP4 CP3 ~ \/' P3 -8 PZ P4 v 18 '---_---.!>L-_
-100
Alcohol cue
Nonalcohol
Neutral
ms 900
HS LS
– – — – —
…………..
:!u~e ~ Event-related brain potential waveforms elicited by alcoholic and nonal-
fr OIC everage cues as a function of sensitivity group. Waveforms elicited b
th:q~~~~~I~~~~:lc;non:~rget)~mages are presented for midline locations to i”ustra~e
arr In ese ata. Stimulus onset occurred at 0 ms. Electrodes are
a ~~ed from most anterior (top) to most posterior (bottom) and from left to right
s ey were positioned on the scalp. HS = high alcohol sensitivit r . _
alcohol sensitivity group. Adapted from .. Effects of Alcohol SensitieitOU~~ ~; – low
Event-Related Potential Reactivity to Alcohol Cues” by B D B th YI
E. A H ‘ ” ar 0 ow,
Cop~ri ~~10~;db S. ~. Lust, 2007, Psychology of Addictive Behaviors, 21, p. 560.
g y t e American Psychological Association.

111 PRESENTING OTHER BIOLOGICAL DATA
I11III Figure 5.11. Neuroimaging Data With Details of Processing
Information
Figure X. Lesion maps for the two right hemisphere patients plotted onto a normal
template brain using MRlcro software (Rorden & Brett, 2000). Affected regions
(translucent white) are plotted onto axial slices, with numbers above each slice
indicating Z coordinates in Talairach space. Adapted from “Central Perce,?tual Load
Does Not Reduce Ipsilesional Flanker Interference in Parietal Extinction, by J. C.
Snow and J. B. Mattingley, 2008, Neuropsychology, 22, p. 375. COPYright 2008 by
the American Psychological Association.
DISPLAYING RESULTS.
Cutaway views of the brain that show activations interior to it can be useful if the
cutaways clearly depict the tissue that has been excised. When activations are super-
imposed on a surface-rendered image of a brain, include a clear explanation of what
activations are being shown, particularly with regard to the depth of the activation
that has been brought to the surface; the use of flattened surface images may help
make the data clearer. When using color, use it consistently in all representations
within the document and clearly specify the color-scale mapping (see example at
www.apastyle.org).
Neuroimaging data almost always require extensive postacquisition processing.
Details of the processing methods should accompany their display (see Figure 5.11).
Photomicrographs are often used in cell-staining and other types of imaging stud-
ies. When preparing photomicrographs, include a scale bar and staining materials
information in the figure caption.
5.28 Genetic Data
As with other displays of biological material, clear labeling enhances the display of
genetic information such as deletion patterns-be they of the physical map variety
(see Figure 5.12) or the photographic stain variety (see example at www.apastyle.org).
Present information concerning locations, distances, markers, and identification
methods with the figure. Genetic data displays often contain much information; care-
ful editing of the image, and of its legend, can improve the communicative value of
the figure.
5.29 Photographs
Photographic images are almost always submitted as digital files embedded in or
attached to the electronic version of the manuscript. It is essential that these images be
submitted at appropriate levels of resolution.
Because reproduction softens contrast and detail in photographs, starting with rich
contrast and sharp prints will improve the final print version of the image. The cam-
era view and the lighting should highlight the subject and provide high contrast; a light
or dark background can provide even more contrast.
Photographs must be of professional quality and should be presented as black-and-
white images, unless they include color-specific information relevant to the study (e.g.,
differently colored stimuli). Submit the image as a file type appropriate to the needs of
the publication to which you are submitting. Do not submit color image files for fig-
ures intended for black -and-white printing; the transition from color to black and
White for reproduction is unpredictable and can result in misleading images. It is the
author’s responsibility to ensure that the final representation is accurate. If color pho-
tos are necessary, consult your publication’s instructions to authors for guidelines
regarding color images.
Photographs usually benefit from cropping (i.e., eliminating what is not to be
reproduced), just as careful editing of words can produce a more comprehensible text.
Cropping recomposes the photo, eliminates extraneous detail, and centers the image.
Before cropping, ensure that the image is straight (e.g., that vertical lines are truly ver-
tical); use your software application to align the image if necessary. When used appro-
priately, these alterations can enhance and clarify the image and make it more useful
11
I1 I ‘

_ PRESENTING OTHER BIOLOGICAL DATA
• Figure 5.12. Display of Genetic Material-Physical Map
‘.D
c:Ili”‘lnI!r~ “-.!filollll – ‘tIomorkft …… kpolnl
tel_
~ ~ Cl””” ~ .2!.””.w”~’ ~I
Jimll.. Cl”,.. ~I~ ~”l _’~’
….::!:!.. .. ~ ~ QlI””‘~ W::””” ~~ ~o
61~ p~ ~~ ….. “”~””’. __ =’-_
f~~~~~~~~~~~:;:==::-:;:::;-_~iN~””~”‘Nj,j” TypIcal Wllllilln5
_ case.
11\1 ease2 IllS … a”,lkpolnIOl’~’ItIl …
:t Cases _ 110_ …
“lIM;dO,,”
‘:1· … ((1.,.,…
t:to.InIdClOn6
Figure X. Physical map of the common Williams syndrome deletion. Genes map-
ping in this region are represented by black boxes (names reading vertically).
Bacterial artificial chromosomes, P1-derived artificial chromosomes, and cos mid
clones spanning this region are indicated below the genes and are described in
the Method section. The black horizontal lines depict the approximate size and
extent of deletions in the three cases with atypical deletions and in typical sub-
jects with Williams syndrome. Adapted from “Williams Syndrome Deficits in
Visual Spatial Processing Linked to GTF21RD1 and GTF21 on Chromosome
7q11.23.” by H. Hirota, R. Matsuoka, X.-N. Chen, L. S. Salandanan, A. Lincoln, F. E.
Rose, … J. R. Korenberg, 2003, Genetics in Medicine, 5, p. 315. Copyright 2003
by American College of Medical Genetics. Reprinted with permission.
as a means of scientific communication; they also help to protect the identity of indi-
viduals. However, the same technology can be used to deceive. Ethical principles of
publication forbid any intentional misrepresentation of images in exactly the same way
that fraudulent data manipulation is forbidden. When an image that might reasonably
be thought to be a photographic image (as opposed to an image that is clearly a con-
structed image-a table, chart, cartoon, etc.) has been altered in a manner beyond sim-
ple cropping, clearly indicate in a note that accompanies the image that it has been
altered.
If you photograph a person, obtain a signed release from that person to use the
photograph. If you use a photograph from another source, try to obtain the original,
photograph because photographs of photographs do not print clearly. Obtain written ”
permission for reuse (in both print and electronic form) from the copyright holder, and
acknowledge the author and the copyright holder in the figure caption (see section ”
5.06; see also section 2.12). You may need to obtain permission from the photogra-
pher as well because professional photographs do not meet all the criteria of work for
hire and are usually the property of the photographer. ”
DISPLAYING RESULTS ra
5.30 Figure Checklist
The following checklist may be helpful in ensuring that your figure communicates
most effectIvely and conforms to APA Style and formatting conventions. ‘
.. Figure Checklist
o Is the figure necessary?
o Is the figure simple, clear, and free of extraneous detail?
o Is the figure title descriptive of the content of the figure?
o Are all elements of the figure clearly labeled?
o Are the magnitude, scale, and direction of grid elements clearly labeled?
o Are figures of equally important concepts prepared according to the same
scale?
o Are all figures numbered consecutively with Arabic numerals?
o Are all figures mentioned in the text?
o Has written permission for print and electronic reuse been obtained? Is prop-
er credit given in the figure caption? .
o Have all substantive modifications to photographic images been disclosed?
o Are the figures being submitted in a file format acceptable to the publisher?
o Have the files been produced at a sufficiently high resolution to allow for
accurate reproduction?
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Crediting Sources
Scientific knowledge represents the accomplishments of many researchers over time. A critical part of the writing process is helping readers place your contribu-tion in context by citing the researchers who influenced you. In this chapter, we
provide the ground rules for acknowledging how others contributed to your work. We
begin by describing the appropriate level of citation and offer a brief review of plagia-
rism and self-plagiarism. Next, we offer guidelines on formatting quoted material in
text and information on seeking permission to reprint or adapt previously published
material. This is followed by instruction on citing sources in text and a description of
key elements of the reference list.
When to Cite
Cite the work of those individuals whose ideas, theories, or research have directly
influenced your work. They may provide key background information, support or dis-
pute your thesis, or offer critical definitions and data. Citation of an article implies that
you have personally read the cited work. In addition to crediting the ideas of others
that you used to build your thesis, provide documentation for all facts and figures that
are not common knowledge. Figure 6.1 provides an example of the appropriate level
of citation, adapted from an article in an APA journal.
The number of sources you cite in your work will vary by the intent of the article.
For most articles, aim to cite one or two of the most representative sources for each
key point. However, because the intent of a review article is to acquaint readers with
all that has been written on a topic, authors of literature reviews typically include a
more exhaustive list of citations.

!
I,
~:!:lJ QUOTING AND PARAPHRASING
, ‘1’1’11 , 0”’1, Example of Appropriate Citatio~ Lev~1
Left-handers make up 8% to 13% of most human populations, with left-handedness more
common in men than in women (Gilbert & Wysocki, 1992; McManus, 1991). Secondary
school and university students engaged in “interactive” sports such as tennis and basket-
ball are significantly more likely to be left-handed than those engaged in “noninteractive”
sports such as swimming or rowing, or than those in the general population (Grouios,
Tsorbatzoudis, Alexandris, & Barkoukis, 2000; Raymond et aI., 1996). One possible
explanation for this handedness bias is that left-handers are better than right-handers at
some visuomotor tasks, as has been invoked to explain the left-handed bias among elite
tennis players (Holtzen, 20001.
Note. Adapted from” Frequency-Dependent Performance and Handedness in Professional
Baseball Players (Homo sapiens),” by E. D. Clotfelter, 2008, Journal of Comparative
Psychology, 122, p. 68. Copyright 2008 by the American Psychological Association.
6.01 Plagiarism
As stated in Chapter 1, “Authors do not present the work of another as if it were their
own work” (p. 16). Whether paraphrasing, quoting an author directly, or describing
an idea that influenced your work, you must credit the source. To avoid charges of pla-
giarism, take careful notes as you research to keep track of your sources and cite those
sources according to the guidelines presented in this chapter (see also section 1.10).
6.02 Self-Plagiarism
Whereas plagiarism refers to the practice of claiming credit for the words, ideas, and con-
cepts of others, self-plagiarism refers to the practice of presenting one’s own previously
published work as though it were new. As noted in Chapter 1, “The core of the new doc-
ument must constitute an original contribution to knowledge, and only the amount of
previously published material necessary to understand that contribution should be
included, primarily in the discussion of theory and methodology” (p. 16). Avoid charges
of self-plagiarism by familiarizing yourself with the ethical standards regarding duplicate
publication and the legal standards of fair use (see also section 1.10).
Quoting and Paraphrasing
6.03 Direct Quotation of Sources
Reproduce word for word material directly quoted from another author’s work or
from your own previously published work, material replicated from a test item, and
verbatim instructions to participants. When quoting, always provide the author, year,
and specific page citation or paragraph number for nonpaginated material (see sec-
tion 6.05) in the text and include a complete reference in the reference list (see Citing
References in Text, p. 174, for exceptions to this rule).
If the quotation comprises fewer than 40 words, incorporate it into text and
enclose the quotation with double quotation marks. If the quotation appears in mid- I
CREDITING SOURCES Iffil1
sentence, end the passage with q ot t” k’
diately after the quota!’ k u ~ IOn ~ar s, CIte the source in parentheses imme-
unless the meaning of :~~ ::;e:~:~eq~~;:~::~~h;:~~:~~~~n~se no other punctuation
Interpreting these results, Robbins et al. (2003) suggested that the “thera ists
I~ dlropout cases may have Inadvertently validated parental negativity abo~ the
a 0 e:cent Without adequately responding to the adolescent’s needs or con-
cerns (p. 541), contributing to an overall Climate of negativity.
If the quotation appears at the end of a sentence, close the quoted assa e with u
tatlOn marks, CIte the source in parentheses immediately after the Pquot!tion m!k~­
and end WIth a perIod Or other punctuation outside the final parenthesis. ‘
~onf~Si~9 this issue is the overlapping nature of roles in palliative care whereby
me Ica needs are met by those in the medical disciplines; nonmedic~1 needs
may be addressed by anyone on the team” (Csikai & Chaitin, 2006, p. 112).
~~~h:!~~:~tion co~prises 4~ or more words, display it in a freestanding block of text
the block a:o~~~t~~~ni~~rfr~~t:~: ~~~thr:a~~~~k(i~Ut~:~~;eo;o~i~:: ~~::d indent
;~~hh;~ I:;~~~~:~~ :~fitio~a\jar~rraphs wihthin the quotation, indent the firs;;i~:r~f
quotat’ . h ndc. ou e-space t e entIre quotation. At the end of a block IOn, cIte t e quote source and th h’
after the final punctuation mark. e page or paragrap number In parentheses
Others have contradicted this view:
Co-presence does not ensure .intimate interaction among all group mem-
br
s
, ConSider large-scale .soclal gatherings in which hundreds or thousands
o people gather In a location to perform a ritual or celebrate an event.
In these Instances, participants are able to see the visible manifestation
of the group, the phYSical gathering, yet their ability to make direct intimate
connections With those around them is limited by the sheer magni;Ude of
the assembly. (Purcell, 1997, pp. 111-112)
(~ltger~;tivle9IY9’7if rthe qulloted sou~ce is cited in the sentence introducing the block quote .. , n , urce contradIcted thIS vie “) I h
ber is needed at the end of th t’ w , ” , on y t e page or paragraph num-
e quo atIon.
6.04 Paraphrasing Material
When paraphrasing or referring to an idea contained in another work
aged to provide h ‘ you are encour-
ested d I a page or paragrap number, especially when it would help an inter-
rea er ocate the relevant passage in a long or complex text.
6.05 Direct Quotations of On line Material Without Pagination
Cred’t d’ . .
I Irect quotatIOns of onhne material by giving the author d
number in par th M I ‘ year, an page
en eses. any e ectronic sources do not provide page numbers. If

;’1,;
I
In1V:<2~ QUOTING AND PARAPHRASING paragraph numbers are visible, use them in place of page numbers. Vse the abbre- viation para. Basu and Jones (2007) went so far as to suggest the need for a new "intellectual framework in which to consider the nature and form of regulation in cyberspace" (para. 4). If the document includes headings and neither paragraph nor page numbers are visible, cite the heading and the number of the paragraph following it to direct the reader to the location of the quoted material. In their study, Verbunt, Pernot, and Smeets (2008) found that "the level of perceived disability in patients with fibromyalgia seemed best explained by their mental health condition and less by their physical condition" (Discussion section, para. 1). In some cases in which no page or paragraph numbers are visible, headings may be too unwieldy to cite in full. Instead, use a short title enclosed in quotation marks for the parenthetical citation: "Empirical studies have found mixed results on the efficacy of labels in educat- ing consumers and changing consumption behavior" (Golan, Kuchler, & Krissof, 2007, "Mandatory Labeling Has Targeted," para. 4). (The heading was "Mandatory Labeling Has Targeted Information Gaps and Social Objectives.") 6.06 Accuracy of Quotations Direct quotations must be accurate. Except as noted here and in sections 6.07 and 6.08, the quotation must follow the wording, spelling, and interior punctuation of the original source, even if the source is incorrect. If any incorrect spelling, punctuation, or grammar in the source might confuse read- ers, insert the word sic, italicized and bracketed, immediately after the error in the quo- tation. (See sections 4.08 and 4.10 regarding the use of brackets in quotations.) Always check the manuscript copy against the source to ensure that there are no discrepancies. 6.07 Changes From the Source Requiring No Explanation The first letter of the first word in a quotation may be changed to an uppercase or a lowercase letter. The punctuation mark at the end of a sentence may be changed to fit the syntax. Single quotation marks may be changed to double quotation marks and vice versa. Any other changes (e.g., italicizing words for emphasis or omitting words; see section 6.08) must be explicitly indicated. 6.08 Changes From the Source Requiring Explanation Omitting material. Vse three spaced ellipsis points ( ... ) within a sentence to indicate. that you have omitted material from the original source. Vse four points to indicate. CREDITING SOURCES N any omission between two sentences. The first point indicates the period at the end of the first sentence quoted, and the three spaced ellipsis points follow. Do not use ellip- sis points at the beginning or end of any quotation unless, to prevent misinterpretation, you need to emphasize that the quotation begins or ends in midsentence. . Inserting material. Vse brackets, not parentheses, to enclose material such as an addi- tion or explanation inserted in a quotation by some person other than the original author (see also the second example in section 4.10). "They are studying, from an evolutionary perspective, to what extent [children'sl play is a lUxury that can be dispensed with when there are too many other com- peting claims on the growing brain ... " (Henig, 2008, p. 40). Adding emphasis. If you want to emphasize a word or words in a quotation, italicize the word or words. Immediately after the italicized words, insert within brackets the words emphasis added, that is, [emphasis addedl (see section 4.08, second example). 6.09 Citations Within Quotations Do not omit citations embedded within the original material you are quoting. The works cited need not be included in the list of references (unless you happen to cite them as primary sources elsewhere in your paper). "In the United States, the American Cancer Society (2007) estimated that about 1 million cases of NMSC and 59,940 cases of melanoma would be diagnosed in 2007, with melanoma resulting in 8,110 deaths" (Miller et aI., 2009, p. 209). 6.10 Permission to Quote, Reprint, or Adapt You may need written permission from the owner of copyrighted work if you include lengthy quotations or if you include reprinted or adapted tables or figures. Reprinting indicates that the material is reproduced exactly as it appeared originally, without mod- ifications, in the way in which it was intended. Adaptation refers to the modification of material so that it is suitable for a new purpose (e.g., paraphrasing or presenting an original theory or idea discussed in a long passage in a published article in a new way that suits your study; using part of a table or figure in a new table or figure in your man- uscript). Requirements for obtaining permission to quote copyrighted material vary from one copyright owner to another; for example, APA policy permits authors to use, with some exceptions, a maximum of three figures or tables from a journal article or book chapter, single text extracts of fewer than 400 words, or a series of text extracts that total fewer than 800 words without requesting formal permission from APA. It is important to check with the publisher or copyright owner regarding specific require- ments for permission to quote from or adapt copyrighted material. It is the author's responsibility to find out whether permission is required from the copyright owner and to obtain it for both print and electronic reuse. APA cannot pub- lish previously copyrighted material that exceeds the copyright holder's determination of "fair use" without permission. If you must obtain written permission from the copyright owner, append a foot- note to the quoted material with a superscript number, and in the footnote acknowl- Iri~ CITING REFERENCES IN TEXT edge permission from the owner of the copyright. Format the footnote as shown in Chapter 2, section 2.12. Citing References in Text References in APA publications are cited in text with an author-date citation system and are listed alphabetically in the reference list. This style of citation briefly identifies the source for readers and enables them to locate the source of information in the alphabetical reference list at the end of the article. Each reference cited in text must appear in the reference list, and each entry in the reference list must be cited in text. Make certain that each source referenced appears in both places and that the text cita- tion and reference list entry are identical in spelling of author names and year. However, two kinds of material are cited only in the text: references to classical works such as the Bible and the Qur'an, whose sections are standardized across edi- tions, and references to personal communications (see sections 6.18 and 6.20). References in a meta-analysis are not cited in text unless they are also mentioned in the text (see section 6.26) 6.11 One Work by One Author The author-date method of citation requires that the surname of the author (do not include suffixes such as Jr.) and the year of publication be inserted in the text at the appropriate point: Kessler (2003) found that among epidemiological samples Early onset results in a more persistent and severe course (Kessler, 2003). If the name of the author appears as part of the narrative, as in the first example, cite only the year of publication in parentheses, Otherwise, place both the name and the year, separated by a comma, in parentheses (as in the second example). Even if the reference includes month and year, include only the year in the text citation. In the rare case in which both the year and the author are given as part of the textual discussion, do not add parenthetical information: In 2003, Kessler's study of epidemiological samples showed that Within a paragraph, when the name of the author is part of the narrative (as in the first example above), you need not include the year in subsequent nonparenthetical ref- erences to a study as long as the study cannot be confused with other studies cited in' the article, Do include the year in all parenthetical citations: ' Among epidemiological samples, Kessler (2003) found that early onset social anxiety disorder results in a more potent and severe course, Kessler also found, , , , The study also showed that there was a high rate of comorbidity with alcohol abuse or dependence and major depression (Kessler, 2003), However, when both the name and the year are in parentheses (as in the se(;UJ"U example above), include the year in subsequent citations within the paragraph: CREDITING SOURCES f:illlJ Early onset results in a more persistent and severe course (Kessler 2003) Kessler (2003) also found, , , , ' , 6.12 One Work by Multiple Authors When a work has two authors, cit~ both names every time the reference occurs in text. When a work has three, four, or five authors, cite all authors the first time the refer- ence occurs; m subs~qu~nt citations, include only the surname of the first author fol- l~wed by et ai, (not ItaliCIZed and with a period after all and the year if it is the first citatIOn of the reference within a paragraph, Kisangau, Lyaruu, Hosea, and Joseph (2007) found [Use as first citation in text.] K,sangau et aL (2007) found [Use as subsequent first citation per paragraph thereafter.] Kisangau et aL found [Omit year from subsequent citations after first nonpar- enthetlcal CitatIOn within a paragraph Include the year I'n subse t" 'f f " " . quen citatIOns I Irst citatIOn wlthm a paragraph is parenthetical. See section 6.11.] Exception: If two references of more than three surnames with the same year shorten to the same form (e.g., both Ireys, Chernoff, DeVet, & Kim, 2001, and Ireys, Chernoff Ste~, DeVet, & Silver, 2001, shorten to Ireys et aI., 2001), cite the surnames of the firs; auft ors and of as many of the subsequent authors as necessary to distinguish the two re erences, followed by a comma and et ai, Ireys, Chernoff, DeVet, et aL (2001) and Ireys, Chernoff, Stein, et aL (2001) Precede the final name in a multiple-author citation in running text by the word and. InbParenthetlcal material, in tables and captions, and in the reference list join the names y an ampersand (&): ' as Kurtines and Szapocznik (2003) demonstrated as has been shown (Jiireskog & Siirbom, 2007) I When a work ha,s sixor more authors, cite only the surname of the first author fol- owed by et ar (not ItaliCized and with a period after all and the year for the first and s~bsequent citatIOns, (See section 6.27 and Example 2 in Chapter 7 for how to cit k with more th ' h . h f e wor s h an SIX aut ors m t e re erence list.) If two references with six or more aut ors shorten to the same form, cite the surnames of the first authors and of as man of the subsequent authors as necessary to distinguish the two references followed by y comma and et ai, For example, suppose you have entries for the followi~g references: a Kosslyn, Koenig, Barrett, Cave, Tang, and Gabrieli (1996) Kosslyn, Koenig, Gabrieli, Tang, Marsolek, and Daly (1996) In text you would cite them, respectively, as Kosslyn, Koenig, Barrett, et aL (1996) and Kosslyn, Koenig, Gabrieli, et aL (1996) " i I i , I 1 I1 i i " 11, I Bl CITING REFERENCES IN TEXT Table 6.1 illustrates the basic citation styles. Exceptions and citation styles that do not work in the tabular format are discussed in text or included as part of the example references. 6.13 Groups as Authors The names of groups that serve as authors (e.g., corporations, associations, govern- ment agencies, and study groups) are usually spelled out each time they appear in a text citation. The names of some group authors are spelled out in the first citation and abbreviated thereafter. In deciding whether to abbreviate the name of a group author, use the general rule that you need to give enough information in the text citation for the reader to locate the entry in the reference list without difficulty. If the name is long and cumbersome and if the abbreviation is familiar or readily understandable, you may abbreviate the name in the second and subsequent citations. If the name is short or if the abbreviation would not be readily understandable, write out the name each time it occurs (see examples in Table 6.1). 6.14 Authors With the Same Surname If a reference list includes publications by two or more primary authors with the same surname, include the first author's initials in all text citations, even if the year of pub- lication differs. Initials help the reader to avoid confusion within the text and to locate the entry in the list of references (see section 6.25 for the order of appearance in the reference list). References: Light, I. (2006). Deflecting immigration: Networks, markets, and regulation in Los Angeles. New York, NY: Russell Sage Foundation. Light, M. A., & Light, I. H, (2008). The geographic expansion of Mexican immigra- tion in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8, 73-82. Text Cites: Among studies, we review M. A. Light and Light (2008) and I. Light (2006). 6.15 Works With No Identified Author or With an Anonymous Author When a work has no identified author, cite in text the first few words of the referencf:; list entry (usually the title) and the year. Use double quotation marks around the title' of an article, a chapter, or a web page and italicize the title of a periodical, a book, a brochure, or a report: on free care ("Study Finds," 2007) the book College Bound Seniors (2008) CREDITING SOURCES ~.1 H Basic Citation Styles Type of citation One work by one author One work by two authors One work by three authors One work by four authors One work by five authors One work by six or more authors Groups (readily identified through abbreviation) as authors Groups (no abbreviation) as authors First citation in text Walker (2007) Walker and Alien (2004) Bradley, Ramirez, and Soo (1999) Bradley, Ramirez, Soo, and Walsh (2006) Walker, Alien, Bradley, Ramirez, and Soo (2008) Wasserstein et ai, (2005) National Institute of Mental Health (NIMH, 2003) University of Pittsburgh (2005) Subsequent citations in text Walker (2007) Walker and Alien (2004) Bradley et al. (1999) Bradley et al. (2006) Walker et al. (2008) Wasserstein et ai, (2005) NIMH (2003) University of Pittsburgh (2005) Parenthetical format, first Parenthetical format, citation subsequent citations in text in text (Walker, 2007) (Walker. 2007) (Walker & (Walker & Alien, 2004) Alien. 2004) (8radley, (Bradley et aI., 1999) Ramirez, & Soo, 1999) (Bradley, (Bradley et al" 2006) Ramirez, Soo. & Walsh. 2006) (Walker, Alien, (Walker et aI., 2008) Bradley, Ramirez, & Soo, 2008) (Wasserstein (Wasserstein et aI., et al.,2005) 2005) (National (NIMH, 2003) Institute of Mental Health [NIMH[, 2003) (University of (University of Pitts- Pittsburgh, burgh, 2005) 2005) Treat ~eferences to legal materials like references to works with no author' " ~~~~ec~~fe~~~~I::ds~~; ::a~~~:: ~~;:~~:~~t~sfo~n! lerislation /y thefirsr' f;~~~~~~ erences for legal materials). . e ormat 0 text citatIOns and ref- A When a work's author is designated as "Anonymous" , f cIte in text the word nonymous ollowed by a comma and the date: ' (Anonymous, 1998) In the reference list, an anonymous work is I h b ' d b section 6.25). a p a etlze y the word Anonymous (see 6.16 Two or More Works Within the Same Parentheses Order the citations of two k ' h' in the same order in h' h or more wor ~ WIt III the same parentheses alphabetically would th . h w IC they appear III the reference list (including citations that o erWlse s orten to et al.). I : I1 • I i , I1 if 11111 CITING REFERENCES IN TEXT works by the same authors (in the same order) by year of Arrange two or more . h h' rnames once' for each publication. Place in-press citations last. GIve t e aut ors su , subsequent work, give only the date. Training materials are available (Department of Veterans Affairs, 2001, 2003) Past research (Gogel, 1990, 2006, in press) Identify works by the same author (or by the sam~ two or more aut~orshin :the order) with the same publication date by the s~ffIxes a, b, c, and so ort ,a er same The suffixes are assigned m the reference lIst, where these ~~~Ise~~; r:~~::~c:~ea;:~~dered alphabetically by title (of the article, chapter, or com- plete work). Several studies (Derryberry & Reed, 2005a, 2005b, in press-a; Rothbart, 2003a, 2003b) . k by different authors who are cited within the same paren-LIst two or more wor s h .. 'th theses in alphabetical order by the first author's surname. Separate t e citatIOns WI semicolons. Several studies (Miller, 1999; Shafranske & Mahoney, 1998) '. ma se arate a major citation from other citations. within parenthe~es Ex~eptton. Youh y p h see also before the first of the remainmg CItatIons, whIch by msertmg a prase, suc as , should be in alphabetical order: (Minor, 2001; see also Adams, 1999; Storandt, 2007) 6.17 Secondary Sources . Use secondary sources sparingly, for instance, wfe~ the ~~ggiC:~ w~;v: i:h~u:e~~~~~:~ unavailable through usual sources, or not aval a e In • . .. f he source in the reference list; in text, name ,the orkig.inal 7~k ~n~ g;:~n\~~a~~~ d~l ~ot secondar source. For example, If Allport s wor IS cIte m IC 0 . read All;ort's work, list the Nicholson reference in the reference lIst. In the text, use the following citation: Allport's diary (as cited in Nicholson, 2003). 6.18 Classical Works When a date of publication is inapplicable, such as for some ve;\ old w?rks, cite ~e; ear of the translation you used, preceded by trans., or the year 0 t e versIOn y~u us , Iollowed by version. When you know the original date of publIcatIOn, mclude It m ; citation. (Aristotle, trans. 1931) James (1890/1983) CREDITING SOURCES _ Reference list entries are not required for major classical works, such as ancient Greek and Roman works or classical religious works; simply identify in the first cita- tion in the text the version you used. Parts of classical works (e.g., books, chapters, verses, lines, cantos) are numbered systematically across all editions, so use these num- bers instead of page numbers when referring to specific parts of your source: 1 Cor. 13:1 (Revised Standard Version) (Qur'an 5:3-4) 6.19 Citing Specific Parts of a Source To cite a specific part of a source, indicate the page, chapter, figure, table, or equation at the appropriate point in text. Always give page numbers for quotations (see section 6.03). Note that page, but not chapter, is abbreviated in such text citations: (Centers for Disease Control and Prevention, 2005, p. 10) (Shimamura, 1989, Chapter 3) For guidance on citing electronic sources that do not provide page numbers, see section 6.05. See section 6.18 for citing parts of classical works. 6.20 Personal Communications Personal communications may be private letters, memos, some electronic communica- tions (e.g., e-mail or messages from nonarchived discussion groups or electronic bul- letin boards), personal interviews, telephone conversations, and the like. Because they do not provide recoverable data, personal communications are not included in the ref- erence list. Cite personal communications in text only. Give the initials as well as the surname of the communicator, and provide as exact a date as possible: T. K. Lutes (personal communication, April 18, 2001) (V.-G. Nguyen, personal communication, September 28, 1998) Use your judgment in citing other electronic forms as personal communications; online networks currently provide a casual forum for communicating, and what you cite should have scholarly relevance. Some forms of personal communication are recoverable, and these should be ref- erenced as archival materials. See section 7.10 for templates, descriptions, and exam- ples of archival sources in the reference list. 6.21 Citations in Parenthetical Material In a citation that appears in parenthetical text, use commas, not brackets, to set off the date: (see Table 3 of U.S. Department of Labor, 2007, for complete data) .1 REFERENCE LIST Reference List . 1 article rovides the information necessary to The reference list at the end of a Jouhrna f p s J'udiciously and include only the d · h 0 rce C oose re erence identify an retneve eac s u . h d t'on of the article. APA journals and d · the researc an prepara I . sources that you use m 11' reference lists not bibliographIes.! . 1 . APA Style genera y reqUIre , . other Journa s usmg r b d bl -spaced and that entries have a hangmg APA requires that the reference 1st e oU l e f nces that document the article and indent. Because a reference list inclu~e~ o~ ~~: l~:; personal communications, such as provide recoverable data, do not Ilnclu em. munications. Instead, cite personal letters memoranda, and mforma e ectromc corn comm'unications only in text (see section 6.20 for format). d Complete Reference List 6 22 Construction of an Accurate an • .. r ferences is to enable readers to retrieve and use the Because one purpose of hstmg e d 1 te Each entry usually contains the sources, reference data must be cor7 ct ~~. c::: ~itie and publishing data-all the following elements: author, year Od pUT Ica. I'd library search. The best way to information necessary for umque I endtl IcatlOln ans to check each reference carefully . f .. accurate an camp ete I d ensure that m. ~rmatIon IS. G' ecial attention to spelling of proper names an against the ongmal pubhcatlOn.. Ilved~p t or other special marks, and to com- d . f . 1 nguages mcu mgaccens d 1 of war s m orelgn a , 1 d . numbers page numbers, an e ec-f . 1 . 1 ears vo ume an Issue, . pleteness 0 Journa tIt es, y, 'bl f II information in their reference hsts. tronic retrieval data. Authors arhe rlespons~r ~ or a r credibility as a careful researcher. Accurately prepared references e p esta IS you Abbreviations. Acceptable abbreviati?ns in the reference list for parts of books and other publications include the followmg: Abbreviation Book or publication part ed. Rev. ed. 2nd ed. Ed. (Eds.) Trans. n.d. p. (pp.) Vol. Vols. No. Pt. Tech. Rep. edition Revised edition second edition Editor (Editors) Translator(s) no date page (pages) Volume (as in Vol. 4) Volumes (as in Vols. 1-4) Number Part Technical Report Suppl. Supplement . 1 b rs of books and journals are given Arabic numerals. Although some vo ume b . num e 1 ( Vol 3 not Vol. III) becaus~ 1 APA' als use Ara IC numera s e.g., ., Roman numera s, Journ. d h n Roman numerals. A Roman they use less space and are easIer to ~oirehen( t a Attention and Performance XIII). al that is part of a title should remam oman e.g., 'Note that a reference list cites wohrks th~t. specif~c~~y si?Cf:~~ ~!~~~~t~!:r n::!~~e. In contrast, a bibliography works for background or for furt er rea mg an --------~ CREDITING SOU~ 6.23 Consistency Consistency in reference style is important, especially in light of evolving technologies in database indexing, such as automatic indexing by database crawlers. These com- puter programs use algorithms to capture data from primary articles as well as from the article reference list. If reference elements are out of order or incomplete, the algo- rithm may not recognize them, lowering the likelihood that the reference will be cap- tured for indexing. With this in mind, follow the general formats for placement of data and use the electronic reference guidelines detailed in this chapter to decide which data are necessary to allow readers to access the sources you used. 6.24 Using the Archival Copy or Version of Record When using information and data retrieved online, check to see whether you are citing the appropriate version of your reference source. In-progress and final versions of the same work might coexist on the Internet, which can present challenges in determining which version is most current and most authoritative. In most cases, it is best to cite the archival version or version of record, which has been peer-reviewed and may pro- vide additional links to online supplemental material. If the most current version avail- able was an advance release version at the time that you originally cited it, rechec)< the source and update its publication status as close as possible to the publication date of your work (see section 6.32). 6.25 Order of References in the Reference List The principles for arranging entries in a reference list are described next. You may also find it helpful to look at the reference list in Chapter 2 in the sample manuscript and at reference lists in journals that are published in APA Style. Alphabetizing names. Arrange entries in alphabetical order by the surname of the first author followed by initials of the author's given name, and use the following rules for special cases: • Alphabetize by the author's surname. This surname/given name formula is com- monly used in Western countries but is less commonly used in many Eastern Coun- tries. If you are uncertain about the proper format for a name, check with the 'author for the preferred form or consult the author's previous publication for the common- ly used form (e.g., Chen Zhe may publish under Zhe Chen in the United States). . ' , • Alphabetize letter by letter. When alphabetizing surnames, remember that "nothing precedes something": Brown, J. R., precedes Browning, A. R., even thougq i pre- cedes j in the alphabet. Singh, Y, precedes Singh Siddhu, N. L6pez, M. E., precedes L6pez de Molina, G. Ibn Abdulaziz, T., precedes Ibn Nidal, A K. M. Girard, J.-B., precedes Girard-Perregaux, A S. Villafuerte, S. A, precedes Villa-Lobos, J. Benjamin, A S., precedes ben Yaakov, D. , I '. "lttm~ REFERENCE LIST !'.lI'gj . ., M and Mac literally, not as if they were all spelled • Alphab~tlze thde Phreflxes M'h . cMacArthur precedes McAllister, and MacNeil pre-Mac. Dlsregar t e apostrop e. cedes M'Carthy. b J 11 recedes • Alphabetize. entries with numerals chronologically (e.g., Macom er, ., ,p Macomber, J., Ill), h ame first author. When ordering several works by the Order of several works h bY t 8hs , e . n the first and all subsequent references, and same first author, gIve t e aut or s nam I. use the following rules to arrange the entnes: • One-author entries by the same author are arranged by year of publication, the ear- liest first: Upenieks, V. (2003). Upenieks, V. (2005). • One-author entries precede multiple-author entr.ies begi~~in)g with the same sur- name (even if the multiple-author work was publIshed ear ler : Alleyne, R. L. (2001). Alleyne, R. L., & Evans, A. J. (1999). f h d d' fferent second or third authors are • ~r:~~;~~e:l;i:~e:~:l~;~; t~:s:u~~!;: oaf~he :econd author or, if the second author is the same, the surname of the third author, and so on: Boockvar, K. S., & Burack, O. R. (2007). . . A Boockvar, K. S., Carlson LaCorte, H., Giambanco, V., Fnedman, B., & SIU, . (2006). Hayward, D., Firsching, A., & Brown, J. (1999). Hayward, D., Firsching, A., & Smigel, J. (1999). • References with the same authors in the same order are arranged by year of publi- cation, the earliest first: Cabading, J. R., & Wright, K. (2000). Cabading, J. R., & Wright, K. (2001). b h me two or more authors in the same order) • !~:~r::ec~:!~ ~:eb~~~~o~u~:~; ~~; a:r:n;:~ alphabetically by title (excluding A or The), . h h ublished in the same year are iden- i Exception: If the referen~es wIth tp e sa;ne adu~a~:s iJ order the references in the series ' tified as articles III a senes (e.g" art an , order, not alphabetically by title b · d f th-immediately after the year, within Place lowercase letters-a, , c, an so or the parentheses: Baheti, J. R. (2001a). Control .. . Baheti, J. R. (2001 b). Roles of .. . CREDITING SOU~ Order of several works by different first authors with the same surname. Arrange works by different authors with the same surname alphabetically by first initial: Mathur, A. L., & Wallston, J. (1999). Mathur, S. E., & Ahlers, R. J. (1998). Note: Include initials with the surname of the first author in text citations (see sec- tion 6.14). Order of works with group authors or with no authors. Occasionally, a work will have as its author an agency, association, or institution, or it will have no author at all. Alphabetize group authors, such as associations or government agencies, by the first significant word of the name. Full official names should be used (e.g., American Psychological Association, not APA). A parent body precedes a subdivision (e.g., University of Michigan, Department of Psychology). If, and only if, the work is signed "Anonymous," begin the entry with the word Anonymous spelled out, and alphabetize the entry as if Anonymous were a true name. If there is no author, move the title to the author position, and alphabetize the entry by the first significant word of the title. Treat legal references like references with no author; that is, alphabetize legal ref- erences by the first significant item in the entry (word or abbreviation). See Appendix 7.1 for the format of references for legal materials and ways to cite them in the text. 6.26 References Included in a Meta-Analysis If the number of articles contributing studies to the meta-analysis is relatively small (e.g., about 50 or fewer), they should appear in the reference list with an asterisk included to identify them. If the number of articles in the meta-analysis exceeds 50, then the references to the articles should be placed in a list and submitted as an online supplemental archive. In this second case, if an article is mentioned in the text and is included in the meta-analysis, it should be cited both in the reference list and in the supplemental materials. Add the following statement before the first reference entry: References marked with an asterisk indicate studies included in the meta-analysis. The in-text citations to studies selected for meta-analysis are not preceded by asterisks. Bandura, A. J. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. * Bretschneider, J. G., & McCoy, N. L. (1968). Sexual interest and behavior in healthy 80- to 102-year-olds. Archives of Sexual Behavior, 14,343-350. Reference Components In general, a reference should contain the author name, date of publication, title of the work, and publication data. The following sections (6.27-6,31) describe these components. Detailed notes on style accompany the description of each element, and example numbers given in parentheses correspond to examples in Chapter 7 in sec- tions 7.1-7.11. _ REFERENCE COMPONENTS 6.27 Author and Editor Information Authors. . d 'nl'tials for up to and including seven II h ' ames' give surnames an I b • Invert a aut ors n , h B B & A th r CC) When authors num er h ( A thor A A Aut or .., u 0, • .. . d dd aut ors e.g., u 'h' f'; . ' th 'names then insert three elhpses, an a . h . nclude t e Irst SIX au ors, "'d elg t or more, I 7 E I 2) In text follow the citation gm e-the last author's name (see Chapter , xamp e. , • :~~~ei~e;:;:~~: ~~!~~cludes different authors with the .same surname and first initial, the authors' full first names may be given III brackets. . Janet, P. [Paul]. (1876). La notion de la personnalite [The notion of personality]. Revue Scientifique, 10, 574-575. . f some impulsions. Journal of Janet, P. [Pierre). (1906). The pathogenesls 0 Abnormal Psvchology, 1,1-17. fu~ ~ (Paul Janet, 1876) (Pierre Janet, 1906) . • If an author's first name is hyphenated, retain the hyphen and include a penod after ... I (L J -B for Jean-Baptlste Lamour). each Illltla amour,. ., d' .. I d to separate h to separate surnames an Imtla S, an • Use commas to .separate aut or~'III' see Cha ter 7, Example 24); with two to seven initials and suffixes (e.g., Jr. an, p h ersand (&) before the last aut or. authors, use an amp thor (e Royal Institute of Technology; National • Spell out the full name of a group au E·g·, I s 31 32 35,68). In a reference to Institute of Mental Health; see Chapte~ 7, xamPg:vern:Ue;t agency, association, cor- a work with a group author (e.g., stu y group, .) eriod follows the author element. poratlOn , a p . h . I de them in the reference in parenthe- • If authors are listed wiw th tfhedw~dAw)'tTh~n~e~t citation, however, refers to the pri-ses: Bulatao, E. (With In or, . .. mary author only. . hor move the title to the author position, before • In a reference to a w?rk with no aut 'E I 9 30 71). A period follows the the date of publicatIOn (see Chapter 7, xamp es, , title. Editors. . I ce the editors' names in the author position, and. • In a reference to an edited book, p a . h fter the last editor's name. The', enclose the abbreviation Ed. or Eds. III pa~ent eses a . d f 11 ws the parenthetical abbreViation (Eds.). • i:r~orefe~e~ce to a chapter in an edited bo~k, invert the chapter authors' names as noted above but do not invert book editors names. . ... [ • The namefofrtahlel ebd~~:r~d(~:~rs:hb~~!~t~:1 ~:~~;::~e b;~~:s ::~~ !~~~;~:~~~~~;a s surnames 0 . bl ) naming the lead editor followed by et al. IS accepta e. Author, A. A. (2008). Title of chapter. In E. E. Editor (Ed.), Title of book (pp. Location: Publisher. • For a book with no editor, simply include the word In before the book title. CREDITING SOU~ 6.28 Publication Date • Give in parentheses the year the work was published (for unpublished or informally published works, give the year the work was produced). • For magazines, newsletters, and newspapers, give the year and the exact date of the publication (month or month and day), separated by a comma and enclosed in parentheses (see Chapter 7, Examples 7-11). If the date is given as a season, give the year and the season, separated by a comma and enclosed in parentheses. • For papers and posters presented at meetings, give the year and month of the meet- ing, separated by a comma and enclosed in parentheses. • Write in press in parentheses for articles that have been accepted for publication but that have not yet been published (see Chapter 7, Example 6). Do not give a date until the article has actually been published. (To reference a paper that is still in progress, under review, or being revised, see Chapter 7, Example 59.) • If no date is available, write n. d. in parentheses. • For several volumes in a multi volume work or several letters from the same collec- tion, express the date as a range of years from earliest to latest (see Chapter 7, Examples 23 and 65). • For archival sources, indicate an estimated date that is reasonably certain but not stated on the document by using ca. (circa) and enclose the information in square brackets (see Chapter 7, Example 67). • Finish the element with a period after the closing parenthesis. 6.29 TItle Article or chapter title. Capitalize only the first word of the title and of the subtitle, if any, and any proper nouns; do not italicize the title or place quotation marks around it. Finish the element with a period. Mental and nervous diseases in the Russo-Japanese war: A historical analysis. Periodical title: Journals. newsletters. magazines. Give the periodical title in full, in uppercase and lowercase letters. Italicize the name of the periodical. Social Science Quarterly Nonperiodical title: Books and reports, • Capitalize only the first word of the title and of the subtitle, if any, and any proper nouns; italicize the title. • Enclose additional information given on the publication for its identification and retrieval (e.g., edition, report number, volume number) in parentheses immediately after the title. Do not use a period between the title and the parenthetical informa- tion; do not italicize the parenthetical information. Development of entry-level tests to select FBI special agents (Publication No. FR-PRD-94-06). RI REFERENCE COMPONENTS • If a volume is part of a larger, separately titled series or colle~!ion, treat the series and volume titles as a two-part title (see Chapter 7, Example ). • Finish the element with a period. . . f t' n is important for identification Nonroutine information in ~itl:S. It n~n~;:;;i:~ef;~~~~ the title and any parenthetical and retri~val, provl~e It ~ /a~ letter of the notation. Brackets indicate a description informatIOn. Capita lZe t e Irs e f h mmon notations that help identify of form, not a title. Here are some 0 t e more co works: Notation [Letter to the editorl [Special issuel [Special section) [Monograph) [Abstract) [Audio podcastl [Data file) [Brochure) [Motion picture) [Lecture notes) [CD) [Computer software) [Video webcast) [Supplemental material) 6.30 Publication Information Periodicals: Journals, newsletters, magazines. ..' • Give the volume number after the periodical title; itahClze It. Do not use Vol. before the number. . '1 bl) I with the volume number if the • Include the journal issue number (If aval a e a ong 7 E 1 3 7 8) Give the, journal is paginated separately by Id·s.sue l(se~tCh:~:e~ol~m:a:'m~er.' d~ n~t italicize. issue number in parentheses Imme late y a er . ' it. Give inclusive page numbers on which the cited matenal appears. '. • Finish the element with a period. Social Science Quarterly, 84, 508-525. • Periodical publisher names and locations are generally not included in references, accordance with long practice. Nonperiodicals: Books and reports .' d enn.ntrV . hi' (. t and state or if outside of the Umted States, city an • Give t e ocatlOn Cl Y , h . I f books' reo.ortl where the publisher is located as n?ted on t ~ tit e page or , brochures; and other separate, nonpenodlcal pubhcatlOns. CREDITING SOURCES !Ill • If the publisher is a university and the name of the state or province is included in the name of the university, do not repeat the name in the publisher location. • The names of U.S. states and territories are abbreviated in the reference list and in the Method section (suppliers' locations); use the official two-letter U.S. Postal Service abbreviations. To cite locations outside the United States, spell out the city and the country names. However, if you are publishing outside the United States or for an international readership, check your institution's or publisher's specific style guidelines for writing out or abbreviating state, province, territory, and country names. • Use a colon after the location. • Give the name of the publisher in as brief a form as is intelligible. Write out the names of associations, corporations, and university presses, but omit superfluous terms, such as Publishers, Co., and Inc., which are not required to identify the pub- lisher. Retain the words Books and Press. • If two or more publisher locations are given in the book, give the location listed first or, if specified, the location of the publisher's home office. • When the author is also the publisher, use Author to indicate the publisher. • Finish the element with a period. New York, NY: McGraw-Hill. Washington, DC: Author. Newbury Park, CA: Sage. Pretoria, South Africa: Unisa. 6.31 Electronic Sources and Locator Information Since this manual was last updated, electronic journal publishing has gone from being the exception to the rule. Publishing in the online environment has greatly increased the efficiency of publication processes and has contributed to a more vibrant and timely sharing of research results. However, the electronic dissemination of information has also led to a number of new publishing models. Unedited articles can now be dissem- inated on the Internet in advance of publication. Links to supplementary material such as long data sets and videos can be embedded in electronic articles and made accessi- ble with a simple click. Corrections that were formerly noted in a subsequent journal issue can now be made with no fanfare as a simple update to online files. All of these circumstances have called for new ways of tracking digital information. In this new environment, some former models for referencing material no longer apply. It is not always clear how to distinguish the advance online version of an arti- cle from the final published version or how to determine which is the "version of record" (see section 6.24). Moreover, readers may be consulting the electronic version with supplemental material or the print version of the same article without supplemen- tal material. In the ephemeral world of the web, article links are not always robust. . In general, we recommend that you include the same elements, in the same order, as you would for a reference to a fixed-media source and add as much electronic retrieval information as needed for others to locate the sources you cited. We discuss . next some key elements of the electronic retrieval process, beginning with some general information about uniform resource locators (URLs) and digital object identifiers I [I 11. REFERENCE COMPONENTS (DOls) and ending with formatting guidance for citing publication data from electron- ic sources. Understanding a URL. The URL is used to map digital information on the Internet. The components of a URL are as follows: Protocol Host name Path to document 1- 1 1 11 1 11 1 http://www.apa.org/monitor/octOO/workplace.html 1 1 1 File name of specific document Protocol indicates what method a web browser (or other type of Internet software) should use to exchange data with the file server on which the desired document resides. The protocols recognized by most browsers are hypertext transfer protocol (HTTP), hypertext transfer protocol secure (HTTPS), and file transfer protocol (FTP). In a URL, the protocol is followed by a colon and two forward slashes (e.g., http://). Host or domain name identifies the server on which the files reside. On the web, it is often the address for an organization's home page (e.g., http://www.apa.org is the address for APNs home page). Although many domain names start with "www," not all do (e.g., http://journals.apa.org is the home page for APNs electronic journals, and http://members.apa.org is the entry page to the members-only portion of the APA site). The domain name is not case sensitive; for consistency and ease of reading, always type it in lowercase letters. The domain name extension (in the preceding example, ".org") can help you deter- mine the appropriateness of the source for your purpose. Different extensions are used depending on what entity hosts the site. For example, the extensions" .edu" and" .org" are for educational institutions and nonprofit organizations, respectively; ".gov" and ".mi!" are used for government and military sites, respectively; and" .com" and" .biz" are used for commercial sites. Domain name extensions may also include a country· . code (e.g., ".ca" for Canada or ".nz" for New Zealand). The rest of the address indi- cates the directory path leading to the desired document. All content on the Internet is prone to being moved, restructured, or deleted, resulting in broken hyperlinks and nonworking URLs in the reference list. In an: attempt to resolve this problem, scholarly publishers have begun assigning a DOl journal articles and other documents. The 001 system. Developed by a group of international publishers, the DOl :m;'""'" provides a means of persistent identification for managing information on digital works (see http://www.doi.orgl). The DOl System is implemented through reQistratie,n agencies such as CrossRef, which provides citation-linking services for the scj,entifi~ publishing sector. According to their mission statement, CrossRef is dedicated enable easy identification and use of trustworthy electronic content by pr.)m.Otln] the cooperative development and application of a sustainable i'l afr'astrulctlJre' (http://www.crossref.orgl). CrossRef's participants have developed a system that provides two critical tions. First, they assign each article a "unique identifier and underlying routing tern" that functions as a clearinghouse to direct readers to content, regardless of CREDITING SOURCES _ the content resides (Kasdorf 2003 646) S d as an underlying linking m:chanis~'''emb~d;c~~ .' they collaborate to use the DOl articles that allows click th hem the reference Itsts of electronic than 2,600 participatin~ p:~~;he~~c:~~ tsocehaoclahrrlefere~ce. CrossRef currently has m~re y socIetIes. The 001 as article identifier. A DOl is a uni u I h " , registration agency (the International DOl F ~ e, a ~ an,~me~lc strmg assIgned by a a persistent link to its location on the Intern~~~ atlOn to I entlfy content and provide The publisher assigns a DOl wh 'I" electronically. All DOl numbers begine~i~~~ t;t~c ~ IS publtshed ~nd made available arated by a slash The prefix ' , b n contam a prefIx and a suffIX sep- . IS a ulllque num er of four 0 d' , , organizations; the suffix is assigned by the bl' h d r more Iglts assIgned to with publisher identification standards We pu IS er ~n h wash desIgned to be flexible you include them for both print and I' t recommen t at w en DOls are available, e ec fOllIC sources The DOl is typically located on the first f h' I '. ~he copyright notice (see Figure 6.2). The D~a~:no It ebe ectrolllc Journal article, near mg page for the article (see Figure 6.3). a so e found on the database land- The linking function of DOls The DO Is in h £ ' content you are referencing. The DOl m b t ~,~~ erence Itst function as links to the CrossRef, PubMed, or another full-text a:en~or' na: under ~ button labeled Article, then click on the button to view the a t I 'I e (see FIgure 6.4). Readers can , c ua artlc e or to vIew an abstract and ~Ulllty to purcbhl~se ~ copy of the item. If the link is not live or if the DOl is ra~ oppord m a prmt pu IcatlOn, the reader can simpl h DO ' e erence :~:i:~~ !~e~dli~~o;~de:rcb~a:~~t registration age:c;n~~o:s~ef.or~ ~~~ ~~e d~~:e~e:~l~:: will gl've y lP, (see FIgure 6.5). Locatmg the article online with the DOl ou e ectrOlllc access to any I' I I ' article (see section 2.13 regarding sup on I me sUP I P eme~tal archIves associated with the p ementa matena s). 6.32 Providing Publication Data for Electronic Sources • For electronic versions based on a print (' P " bers for the article cited. Use pp befor:~:rce as m Db F), gIve mclusive page num- pers. See Chapter 7 E I l' 3 e page num ers m references to newspa- , xamp es -. "I Location of Digital Object Identifier (DOl) in Journal Article IOII~ of fuperi"",,,1al P:sycbology: Leanll"!. '''

II1II REFERENCE COMPONENTS
database, you may need to do a quick web search to locate this URL. Transcribe the
URL correctly by copying it directly from the address window in your browser and
pasting it into your working document (make sure the automatic hyphenation fea-
ture of your word processor is turned off).
• Do not insert a hyphen if you need to break a URL across lines; instead, break the
URL before most punctuation (an exception would be http://). Do not add a period
after the URL, to prevent the impression that the period is part of the URL. This is
not a style issue but a retrieval issue.
• Test URLs in your references at each stage prior to the submission and/or publica-
tion of your work. If the document you are citing has moved, update the URL so
that it points to the correct location. If the content is no longer available, substitute
another source (i.e., the final version if you originally cited a draft) or drop it from
the paper altogether.
• In general, it is not necessary to include database information. Journal coverage in a
particular database may change over time; also, if using an aggregator such as
EBSCO, OVID, or ProQuest (each of which contain many discipline-specific data-
bases, such as PsycINFO), it may be unclear exactly which database provided the full
text of an article.
• Some archival documents (e.g., discontinued journals, monographs, dissertations, or
papers not formally published) can only be found in electronic databases such as
ERIC or JSTOR. When the document is not easily located through its primary pub-
lishing channels, give the home or entry page URL for the online archive.
• Do not include retrieval dates unless the source material may change over time
(e.g., Wikis).
• As with references to material in print or other fixed media, it is preferable to cite
the final version (i.e., archival copy or version of record; see section 6.24).
Reference Examples
This chapter contains ex~mples of references in APA Style. The examples are grouped mto the followmg categories: periodicals; books, reference books, and . b?ok chapters; technical and research reports; meetings and symposia; doctoral
dissertatIOns and master’s theses; reviews and peer commentary; audiovisual media; data
s.ets, software, measurement instruments, and apparatus; unpublished and informally pub-
lIshed works; archival documents and collections; and retrievable personal communica-
TIons. In most categories, references to electronic or downloadable versions of each source
type are mtegrated among references to print or other fixed media versions.
The most common kinds of references are illustrated here Occasionally however
d f
., ,
you .~ay n.ee to use a re erence for a source for which this chapter does not provide
speCifiC gUidance. In such a case, choose the example that is most like your source and
folio,:” that format. Additional reference examples may be found on the APA Style
webSIte (www.apastyle.org). When in doubt, provide more information rather than
less. Because one purpose of listing references is to enable readers to retrieve and use
t?e sources, ~ost entries c?ntain the following elements: author, year of publication,
t~tle,. and publIshmg or retneval data-all the information necessary for unique identi-
ficatIOn and library search.
Foll?,,:ing is an index to the reference examples that lists types of work referenced
and vanatlOns of each reference element. The numbers after each index entry refer to
the numbered reference examples. Appendix 7.1 at the end of this chapter includes
templates and example references to legal materials.
Types and Variations
Periodicals
abstract, 16, 17
advance online publication, 5

Ilij TYPES AND VARIATIONS
Congressional Record (see Appendix 7.1, Example 16)
edited issue of a journal, 12
editorial, 14
Federal Register (see Appendix 7.1, Example 18)
in-press article, preprint archive, 6
issue of a journal, entire, 12
journal article, 1-6
with DOl, 1, 2, 5
without DOl, 3, 4
letter to the editor, 15
magazine article, 7, 8
manuscript submitted to, 59
monograph, 13
newsletter article, 9
newspaper article, 10, 11
non-English article, 4
paginated by issue, 3
special issue, 12
special section, 12
supplement, monograph, 13
supplemental material, 15
synopsis (see abstract)
translated article, 4
Books, Reference Books, and Book Chapters
book, entire,
electronic version of print, 19
electronic version of republished, 21
electronic-only, 20
limited circulation, 22
print, 18
chapter in an edited book, 24-26
edited book, 22, 23, 27
entry in a reference book, 29, 30
manuscript submitted to, 59
multivolume work, 23
no author, 30
non-English book, 28
reference work, 27-30
reprinted work, 26
republished work, 21
review of, 45
revised or subsequent edition, 28, 30
series, 24
translated chapter in an edited book, 21, 26
Technical and Research Reports
authored report, 33
corporate author, report from, 31, 32
document deposit service, report from, 34
government report, corporate author, 31
institutional archive, report from, 34
issue brief, 35
nongovernmental organization, authored report, 33
task force report, 32
Meetings and Symposia
annually published proceedings, 38
conference paper a bstract, retrieved online, 37
proceedings published, 38, 39
symposium contribution, 36
Doctoral Dissertations and Master’s Theses
abstract in Dissertation Abstracts International, 43
doctoral dissertation,
from an institutional database, 41
from the web, 42
REFERENCE EXAMPLES.
doctoral thesis, from university outside the United States, 44
master’s thesis, from a commercial database, 40
Reviews and Peer Commentary
article, peer commentary on, 48
book, review of, 45
video, review of, 46
video game, review of, no author, 47
Audiovisual Media
map retrieved online, 53
music recording, 52
podcast,50
television series, single episode from, 51
video, 49
Data Sets, Software, Measurement Instruments, and
Apparatus
apparatus, 57
data set, 54
‘I
I

m TYPES AND VARIATIONS
measurement instrument, 55
software, 56
Unpublished and Informally Published Works
informally published or self-archived work, 61
informally published or self-archived work, from ERIC, 62
manuscript in progress or submitted for publication, 59
personal communications (see section 6.20)
unpublished,
manuscript with a university cited, 58
raw data from study, 60
Archival Documents and Collections
archivallhistorical source, author and/or date known or reasonably certain, not
stated on document, 67
archival source, corporate author, 68
historical publication, limited circulation, 72
interview, recorded and available in an archive, 69
lectures, from archive or personal collection, 66
letters,
collection of, from an archive, 65
private collection, from a, 64
repository, from a, 63
newspaper article, historical, in an archive or personal collection, 71
photographs, 73
transcription of a recorded interview, no recording available, 70
unpublished papers, 66
Internet Message Boards, Electronic Mailing Lists, and Other
On line Communities
blog post, 76
message posted on,
an electronic mailing list, 75
a newsgroup, online forum, or discussion group, 74
video blog post, 77
Author Variations
associations, 32
author modified (e.g., as editor), 12,22,23,2749-51, 53
author as publisher, 28, 32, 35
collaborations (see section 6.27)
corporate author, 28, 31, 32, 35, 49
editors, 21-27, 29
editorial board (see section 6.27),
in place of author, 12,22,23,27
lead (see section 6.27), 22, 27
no editor, 30
number of (see section 6.27)
of proceedings, 39
of special issues, 12
series, 24
volume, 23
government agency or institute, 31
group authors, 28, 31, 32, 35, 49, 53, 54, 68, 72
hyphenated first name (see section 6.27)
initials and surname, order of (see section 6.27)
for the specific work referenced, 1-2
REFERENCE EXAMPLES.
for the book or collection in which the specific work is found 21 25-26
Jr. in name, 24 ‘ ,
name suffixes (Jr., III), 24 (see section 6.27)
number of authors
none, 9,14,30,47
one,S, 6, 8, 10, 18, 19,20, 37, 40-45, 48, 61-66, 69, 70
two, 3, 4, 15, 17,33,34,46,58,60
three, four, or five, 7, 13, 16, 38, 39, 59
eight Or more, 2
private institute, 35
“with” authors (see section 6.27)
Title Variations
non-English title (with translation), 4, 28
proper noun in title, 12, 13, 15, 16, 32, 33, 54, 62, 66, 67, 70
revised or new edition, 28-30
subtitle (see two-part title)
title within a title, 45, 46, 48
translated work, 21, 26
translation of title into English, 4, 28
tw~-part title, 7, 8, 19,21-24,26,31,34,40,42,43,54,55,59,62,70
untltled work, 47, 60
volume number(s) of a book 23 24 39 , , ,
volume number appearing with page numbers, 21
Publication Information Variations
author as publisher, 28, 31-35
electronic version of print book, 19
m-press journal article,S, 6
letter to the editor, 15
manuscript in preparation, 59
manuscript submitted but not yet accepted, 59
monograph, 13, 22
I
!I ,

lIB EXAMPLES BY TYPE
no date (see section 6.28), 20, 30, 47
pages discontinuous, 10
pagination by issue rather than by volume, 3
publication outside the United States (see section 6.30), 28
publication over period of more than 1 year, 23
publisher name shortened (see section 6.30), 26
reprinted or republished work, 21, 26
undated work (see section 6.28), 20, 30, 47
unpublished work, 58, 60, 66
Examples by Type
7.01 Periodicals
Periodicals include items published on a regular basis such as journals, magazines,
newspapers, and newsletters.
General reference form:
Author, A A, Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical,
xx, pp-pp. doi:xx.xxxxxxxxxx
• Include the digital object identifier (DOl) in the reference if one is assigned (see sec-
tion 6.31).
• If no DOl is assigned to the content and you retrieved it online, include the home
page URL for the journal, newsletter, or magazine in the reference. Use this format:
Retrieved from http://www.xxxxxxxx
• If each issue of a journal begins on page 1, give the issue number in parentheses
immediately after the volume number.
• If you are citing an advance release version of the article, insert Advance online pub-
lication before the retrieval statement.
• Some journals offer supplemental material that is available only online. To reference
this supplemental material, or any other nonroutine information that is important
for identification and retrieval, include a description of the content in brackets fol-
lowing the title: [Letter to the editor), [Map), [Audio podcastJ.
1. Journal article with 001
Herbst-Damm, K. L., & Kulik, J. A (2005). Volunteer support, marital status, and
the survival times of terminally ill patients. Health Psychology, 24, 225-229.
doi:10.1037/0278-6133.24.2.225
2. Journal article with 001, more than seven authors
Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C.,
Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activa-
tion and attention last for more than 31 days and are more severe with stress,
dependence, DRD2 A 1 allele, and depressive traits. Nicotine and Tobacco
Research, 6, 249-267. doi:1 0.1 080/1462220041 0001676305
REFERENCE EXAMPLES PI
•. Use the following in-text citation: (Gilbert et aI., 2004).
• When a reference has up to seven authors, spell out all authors’ names in the ref-
erence list.
3. Journal article without 001 (when 001 is not available)
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem medi-
ate between perceived early parental love and adult happiness. E-Journalof
Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au
/index.php/ejap
Light, M. A, & Light, I. H. (2008). The geographic expansion of Mexican immigra-
tion in the United States and its implications for local law enforcement. Law
Enforcement Executive Forum Journal, 8(1), 73-82.
• Include the issue number if the journal is paginated by issue.
• If there is no DOl assigned and the reference was retrieved online, give the URL of
the journal home page.
• No retrieval date is needed.
4. Journal article without 001, title translated into English, print version
Guimard, P., & Florin, A (2007). Les evaluations des enseignants en grande sec-
tion de maternelle sont-elles predictives des difficultes de lecture au cours
preparatoire? [Are teacher ratings in kindergarten predictive of reading difficul-
ties in first grade?]. Approche Neuropsychologique des Apprentissages chez
I’Enfant, 19, 5-17.
• If the original version of a non-English article is used as the source, cite the original
version. Give the original title and, in brackets, the English translation.
• If the English translation of a non-English article is used as the source, cite the
English translation. Give the English title without brackets.
5. Journal article with 001, advance online publication
Von Ledebur, S. C. (2007). Optimizing knowledge transfer by new employees in
companies. Knowledge Management Research & Practice. Advance online
publication. doi: 1 0.1 057/palgrave.kmrp.8500141
• This journal publishes four print issues per year but also offers individual articles
online as soon as they are finalized. The content is assigned a DOl before it is
assigned a volume, issue, or page numbers.
• If there is no DOl assigned and you retrieved the article electronically, give the URL
of the journal home page.
• Definitions of advance online publication vary among journal publishers. Generally,
the term refers to peer-reviewed work, but the content may not be copyedited or for-
matted for final production.
• Update your references close to the publication date of your work, and refer to final
versions of your sources, if possible.

.11
‘I
1~:01 EXAMPLES BY TYPE
6. In-press article posted in a preprint archive
Briscoe, R. (in press). Egocentric spatial representation in action and perception.
Philosophy and Phenomenological Research. Retrieved from http://cogprints
.org/5780/1/ECSRAP.F07
• The exact URL is used because the article is informally published and not yet
indexed on a journal website, Journal publishers that do not offer advance online
publication may allow authors to post a version of their article online ahead of print
in an outside repository, also called a preprint archive,
• Update your references close to the publication date of your work and refer to the
final version of a work, if possible,
7. Magazine article
Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing
worker well-being: Occupational health psychologists convene to share their
research on work, stress, and health. Monitor on Psychology, 39(5). 26-29.
8. Online magazine article
Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the
misuse of research. Monitor on Psychology, 39(6). Retrieved from
http://www.apa.org/monitor/
9. Newsletter article, no author
Six sites meet for comprehensive anti-gang initiative conference. (2006,
November/December). OJJDP News @ a Glance. Retrieved from
http://www.ncjrs.gov/htmllojjdp/news_acglance/216684/topstory.htm I
• The exact URL is helpful here because specific newsletter articles are difficult to
locate from the government agency home page.
• Alphabetize works with no author by the first significant word in the title (in this
case, “Six”).
• In text, use a short title (or the full title if it is short) enclosed in quotation marks for
the parenthetical citation: (“Six Sites Meet,” 2006).
10. Newspaper article
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A 1, A4.
• Precede page numbers for newspaper articles with p. or pp.
• If an article appears on discontinuous pages, give all page numbers, and separate the
numbers with a comma (e,g” pp, B1, B3, BS-B7),
11. Online newspaper article
Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York
Times. Retrieved from http://www.nytimes.com
REFERENCE EXAMPLES”
• Give the URL of the home page when the online version of the article is available by
search to avoid nonworking URLs,
12. Special issue or section in a journal
Haney, C, & Wiener, R. L (Eds.). (2004). Capital punishment in the United States
[Special issue]. Psychology, Public Policy, and Law, 10(4).
Greenfield, P., & Yan, Z. (Eds.). (2006). Children, adolescents, and the Internet
[Special section]. Developmental Psychology, 42, 391-458.
• To cite an entire issue or special section of a journal, give the editors of the issue and
the title of the issue.
• If the issue has no editors, move the issue title to the author position, before the year
of publication, and end the title with a period. Alphabetize the reference entry by the
first significant word in the title. In text, use a shortened title enclosed in quotation
marks for the parenthetical citation: (“Capital Punishment,” 2004).
• Provide the page range for special sections.
• To reference an article within a special issue, simply follow the format shown in
Examples 1-4.
13. Monograph as part of journal issue
Ganster, D. C .. Schaubroeck, J .. Sime. W. E .. & Mayes. B. T. (1991). The nomo-
logical validity of the Type A personality among employed adults [Monograph].
Journal of Applied Psychology, 76, 143-168. doi:1 0.1 037/0021 -901 0.76.1.143
• For a monograph with an issue (or whole) number, include the issue number in
parentheses followed by the serial number, for example, 58(1, Serial No. 231).
• For a monograph bound separately as a supplement to a journal, give the issue num-
ber and supplement or part number in parentheses after the volume number, for
example, 80(3, Pt. 2).
14. Editorial without signature
• Editorial: “What is a disaster” and why does this question matter? [Editorial].
(2006). Journal of Contingencies and Crisis Management, 14, 1-2.
15. Online-onlv supplemental material in a periodical
Marshall-Pescini. S., & Whiten, A. (2008). Social learning of nut-cracking behavior
in East African sanctuary-living chimpanzees (Pan troglodytes schweinfurthii)
[Supplemental material]. Journal of Comparative Psychology, 122, 186-194.
doi: 1 0.1 037/0735-7036.122.2.186
• The description of supplemental material or other nonroutine information (e.g., a
letter to the editor, podcast, or map) is included in brackets to help the reader iden-
tify and retrieve the material.
• If no author is indicated, move the title and bracketed description to the author
position.
• In text, use the following parenthetical citation (Marshall-Pescini & Whiten. 2008).

(fill EXAMPLES BY TYPE
16. Abstract as original source
Wool!. N. J., Young, S. L., Fanselow, M. S., & Butcher, L. L. (1991). MAP-2 expres-
sion in cholinoceptive pyramidal cells of rodent cortex and hippocampus is
altered by Pavlovian conditioning [Abstract]. Society for Neuroscience
Abstracts, 17, 480.
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide
positive behavior support to academic achievement in an urban middle
school. Psychology in the Schools, 43, 701-712. Abstract retrieved from
http://www.interscience.wiley.com
• Although it is preferable to cite the full text of an article, abstracts can be used as
sources and included in the reference list.
17. Abstract as secondary source
Hare, L. R., & O’Neill, K. (2000). Effectiveness and efficiency in small academic
peer groups. Small Group Research 31, 24-53. Abstract retrieved from
SOCiological Abstracts database. (Accession No. 200010185)
• Although it is preferable to cite the full text of an article, abstracts can be used as
sources and included in the reference list.
• Database names and abstract identifier (if applicable) may be given for material of
limited circulation.
7.02 Books, Reference Books, and Book Chapters
This category includes books and reference books such as encyclopedias, dictionaries,
and discipline-specific reference books (e.g., Diagnostic and Statistical Manual of
Mental Disorders; see example at www.apastyle.org). It also includes books that are
published in electronic form only, reference works and public domain books available
online, and out-of-print books that may be available only in online repositories.
When DOls are assigned, use them as noted in the examples that follow.
For an entire book, use the following reference formats:
Author, A A (1967). Title of work. Location: Publisher.
Author, A A (1997). Title of work. Retrieved from http://www.xxxxxxx
Author, A A (2006). Title of work. doi:xxxxx
Editor, A A (Ed.). (1986). Title of work. Location: Publisher.
For a chapter in a book or entry in a reference book, use the following formats:
Author, A A, & Author, B. B. (1995). litle of chapter or entry. In A Editor, B.
Editor, & C. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.
Author, A A, & Author, B. B. (1993). litle of chapter or entry. In A Editor & B.
Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxxxxx
Author, A A, & Author, B. B. (1995). litle of chapter or entry. In A Editor, B. Editor,
& C. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher. doi:xxxxxxxx
REFERENCE EXAMPLES ‘”
• If there are no page numbers, the chapter or entry title is sufficient.
For an entry in a reference work with no byline, use the following formats:
litle of entry. (1998). In A Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp.
xxx-xxx). Location: Publisher.
litle of entry. (1998). In Title of reference work (xx ed., Vol. xx). Retrieved from
http://www.xxxxxxxxx
• When the author and publisher are the same, use the word Author as the name of
the publisher.
• Alphabetize books with no author or editor by the first significant word in the title.
In the text citation, use a few words of the title, or the whole title if it is short, in
place of an author name.
• Place information about editions, volume numbers, and page numbers (such as
revised edition, volume number, or chapter page range) in parentheses following the
title, with the period after the parentheses: (Rev. ed.) or (Vol. xx, pp. xxx-xxx). As with
periodicals, for any nonroutine information that is important for identification and
retrieval, place a description of content in brackets following the title: [Brochure].
• For major reference works with a large editorial board, you may list the name of the
lead editor, followed by et al.
• For books or chapters available only online, the electronic retrieval statement takes
the place of publisher location and name (see Examples 19-22,24).
18. Entire book. print version
Shotton, M. A (1989). Computer addiction? A study of computer dependency.
London, England: Taylor & Francis.
19. Electronic version of print book
Shotton, M. A (1989). Computer addiction? A study of computer dependency [DX
Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk
/html/index.asp
Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide
to healing, recovery, and growth [Adobe Digital Editions version]. doi: 1 0
.1036/0071393722
20. Electronic-onlV book
O’Keefe, E. (n.d.). Egoism & the cnsts in Western values. Retrieved from
http://www.onlineoriginals.com/showitem .asp litem I D~ 135
21. Electronic version of republished book
Freud, S. (1953). The method of interpreting dreams: An analysis of a specimen
dream. In J. Strachey (Ed. & Trans.), The standard edition of the complete
psychological works of Sigmund Freud (Vol. 4, pp. 96-121). Retrieved from
http://books.google.com/books (Original work published 1900)

~Qil EXAMPLES BY TYPE
• In text, use the following citation: (Freud, 1900/1953).
22. Limited-circulation book or monograph, from electronic database
Thomas. N. (Ed.). (2002). Perspectives on the community college: A journey of
discovery [Monographl. Retrieved from http://eric.ed.gov/
• Database information may be given for items of limited circulation.
23. Several volumes in a multivolume work
Koch, S. (Ed.). (1959-1963). Psychology: A study of science (Vols. 1-6). New York,
NY: McGraw-Hill.
• In text, use the following parenthetical citation: (Koch, 1959-1963).
24. Electronic version of book chapter in a volume in a series
Strong, E. K., Jr., & Uhrbrock, R. S. (1923). Bibliography on job analysis. In L.
Outhwaite (Series Ed.J. Personnel Research Series: Vol. 1. Job analysis and
the curriculum (pp. 140-146). doi:1 0.1 037/1 0762-000
• If the content has been assigned a DOl, give the DOl in the reference, No VRL or
database name is needed.
• In regularly published series with subtitles that change regularly, the series title is
uppercase and the subtitle is lowercase, as in a book title.
25. Book chapter, print version
Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M.
Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43).
New York, NY: Guilford Press.
26. Book chapter, English translation, reprinted from another source
Pia get, J. (1988). Extracts from Pia get’s theory (G. Gellerier & J. Langer, Trans.). In
K. Richardson & S. Sheldon (Eds.), Cognitive development to adolescence: A
reader (pp. 3-18). Hillsdale, NJ: Erlbaum. (Reprinted from Manual of child psy-
chology, pp. 703-732, by P. H. Mussen, Ed., 1970, New York, NY: Wiley)
• If the English translation of a non-English work is used as the source, cite the English
translation. Give the English title without brackets, followed by the translator’s
name in parentheses.
• In text, use the following parenthetical citation: (Pia get, 1970/1988).
27. Reference book
VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC:
American Psychological Association.
REFERENCE EXAMPLES III
28. Non-English reference book, title translated into English
Real Academia Espaliola. (2001). Diccionario de la lengua espaflola [Dictionary of
the Spanish languagel (22nd ed.). Madrid, Spain: Author.
• If a non-English reference work is used as the source, give the title in the originallan-
guage and, in brackets, the English translation.
29. Entry in an online reference work
Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of
philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries
/behaviorism/
30. Entry in an online reference work, no author or editor
Heuristic. (n.d.). In Merriam-Webster’s online dictionary(11th ed.). Retrieved from
http://www.m-w.com/dictionary/heuristic
• If the online version refers to a print edition, include the edition number after
the title.
7.03 Technical and Research Reports
Technical and research reports, like journal articles, usually cover original research but
mayor may not be peer reviewed. They are part of a body of literature sometimes
referred to as gray literature, which “can serve a valuable supplementary role to for-
mal publication, including additional resources, details, research methods and experi-
mental techniques” (“Gray literature,” 2006). Format references to technical and
research reports as you would a book.
Author, A. A. (1998). TItle of work (Report No. xxx). Location: Publisher.
• If the issuing organization assigned a number (e.g” report number, contract number,
monograph number) to the report, give that number in parentheses immediately
after the title.
• If you obtained a report from the V.S. Government Printing Office, list the publish-
er location and name as Washington, DC: Government Printing Office.
• For reports retrieved online, identify the publisher as part of the retrieval statement
unless the publisher has been identified as the author: Retrieved from Agency name
website: http://www.xxxxxxx
31. Corporate author, government report
U.S. Departrnent of Health and Human Services, National Institutes of Health.
National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide
for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi
.nih.gov/health/prof/lung/asthma/asth_sch

• EXAMPLES BY TYPE
32. Corporate author, task force report filed on line
American Psychological Association, Task Force on the Sexualization of Girls.
(2007). Report of the APA Task Force on the Sexualization of Girls.
Retrieved from http://www.apa.org/pi/wpo/sexualization.html
33. Authored report, from nongovernmental organization
Kessy, S. S. A.. & Urio, F. M. (2006). The contribution of microfinance institutions
to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved
from Research on Poverty Alleviation website: http://www.repoa.or.tz
/documents_storage/Publications/Reports/06.3_Kessy_and_Urio
34. Report from institutional archive
McDaniel. J. E., & Miskel, C. G. (2002). The effect of groups and individuals on
national decisionmaking: Influence and domination in the reading policymak-
ing environment (Cl ERA Report 3-025). Retrieved from University of
Michigan, Center for Improvement of Early Reading Achievement website:
http://www.ciera.org/library/reports/inquiry-3/3-025/3-025
35. Issue brief
Employee Benefit Research Institute. (1992. February). Sources of health insur-
ance and characteristics of the uninsured (Issue Brief No. 123). Washington,
DC: Author.
• Use this form for issue briefs, working papers, and other corporate documents, with
the appropriate document number for retrieval in parentheses.
7.04 Meetings and Symposia
Proceedings of meetings and symposia can be published in book or periodical form. To
cite published proceedings from a book, use the same format as for a book or book
chapter (see Example 39). To cite proceedings that are published regularly, use the
same format as for a periodical (see Example 38). For contributions to symposia or for
paper or poster presentations that have not been formally published, use the following
templates.
Symposium:
Contributor. A. A., Contributor. B. B., Contributor, C. C., & Contributor, D. D.
(Year, Month). litle of contribution. In E. E. Chairperson (Chair), Title of
symposium. Symposium conducted at the meeting of Organization Name,
Location.
Paper presentation or poster session:
Presenter, A. A. (Year, Month). Title of paper or poster. Paper or poster session
presented at the meeting of Organization Name, Location.
• For symposium contributions and paper or poster presentations that have not been for-
mally published, give the month and year of the symposium or meeting in the reference.
REFERENCE EXAMPLES.
36, Symposium contribution
Muellbauer, J. (2007, September). Housing, credit, and consumer expenditure. In S.
C. Ludvigson (Chair), Housing and consumer behavior. Symposium conducted
at the meeting of the Federal Reserve Bank of Kansas City, Jackson Hole, WY.
37. Conference paper abstract retrieved online
liu, S. (2005, May). Defending against business crises with the help of intelligent
agent based early warning solutions. Paper presented at the Seventh
International Conference on Enterprise Information Systems, Miami, FL.
Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htm
38. Proceedings published regularly online
Herculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., & Lent, R. (2008). The
basic nonuniformity of the cerebral cortex. Proceedings of the National
Academy of Sciences 705, 12593-12598. doi: 1 0.1 073/pnas.08054171 05
39. Proceedings published in book form
Katz, I., Gabayan, K., & Aghajan, H. (2007). A multi-touch surface using multiple
cameras. In J. Blanc-Talon, W. Philips, D. Popescu, & P. Scheunders (Eds.),
Lecture Notes in Computer Science: Vol. 4678. Advanced Concepts for
Intelligent Vision Systems (pp. 97-108). Berlin, Germany: Springer-Verlag. doi:
10.1007/978-3-540-74607-2_9
7.05 Doctoral Dissertations and Master’s Theses
Do~to~al dissertations and master’s theses can be retrieved from subscription databas-
es~ mstlt~tlOnal archives, and personal websites. If the work is retrieved from ProQuest
Dissertations and Theses database (whose index and abstracting sources include
DIssertatIon Abstracts International [DAI] and Master’s Theses International both
published by University Microforms International, and American Do’ctoral
Dissertations, published by Association of Research Libraries) or another published
source, include this information in the reference.
For a doctoral dissertation or master’s thesis available from a database service use
the following reference template: ‘
Author, A. A. (2003). Title of doctoral dissertation or masters thesis (Doctoral dis-
sertation or master’s thesis). Retrieved from Name of database. (Accession or
Order No.)
For an unpublished dissertation or thesis, use the following template:
Author, A. A. (1978). Title of doctoral dissertation or masters thesis (Unpublished
doctoral dissertation or master’s thesis). Name of Institution, Location.
• Italicize the title of a doctoral dissertation or master’s thesis .
• Identify the work as a doctoral dissertation or master’s thesis in parentheses after the
title.

ID! EXAMPLES BY TYPE
• If the paper is available through a database, give the accession or order number in
parentheses at the end of the reference.
40. Master’s thesis, from a commercial database
McNiel, D. S. (2006). Meaning through narrative: A personal narrative discussing
growing up with an alcoholic mother (Master’s thesis). Available from
ProQuest Dissertations and Theses database. (UMI No. 1434728)
41, Doctoral dissertation, from an institutional database
Adams, R. J. (1973). Building a foundation for evaluation of instruction in higher
education and continuing education (Doctoral dissertation). Retrieved from
http://www.ohiolink.edu/etd/
42, Doctoral dissertation, from the web
Bruckman, A (1997). MOOSE Crossing: Construction, community, and learning in
a networked virtual world for kids (Doctoral dissertation, Massachusetts
Institute of Technology). Retrieved from http://www-static.cc.gatech.edu
/-asb/thesis/
43, Doctoral dissertation, abstracted in OAI
Appelbaum, L. G. (2005). Three studies of human information processing: Texture
amplification, motion representation, and figure-ground segregation.
Dissertation Abstracts International: Section B. Sciences and Engineering,
65(10). 5428.
44, Doctoral thesis, from a university outside the United States
Carlbom, P. (2000). Carbody and passengers in rail vehicle dynamics (Doctoral the.
sis, Royal Institute of Technology, Stockholm, Sweden). Retrieved from
http://urn.kb.se/resolve ? urn = urn: nbn :se: kth: diva-3029
7.06 Reviews and Peer Commentary
Reviews of books, motion pictures, and other information or entertainment products
are published in a variety of venues, including periodicals, websites, and blogs. Some
publications will print author responses to a reviewer’s criticism or multiple reviews of
the same product.
Reviewer, A A (2000). Title of review [Review of the book Title of book, by A A.
Author!. Title of complete work, xx, xxx-xxx.
• If the review is untitled, use the material in brackets as the title; retain the brackets
to indicate that the material is a description of form and content, not a title,
• Identify the type of medium being reviewed in brackets (book, motion picture, tele- ..
vision program, etc.).
• If the reviewed item is a book, include the author names after the title of the book; .
separated by a comma.
• If the reviewed item is a film, DVD, or other media, include the year of release
the title of the work, separated by a comma.
REFERENCE EXAMPLES ~~,l
45; Review of a book
Schatz, B. R. (2000, November 17). Learning by text or context? [Review of the
book The social life of information, by J. S. Brown & P. Duguidl. SCience, 290,
1304. dOi:10.1126/science.290.5495.1304
46. Review of a video
Axelman, A, & Shapiro, J. L. (2007). Does the solution warrant the problem?
[Review of the DVD Brief therapy with adolescents, produced by the
American Psychological Association, 20071. PsycCRIT/QUES, 52(51).
doi:10.1037/a0009036
47. Review of a video game, no author
[Review of the video game BioShock, produced by 2K Games, 2007!. (n.d.).
Retrieved from http://www.whattheyplay.com/products/bioshock_for_xbox
-360/?fm=3&ob= 1 &t=0#166
48. Peer commentary on an article
Wolf, K. S. (2005). The future for Deaf individuals is not that bleak [Peer commen.
tary on the paper “Decrease of Deaf potential in a mainstreamed environ-
ment” by K. S. Wolfl. Retrieved from http://www.personalityresearch.org
/papers/hall.html#wolf
7.07 Audiovisual Media
Audiovisual media include motion pictures; audio or television broadcasts (including
podcasts); and static objects such as maps, artwork, or photos.
For a motion picture, use the following format:
Producer, A A. (Producer). & Director, B. B. (Director). (Year). Title of motion pic-
ture [Motion picture[. Country of origin: Studio.
For a music recording, use the following format:
Writer, A (Copyright year). Title of song [Recorded by B. B. Artist if different from
writer[. On Title of album [Medium of recording: CD, record, cassette, etc.1
Location: Label. (Date of recording if different from song copyright date)
• List the primary contributors in the author position and use parentheses to identify
their contribution.
• For. an episode fro~ a television or radio series, use the same format as for a chap-
ter III a book, but lIst the script writer and director in the author position and the
producer in the editor position.
49. Video
American Psychological Association. (Producer). (2000). Responding therapeuti-
cal/y to patient expressions of sexual attraction [DVDI. Available from
http://www.apa.org/videos/

Bm EXAMPLES BY TYPE
50. Podcast
Van Nuys. D. (Producer). (2007. December 19). Shrink rap radio [Audio podcast[.
Retrieved from http://www.shrinkrapradio.com/
51. Single episode from a television series .
E D (Writer) & Alexander. J. (Director). (2005). Failure to communicate
ga~-;-ele~ision se;ies episode], In D. Shore (Executive producer), House. New
York, NY: Fox Broadcasting.
52. Music recording
h f On Watershed [CDI. New York, NY: lang, k.d. (2008). Shadow and t e rame.
Nonesuch Records.
• In text citations, include side and band or track numbers: “Shadow and the Frame”
(Iang, 2008, track 10).
53. Map retrieved online
Lewis County Geographic Information Services. (Cartographer). (2002).
Po ulation density, 2000 U.S. Census [Demographic map], .Retrleved from
htir ://www.co.lewis.wa.us/pu bl icworks/ma ps/De m og ra ph Ics/cens us-pop
-dens_2000
Data Sets, Software, Measurement Instruments, and 7.08
Apparatus
~;~a~:~!~r:Si~n~~u;::;~:~:~~. ~~:r~~~e t::~~: a~~;~~:;~e::!l~;i:~:~~::l~~~:
are and programmmg languages, suc as Icroso / h ft
;hotoshop, and even SAS and SPSS. In text, give the pr~perf name 0 / e
d
so =::;
I ith the version number. Do provide reference entnes or speCla Ize so a ong w d’ ‘b .
or computer programs with limited Istn utlOn.
Rightsholder, A. A. (Year). Title of program (Version number) [Description of forml.
Location: Name of producer.
or . d f
Rightsholder, A. A. (Year). Title of program [Description of forml. Retrieve rom
http://xxxx
• Do not italicize the names of software, programs, or languages.
• Do italicize the title of a data set. h’ h the
• If an individual has proprietary rights to the software, name Im or er as
author; otherwise, treat such references as unauthored works. .
• In parentheses immediately after the title, identify the verSIOn number, If any. as a
• In brackets immediately after the title or version number, IdentIfy the. s~u~~~ween
computer program, language, so~are, and so forth. Do not use a peno
the title and the bracketed matenal.
REFERENCE EXAMPLES_
• . Give the location and name of the organization that produced the work, if applica_
ble, in the publisher position. If the program can be downloaded or ordered from
the web, give this information in the publisher position.
• For an apparatus patent, use the legal reference format (see Appendix 7.1).
54. Data set
Pew Hispanic Center. (2004). Changing channels and crisscrossing cultures: A
survey of Latinos on the news media [Data file and code bookl. Retrieved
from http://pewhispanic.org/datasets/
55. Measurement instrument
Friedlander, M. L., Escudero, V, & Heatherington, L. (2002). E-SOFTA: System for
observing family therapy alliances [Software and training videosl.
Unpublished instrument. Retrieved from http://www.softa-soatif.com/
5&. Software
Comprehensive Meta-Analysis (Version 2) [Computer softwarel. Englewood, NJ:
Biostat.
57. Apparatus
Eyelink 11 [Apparatus and softwarel. (2004). Mississauga, Canada: SR
Research.
7.09 Unpublished and Informally Published Works
Unpublished work includes work that is in progress, has been submitted for publica-
tion, or has been completed but not submitted for publication. This category also
includes work that has not been formally published but is available on a personal or
institutional website, an electronic archive such as ERIC, or a preprint archive.
Author, A. A. (Year). Title of manuscript. Unpublished manuscript [or “Manuscript
submitted for publication,” or “Manuscript in preparation”],
• If the work is available on an electronic archive, give this information at the end.
• Update your references frequently prior to publication of your work; refer to the
final published version of sources when possible.
58. Unpublished manuscript with a university cited
Blackwell, E., & Con rod, P. J. (2003). A five-dimensional measure of drinking
motives. Unpublished manuscript, Department of Psychology, University of
British Columbia, Vancouver, Canada.
59. Manuscript in progress or submitted for publication
Ting, J. Y., Florsheim, P., & Huang, W. (2008). Mental health help-seeking in eth-
nic minority populations: A theoretical perspective. Manuscript submitted for
publication.
I1 ,

_ EXAMPLES BY TYPE
• Do not give the name of the journal or publisher to which the manuscript has been
submitted.
• Treat a manuscript accepted for publication but not yet published as an in-press ref-
erence (see Example 6).
• Use the same format for a draft or work in progress, but substitute the words
Manuscript in preparation for the final sentence. Use the year of the draft you read
(not in preparation) in the text citation.
60. Unpublished raw data from study. untitled work
Bordi, E, & LeDoux, J. E. (1993). [Auditory response latencies in rat auditory cor-
texl. Unpublished raw data.
61. Informally published or self-archived work
Mitchell, S. D. (2000). The import of uncertainty. Retrieved from http://
philsci-archive.pitt.edu/archive/00000162/
This work was later published in a journal and would now be referenced as follows:
Mitchell, S. D. (2007). The import of uncertainty. The Pluralist 2(1), 58-71.
62. Informally published or self-archived work. from ERIC
Kubota, K. (2007). “Soaking” model for learning: Analyzing Japanese
learning/teaching process from a socio-historical perspective. Retrieved from
ERIC database. (ED498566)
7.10 Archival Documents and Collections
Archival sources include letters, unpublished manuscripts, limited-circulation
brochures and pamphlets, in-house institutional and corporate documents, clippings,
and other documents, as well as such nontext materials as photographs and appara-
tus, that are in the personal possession of an author, form part of an institutional col-
lection, or are stored in an archive such as the Archives of the History of American
Psychology at the University of Akron or the APA Archives.
Author, A. A. (Year, Month Day). Title of material. [Description of material!. Name
of collection (Call number, Box number, File name or number, etc.). Name and
location of repository.
• This general format may be modified for collections requiring more or less specific
information to locate materials, for different types of collections, or for additional
descriptive information (e.g., a translation of a letter). Authors may choose to list
correspondence from their own personal collections, but correspondence from
other private collections should be listed only with the permission of the collector.
• As with any reference, the purpose is to direct the reader to the source, despite the
fact that only a single copy of the document may be available and the reader may
have some difficulty actually seeing a copy.
REFERENCE EXAMPLES t2:11~1
• Include as much information as is needed to help locate the item with reasonable
ease within the repository. For items from collections with detailed finding aids, the
name of the collewon may be sufficient; for items from collections without finding
aids, more mformatlon (e.g., call number, box number, file name or number) may be
necessary to help locate the item.
• If several letters are cited from the same collection, list the collection as a reference
and p~ovide specific identifying information (author, recipient, and date) for each
letter m the m-text citations.
• Use square brackets to indicate information that does not appear on the document.
Use ~uestlon marks ~o indicate uncertainty regarding names and dates; use ca. (circa,
not ItalicIZed) to mdlcate estimated dates (see Example 67).
• For interviews and oral histories, list the interviewee as the author. Include the inter-
viewer’s name in the description.
• If a publication of limited circulation is available in libraries, the reference may be
formatted as usual for published material, without the archival source.
63. Letter from a repository
Frank, L. K. (1935, February 4). [Letter to Robert M. OgdenJ. Rockefeller Archive
Center (GEB series 1.3, Box 371, Folder 3877), Tarry town, NY.
64. Letter from private collection
Zacharius, G. P. (1953, August 15). [Letter to William Rickel (W Rickel, Trans.lJ.
Copy in possession of Hendrika Vande Kemp.
65. Collection of letters from an archive
Allport, G. W (1930-1967). Correspondence. Gordon W Allport Papers (HUG
4118.10), Harvard University Archives, Cambridge, MA.
In-text citations of specific letters:
(Allport, G. W, 1930-1967, Allport to E. G. Boring, March 1, 1939)
(Allport, G. W, 1930-1967, E. G. Boring to Allport, December 26, 1937)
• Note that Examples 63 and 65 refer to archival materials that can be recovered and
thus include full reference list details that allow the reader to find them. Private let-
ters ~ndcorrespondence that are not easily retrievable are considered personal com-
mUUicatlQns and are cited only in text (see section 6.20).
66. Unpublished papers. lectures from an archive or personal collection
Berliner, A. (1959). Notes for a lecture on reminiscences of Wundt and Leipzig .
Anna Berliner Memoirs (Box M50). Archives of the History of American
Psychology, University of Akron, Akron, OH.

l1li EXAMPLES BY TYPE
67. Archival/historical source for which the author and/or date is known or is reason-
ably certain but not stated on the document
[Allport, A. ?l. [ca. 1937]. Marion Taylor today-by the biographer. Unpublished
manuscript, Marion Taylor Papers. Schlesinger Library, Radcliffe College,
Cambridge, MA.
68. Archival source with corporate author
Subcommittee on Mental Hygiene Personnel in School Programs. (1949,
November 5-6). Meeting of Subcommittee on Mental Hygiene Personnel in
School Programs. David Shakow Papers (M1360). Archives of the History of
American Psychology, University of Akron, Akron, OH.
69. Interview recorded and available in an archive
Smith, M. B. (1989, August 12). Interview by C. A. Kiesler [Tape recording].
President’s Oral History Project, American Psychological Association. APA
Archives, Washington, DC.
70. Transcription of a recorded interview, no recording available
Sparkman, C. F. (1973). An oral history with Or. Colley F Sparkman/lnterviewer:
Orley B. Caudill. Mississippi Oral History Program (Vo!. 289), University of
Southern Mississippi, Hattiesburg.
71. Newspaper article, historical, in an archive or personal collection
Psychoanalysis institute to open. (1948, September 18). [Clipping from an uniden-
tified Day ton, Ohio newspaper. I Copy in possession of author.
72. Historical publication of limited circulation
Sci-Art Publishers. (1935). Sci-Art Publications [Brochure]. Cambridge, MA:
Author. A. A. Roback Papers (HUGFP 104.50, Box 2, Folder “Miscellaneous
Psychological Materials”), Harvard University Archives, Cambridge, MA.
73, Photographs
[Photographs of Robert M. Yerkesl. (ca. 1917-1954). Robert Mearns Yerkes
Papers (Box 137, Folder 2292), Manuscripts and Archives, Yale University
Library, New Haven, CT.
7 _ 11 Internet Message Boards, Electronic Mailing Lists, and
Other Online Communities
The Internet offers several options for people around the world to sponsor and join
discussions devoted to particular subjects. These options include blogs, newsgroups,
online forums and discussion groups, and electronic mailing lists. (The last are often
referred to as listservs, However, LISTSERV is a trademarked name for a particular
software program; electronic mailing list is the appropriate generic term.)
REFERENCE EXAMPLES ~lf:1
Author, A. A. (Year, Month Day). litle of post [Description of forml. Retrieved from
http://www.xxxx
• If the author’s full name is available, list the last name first followed by initials. if
only a screen name IS avaIlable, use the screen name,
• Provide the exact date of the posting.
• ~ollow ,:he date with the. subject line of the message (also referred to as the
h
thread ); do not ItalICIze It, Provide a description of the message in brackets after
t e title,
• Include the information “Retrieved from” followed by the URL h h b . d were t e message
~an e retrIeve ,Include the name of the list to which the message was posted if this
mformatlOn IS not part of the URL. ‘
• Provide the address for the archived version of the message.
74. Message posted to a newsgroup, online forum, or discussion group
Rampersad, T. (2005, June 8). Re: Traditional knowledge and traditional
cultural expressions IOn tine forum commentl. Retrieved from
httP’//WWW.wlpo.lnt/roller/comments/ipisforum/Weblog/theme eight h
_can_cultural#comments – – ow
75. Message posted to an electronic mailing list
Smith, S. (2006, January 5). Re: Disputed estimates of IQ [Electronic mailing
list m~ssagel. Retrieved from http://tech.groups.yahoo.com/group
/ForenslcNetwork/message/670
76. 810g post
MiddleKid. (2007, January 22). Re: The unfortunate prerequisites and conse-
quences of partitioning your mind IWeb log messagel. Retrieved from http’l!
sClenceblogs.com/pharyngula/2007/01 /the_unfortu nate_prereq uisites. php .
• In this example a screen name is used for the author name. The author has adopted
a nIckname, or screen name, to use when posting messages to this web log,
77. Video blog post
Norton, R. (2006, November 4). How to train a cat to operate a light switch [Video
fllel. Retrieved from http://www.youtube.com/watch?v=Vja83KLQXZs

F~~(el APPENDIX 7.1: REFERENCES TO LEGAL MATERIALS
Appendix 7.1: References to Legal Materials
Legal periodicals and APA journals differ in the placement and format of references.
The main difference is that legal periodicals cite references in footnotes, whereas APA
journals locate all references, including references to legal materials, in the reference
list. For most references, use APA format as described in this chapter. References to
legal materials, however, which include court decisions, statutes, other legislative
materials, and various secondary sources, are more useful to the reader if they provide
the information in the conventional format of legal citations. Some examples of refer-
ences and citations to court cases, statutes, and other legislative materials appear in
this appendix along with guidelines for their preparation. For more information on
preparing these and other kinds of legal references, consult the latest edition of The
Bluebook: A Uniform System of Citation (Bluebook; 18th ed., 2005), which is the
source for the legal citation style that follows.
Ensure that your legal references are accurate and contain all of the information
necessary to enable a reader to locate the material being referenced. Consult law librar-
ians to verify that your legal references (a) contain the information necessary for
retrieval and (b) reflect the current status of the legal authority cited to avoid the pos-
sibility of relying on a case that has been overturned on appeal or on legislation that
has been significantly amended or repealed.
A7.01 General Forms
A reference form is provided in each of the following sections. For the most part, each
reference form for statutes and other legislation includes (a) a popular or formal title
or name of the legislation and (b) the citation, either to the published compilation of
legislative materials where the legislation is codified (e.g., a specific numbered section
of a specific volume of the United States Code), including the statutory compilation’s
publication date in parentheses, or the identifying label for the legislation assigned by
the enacting body during the particular legislative session (e.g., a specific section of an
act identified by its public law number).
A typical reference form for court decisions includes (a) the title or name of the
case (usually one party vs. another); (b) the citation, usually to a volume and page of
one of the various sets of books (called reporters, which usually contain decisions of
courts in particular political divisions, or jurisdictions) where published cases can be
found (e.g., the Federal Reporter, Second Series); and finally, (c) the precise jurisdiction
of the court writing the decision (e.g., the New York Court of Appeals), in parenthe-
ses, including the date of the decision.
For both legislation and court decisions, the citation may be followed by certain
additional descriptive information that pertains to the content of the legislation or
court decision, the history of the legislation or court decision (e.g., later appeals of
court decisions or later amendments to legislation), or other sources from which the
legislation or court citation may be retrieved. Authors are encouraged to consult the
Bluebook for the proper format for such additional information. Follow the Bluebook
closely for correct abbreviation style. Some examples of the more common abbrevia-
tions that appear in APA journals are shown here.
Congo
H.R.
U.S. Congress
House of Representatives
S.
Reg.
Res.
F.
F.2d
F.3d
F. Supp.
U.S.C.
Congo Rec.
Fed. Reg.
Senate
Regulation
Resolution
Federal Reporter
Federal Reporter, Second Series
Federal Reporter, Third Series
Federal Supplement
United States Code
CongreSSional Record
Federal Register
A7.02 Text Citations of legal Materials
Alth~ugh the reference f~rmat for legal materials differs from that of other kinds of
war s ~Ited m APA publIcatIOns, the text citations are formed in the same way and
s~r7 t e/ame purpose. As for works with no identified author (see section 6.15), give
t e ~rst ew words ~f the reference list entry and date; that is, give enough informa-
tlO~ m the text CItatIOn to enable the reader to locate the entry in the reference list
?U1c
l
kl
y
and easIly. Examples of text citations and reference entries for specific kinds of
ega matenals are gIven m the folloWing sections.
A7.03 Court Decisions (Bluebook Rule 10)
In text, cite. the name of the case (italicized) and the year of the decision. If two or more
yea.rs are gIven, cIte those years as well. Court cases often have several years, each of
whIch reflects a speCIfIc stage in the case’s history. Giving only one date could give the
ImpredsslOn that only a smgle point in the case’s history is being cited or might mislead
a rea er as to the tlmmg of the case.
Reference form for cases:
Name V. Name. Volume Source Page (Court Date).
Abbreviate the published source (if any), court, and date as specified in the Bluebook.
1. Sample reference list entry to a case
Lessard v. Schmidt, 349 F. Supp. 1078 (E.D. Wis. 1972).
Text citation:
Lessard v Schmidt (1972)
(Lessard v Schmidt, 1972)
~:;:lanation:. This decision was rendered by the federal district court for the Eastern
tnct of Wlsconsm m 1972. It appears in volume 349 of the Federal Supplement and
starts on page 1078 of that volume.

!2:181 A P PEN D I X 7. 1: R E FER E N C EST 0 LEG A L M ATE R I A L S
2. Sample reference list entry to an appealed case
Durflinger v. Artiles, 563 F. Supp. 322 (D. Kan. 1981). aff’d, 727 F.2d 888 (10th Cir.
1984).
Text citation:
Durffinger v. Artifes (1981/1984)
Explanation: This decision was rendered by the federal district court fo~ the. Dgtrict 0:
Kansas in 1981. On appeal, the decision was affirmed by the 10thCircUlt ourt 0
Appeals in 1984. Consult the Bluebook for the proper forms to signal the vanous
stages in a case’s history.
Unpublished cases:
3. Sample reference to an unreported decision
Gilliard v. Oswald, No. 76-2109 (2d Cir. March 16, 1977).
Ex lanation: The docket number and the court are provided .. The opinion. was
p d M h 16 1977 To cite to a particular page of a sftp optnlon (opinIOn announce on arc , . . h f r
that is not published in a case reporter but is separately pnnted), use t e orm s Ip op.
at [page number]. . d b h
Alternative: You may cite unreported cases found on electromc ata ases, suc as
LEXIS or Westlaw instead of citing them to slip opinions. Give the name of the data-
b d m, ber I’f aval’lable and enough information for the reader to find the ase a recor nu, . d'” h h
case: Precede screen page numbers, if assigned, with an astensk to . IstlngUlS t em
from the page number of the slip opinion; paragraph numbers, If assigned, should be
preceded by a paragraph symbol.
With record number:
Dougherty v. Royal Zenith Corp., No. 88-8666, 1991 U.S. Dist. LEXIS 10807, at *2
(ED. Pa. July 31, 1991).
With no record number:
Gustin v. Mathews, No. 76-7-C5 (D. Kan. Jan. 31, 1977) (LEXIS, Genfed library,
Dist file).
Note: If the case is not available as a slip opinion or online, consult the Bluebook for
other reference formats.
Court cases at the trial level:
4. Sample reference to a state trial court opinion
Casey v. Pennsylvania-American Water Co., 12 Pa. D. & C.4th 168 (C.P.
Washington County 1991).
Ex lanation: This decision was rendered by the Court of Common Pleas in
wIshington County, Pennsylvania, in 1991. (The Court of Common Pleas IS the na~~ .:
of most of the trial-level courts in Pennsylvania. In other states, the trial-level cou :
REFERENCE EXAMPLES [219,1
are’ called superior courts or supreme courts, which can be confusing because one usu-
ally thinks of the supreme court as the highest court in any particular jurisdiction and
not as the lowest. Authors should check the Bluebook for a listing of each jurisdiction’s
particular court structure.) The decision can be located in Pennsylvania District and
County Reports, Fourth Series, beginning on page 168 of that volume.
5. Sample reference to a federal district court opinion
Davis v. Monsanto Co., 627 F. Supp. 418 (S.D. W.Va. 1986).
Explanation: The opinion was rendered in the federal district court for the Southern
District of West Virginia and was decided in 1986. It appears in volume 627 of the
Federal Supplement and starts on page 418 of that volume.
Court cases at the appellate level:
6. Sample reference to a case appealed to a state supreme court
Compton v. Commonwealth, 239 Va. 312, 389 S.E.2d 460 (1990).
Explanation: This opinion was written by the Virginia Supreme Court in 1990. It can
be found in volume 239 of the Virginia Reports, which publishes the state’s supreme
court decisions, starting on page 312. There is a parallel citation to volume 389 of the
South Eastern Reporter, Second Series, starting on page 460. A reporter prints cases;
the South Eastern Reporter is a regional reporter containing cases from several states
in the southeastern section of the country.
7. Sample reference to a case appealed to a state court of appeals
Texas v. Morales, 826 S.W.2d 201 (Tex. Ct. App. 1992).
Explanation: This opinion was rendered by the Texas Court of Appeals in 1992 and
can be found in volume 826 of the South Western Reporter, Second Series, starting on
page 201.
8. Sample references to cases decided bV the U.S. Supreme Court
Brown v. Board of Educ., 347 U.S. 483 (1954).
Maryland v. Craig, 110 S. Ct. 3160 (1990).
Explanation: Each of these cases was decided by the U.S. Supreme Court. The first
citation is to the United States Reports. Such a citation is given when the appropriate
volume of the United States Reports is available. The second citation is to the Supreme
Court Reporter. Use this source when the volume of the United States Reports in which
the case will appear has not yet been published.
A7.04 Statutes (Bluebook Rule 12)
In text, give the popular or official name of the act (if any) and the year of the act. In
the reference list entry, include the source and section number of the statute, and in
parentheses, give the publication date of the statutory compilation, which may be dif-
ferent from the year in the name of the act.

~lj APPENDIX 7.1: REFERENCES TO LEGAL MATERIALS
Reference form for statutes:
Name of Act, Volume Source § section number (year).
Abbreviate the source as specified in the Bluebook. A few states use chapter or article
numbers instead of section numbers; use abbreviations or symbols as shown in the
Bluebook.
9. Sample reference to a statute
Mental Health Systems Act, 42 U.S.C. § 9401 (1988).
Text citation:
Mental Health Systems Act (1988)
Mental Health Systems Act of 1988
10. Sample reference to a statute in a state code
Mental Care and Treatment Act, 4 Kan. Stat. Ann. §§ 59-2901-2941 (1983 & Supp.
1992).
Explanation: This Kansas act can be found in codified version between sections 2901
and 2941 in Chapter 59 of volume 4 of the 1983 edition of Kansas Statutes Annotated.
Two amendments to the act and additional references are provided in the 1992 supple-
ment for the Kansas Statutes Annotated. If you are discussing a particular provision of
the law, cite the particular section in which the provision appeared (e.g., § 59-2903).
Ann. stands for Annotated, which refers to the version of the Kansas statutory compi-
lation containing summarized cases interpreting particular sections of the statute.
11. Sample reference to a statute in a federal code
Americans With Disabilities Act of 1990, 42 U.S.CA § 12101 et seq. (West
1993).
Explanation: This act can be located beginning at section 12101 of title 42 of the
United States Code Annotated, which is the unofficial version of the United States
Code (the official statutory compilation of the laws enacted by Congress). Et seq. is a
Latin phrase meaning “and following” and is a shorthand way of showing that the act
covers not just the initial section cited but also others that follow the initial section.
The text in parentheses indicates that the United States Code Annotated is published
by West Publishing and that 1993 is the publication date of the volume in which the
cited sections can be found. Citing to U.S.c., U.S.C.A., or U.S.C.S. is the preferred
method of citing legislation, because codified legislation is usually easier to work with
and retrieve than is a session law, the form of legislation before it is codified. A session
law citation is constructed as follows:
Americans With Disabilities Act of 1990, Pub. L. No. 101-336, § 2, 104 Stat. 328
(1991).
RE FER E NeE E X A MP L E S [2211
f ,”‘
!:~l~::~~~~~hp~bcliltcatlion is to thdebvershion of the act in its uncodified form. The act
aw enacte y t e 101st Co S· .
section of the act cited (§ 2 h ngress. ectlOn 2 IS the particular
. h appens to correspond to § 12101 of 42 US CA h’ h
IS were § 2 was ultimately codified). The text of the section cited c n’ . . ., W IC
~a!~: 7!~~~:lv~:t:t~~:i~~ a~f :~~:!fi;~:e;i03n2~aw~, talledl~:itefd ~ta~:~t~~:~~:~
Statutes at Large was published in 1991.” . 0 ume 0 t e United States
A7.05 Legislative Materials (Bluebook Rule 13)
in°~e~:~~~7Jea:; :::~~;s( o~i~:h:~dd::~~~;::~;~~~~~:~~~~s a:~d t~~c;::::.nts, provide
Form for testimony at federal hearings and for full hearings:
Tttle, xxx Congo (date).
12. Sample reference for federal testimony
RU4:6~ The import ban and its effect on medical research: Hearings before the
u committee on Regulation, Business Opportunities, and Energy, of the
House Committee on Small Business, 101st Congo 35 (1990) (testimo f
Ronald Chesemore). ny 0
Text citation:
RU486: The Import Ban (1990)
(RU486: The Import Ban, 1990)
Explanation: This testimony was given before a subcommittee of the U.S. House of
Representatives durmg the second session of the 101st C d b b . . ongress an can e located
egmnmg on page 35 of the official pamphlet that documents the h . I h f
erence I . I d h . eanng. n t e re –
pamphl:t~~S ~~~ :u~~e; ~.~tlre s)ub~ect-mbatter title as it appears on the cover of the
tee name If . . I any, t e su committee name (If any), and the commit-
be d
· ~ouEare cltmg an entire heanng, certain adjustments to the citation should
ma e, as m xample 13.
13. Sample reference for a full federal hearing
urba~ A~erica ‘s need for social services to strengthen families: Hearing before
t e ubcommlttee on Human Resources of the Committee on Ways and
Means, House of Representatives, 102d Congo 1 (1992).
Text citation:
Urban America’s Need (1992)
(Urban America’s Need, 1992)

1l1l APPENDIX 7.1: REFERENCES TO LEGAL MATERIALS
Explanation: This hearing was held in 1992 in the U.S. House of Representatives dur-
ing the 102d Congress. The hearing begins on page 1 of the official pamphlet that was
prepared after the hearing.
14. Form for unenacted federal bills and resolutions
Title [if relevant!, bill or resolution number, xxx Congo (year).
The number should be preceded by H.R. (House of Represeutatives) or S. (Senate),
depending on the source of the unenacted bill or resolution.
Reference list entry:
S. 5936, 102d Congo § 4 (1992).
Text citation:
Senate Bill 5936 (1992)
(S. 5936, 1992)
15. Sample references to unenacted federal bills
Equitable Health Care for Severe Mental Illnesses Act of 1993, H.R. 1563, 103d
Congo (1993).
Equitable Health Care for Severe Mental Illnesses Act of 1993, S. 671, 103d
Congo (1993).
Explanation: The first example is to a bill created in the U.S. House of Representativ~s
during the 103d Congress; it was as~igned the bill number 1563. The second examp e
is the Senate’s version of the same bill.
16. Form for enacted federal bills and resolutions
xx. Res. xxx, xxx Cong., Volume Source page (year) (enacted).
Reference list entry:
S. Res. 107, 103d Cong., 139 Congo Rec. 5826 (1993) (enacted).
Text citation:
Senate Resolution 107 (1993)
(S. Res. 107, 1993)
Explanation: This resolution by the Senate is numbered 107 and is reported in volume
139 of the Congressional Record on page 5826. Note that enacted bills and Jomt res-
olutions are laws and should be cited as statutes. Enacted simple or concurrent resolu-
tions should follow this format.
17. Form for federal reports (Rep.) and documents (Doe.)
xx. Rep. No. xx-xxx (year).
REFERENCE EXAMPLES !RI
As with bills, report numbers should be preceded by H.R. or S. as appropriate. The
report number is composed of the year of the Congress followed by a hyphen and .the
number of the report, and ending with the calendar year.
Reference list entry:
S. Rep. No. 102-114, at 7 (1991).
Text citation:
Senate Report No. 102-114 (1991)
(S. Rep. No. 102-114, 1991)
Explanation: This report was submitted to the Senate by the Senate Committee on
Labor and Human Resources concerning the Protection and Advocacy for Mentally III
Individuals Amendments Act of 1991. The reference is to material that starts on page
7 of that document.
A7.06 Administrative and Executive Materials (Bluebook Rule 14)
For rules and regulations, advisory opinions, and executive orders, provide in text the
title or number (or other descriptive information) and the date.
18. Form for federal regulation
Title/Number, Volume Source § xxx (year).
Reference list entries:
FDA Prescription Drug Advertising Rule, 21 C.F.R. § 202.1 (2006).
Adoption and Foster Care Analysis and Reporting System, 73 Fed. Reg. 82,082
(proposed Jan. 11,2008) (to be codified at 45 C.F.R. pt. 1355).
Text citations:
FDA Prescription Drug AdvertiSing Rule (2006)
(Adoption and Foster Care Analysis and Reporting System, 2008)
Explanation: The first rule was codified in 2006 in volume 21 of the Code of Federal
Regulations (the official regulatory code) as section 202.1. The second rule was pro-
posed and published in the Federal Register before being officially codified; the paren-
thetical information is a cross-reference (indicated in the entry in the Register) to the
section of the Code of Federal Regulations where the proposed rule will be codified.
19. Form for executive order
Exec. Order No. xxxxx, 3 C.F.R. Page (year).
Reference list entry:
Exec. Order No. 11,609, 3 C.F.R 586 (1971-1975), reprinted as amended in 3
U.S.c. 301 app. at 404-07 (1994).

~~Il APPENDIX 7.1: REFERENCES TO LEGAL MATERIALS
Text citation:
Executive Order No. 11,609 (1994)
(Executive Order No. 11,609, 1994)
Explanation: Executive orders are reported in Title 3 of the Code of Federal
Regulations; this one appears on page 586. Provide a parallel citatIon to the Untted
States Code (U.S.c.) or, if U.S.C. is unavailable, to the UnIted States Code ServIce
(U.S.C.S.).
A7.07 Patents
In text, give the patent number and the issue date (not application date) of the patent.
In the reference list entry, include the inventor(s) to whom the patent IS Issued and the
official source from which the patent information can be retrieved.
Reference list entry:
Smith, I. M. (1988). U.S. Patent No. 123,445. Washington, DC: U.S. Patent and
Trademark Office.
Text citation:
U.S. Patent No. 123,445 (1988)
(U.S. Patent No. 123,445, 1988)
Explanation: This patent was issued in 1988. 1. M. Smith is the inventor who holds the
patent right. The patent number is a unique identifying code gIven to every patent. In
this reference example, the patent number represents a utility patent because the.re IS
no letter prefix. If this were a nonutility patent, such as a design patent (coded wIth a
D), the patent number in the reference and citation would be D123,445.
The Publication Process
The author, editor, and publisher share responsibility for the ethical and efficient handling of a manuscript. This responsibility begins when the editor receives the manuscript and extends through the life of the published article. In this chapter,
we describe the peer review process, focusing first on how editors evaluate manuscripts.
Next, we delineate the author’s responsibilities in four areas: (a) preparing the manuscript
for submission, (b) attending to administrative and ethical responsibilities, (c) complying
with publisher policy requirements, and (d) working with the publisher during the pro-
duction process.’
Editorial Process
8.01 Peer Review
Scholarly journal articles are original, primary publications. This means that they have
not been previously published, that they contribute to the archive of scientific knowl-
edge, and that they have been reviewed by a panel of peers. The peer-reviewed litera-
ture in a field is built by individual contributions that together represent the accumu-
lated knowledge of a field.
To ensure the quality of each contribution-that the work is original, valid, and
significant-scholars in the subspecialties of a field carefully review submitted man-
uscripts. By submitting a manuscript to a peer-reviewed journal, an author implicitly
consents to the circulation and discussion of the manuscript. During the review
process, the manuscript is considered a confidential and privileged document, but
publishers differ, so check the journal’s instructions to authors (see section 1.14, for
IThis chapter gives instructions to authors of journal articles. Authors and editors of book manuscripts should follow
instructions given by the publisher’s hook production department. For information on dissertations and master’s
theses, see “Converting the Thesis or Dissertation Into an Article” on the APA Style website (www.apastyle.org).
1225:

t2~J)i E D IT 0 R I ALP R 0 C E S S
a discussion of the ethical standards that have been established for manuscript
reviewers).
The editor of each journal is responsible for the quality and content of the journal.
Journal editors look for manuscripts that (a) contribute significantly to the content
area covered by the journal, (b) communicate with clarity and conciseness, and (c) fol-
low style guidelines. Journal editors are often assisted by associate editors, who assume
responsibility for a specific content area of the journal or for a portion of the manu-
scripts submitted to the journal. For some journals, an associate editor may act as edi-
tor at all stages of the consideration of a manuscript (i.e., as an action editor), includ-
ing communication with an author regarding acceptance, rejection, or required revi-
sion of a manuscript. Consulting and advisory editors and ad hoc reviewers review
manuscripts and make recommendations to editors or to associate editors concerning
the disposition of manuscripts. However, the editor has the final editorial authority
and may make a decision other than that recommended by the reviewers.
The editor may accept or reject a manuscript outright, that is, before its review by
an associate editor or by reviewers. More typically, however, the editor sends the man-
uscript to an associate editor or directly to reviewers.
Reviewers. An action editor usually seeks the assistance of several scholars in the con-
tent area of the submitted manuscript in arriving at an editorial decision. An action
editor may solicit reviews from particular scholars for any number of reasons, includ-
ing technical expertise, familiarity with a particular controversy, and balance of per-
spectives. Reviewers provide scholarly input into the editorial decision, but the deci-
sion is the action editor’s alone to make.
Masked review. Journal editors, either routinely or at the author’s request, may use
masked review. In masked review, the identity of the author of a manuscript is con-
cealed from reviewers during the review process. Consult the instructions to authors in
the journals to which you submit your manuscripts to determine whether a journal
routinely uses masked review or offers masked review to authors who request it.
Authors are responsible for concealing their identities in manuscripts that are to
receive masked review; for example, they should take extra care to format their man-
uscripts so their identities as document creators are not easily revealed. It is APA pol-
icy that authors’ names will not be revealed to reviewers after the review process is
complete without the consent of the authors. Further, the APA review process is masked
in both directions; reviewer identities will not be revealed to authors unless the reviewer
chooses to do so.
Timing of peer review. The period of review can vary, depending on both the length and
complexity of the manuscript and the number of reviewers asked to evaluate it, but the
review process typically takes approximately two to three months. After that time, the
author can expect to be notified as to the status of the manuscript. It would be appro-
priate for an author to contact the editor if no communication has been received after
more than three months.
8.02 Manuscript Acceptance or Rejection
Reviewers provide the editor with evaluations of a manuscript on the basis of their
assessment of the scholarly quality of the manuscript, the importance of the novel con-
THE PUBLICATION PROCESS rZ~ti
tribution that the work might provide, and the appropriateness of the work to the par-
ticular journal. The decision to accept a manuscript, to reject it, or to invite a revision
is the responsibility of the editor; the editor’s decision may differ from the recommen-
dation of any or all of the reviewers. Editors may generally choose one of thr~e
actions:
1. Acceptance. Once a manuscript is accepted, it enters into the production phase of
publication. No further changes may be made by the author to the manuscript other
than those recommended by the copyeditor. The author remains responsible for the
completion of all associated paperwork (e.g., copyright transfers, disclosures, per-
missions). Failure to complete all required paperwork may result in retraction of the
acceptance of a manuscript.
2. Rejection. A manuscript is usually rejected because (a) the work is seen as falling
outside the coverage domain of the journal; (b) it contains such severe flaws of
design, methodology, analysis, or interpretations that the editor questions the valid-
ity of the submission; or (c) it is judged as making a limited novel contribution to
the field. At times, editors reject good manuscripts simply because they lack the
space to publish all of the high-quality manuscripts that are submitted to the jour-
nal. A manuscript that has been rejected by a journal may not be revised and resub-
mitted to that same journal.
If a manuscript is rejected and the author believes a pertinent point was over-
looked or misunderstood by the reviewers, the author may appeal the editor’s deci-
sion by contacting the editor. Those who feel their manuscripts are unfairly rejected
by APA journals may appeal such decisions to the Chief Editorial Advisor.
3. Rejection with invitation to revise and resubmit. This category applies to a range of
manuscripts that are judged to have a high potential for eventual publication in the
journal but that are not yet ready for final acceptance. Manuscripts in this catego-
ry range from those that the editor has judged to need substantial reworking (includ-
ing the possibility that additional empirical data may need to be gathered, that
entirely new experiments may need to be added, or that analyses need to be modi-
fied) to those that need only a small number of specific modifications. Some jour-
nals use a category labeled conditional acceptance for this latter level of revision.
Rejection with invitation to revise and resubmit does not guarantee eventual publi-
cation of the paper by that journal. In many cases, this invitation is time bound; it
does not extend across changes in editors.
Most manuscripts need to be revised, and some manuscripts need to be revised
more than once (revision does not guarantee acceptance). Initial revisions of a man-
uscript may reveal to the author or to the editor and reviewers deficiencies that were
not apparent in the original manuscript, and the editor may request further revision
to correct those deficiencies. During the review process, an editor may ask an author
to supply material that supplements the manuscript (e.g., complex statistical tables,
instructions to participants). As the manuscript moves through the review process,
editors are free to solicit reviews from reviewers who were not among the initial set
of reviewers.
If the editor rejects a manuscript or returns it to the author for revision, the
editor explains why the manuscript is rejected or why the revisions are required.

ilia] AUTHOR RESPONSIBILITIES
The editor does not have to provide the reviewers’ comments to the author but
frequently chooses to do so. Editors do not undertake major editorial revision of
manuscripts. Authors are expected to attend to editors’ detailed recommendations
for revision; however, the content and style of the article remain the sole respon-
sibility of the author. Slavish compliance with all recommendations of all review-
ers may result in a manuscript that is difficult to comprehend, which is not the
intent of the review process. When resubmitting a revised manuscript, authors are
encouraged to enclose a cover letter explaining how they have responded to all the
reviewers’ comments (regardless of whether the authors agreed or disagreed with
the comments).
Author Responsibilities
8.03 Preparing the Manuscript for Submission
The specific requirements for submitting a manuscript differ among journals.
Therefore, before submitting a manuscript, refer to the journal’s website. The journal’s
instructions to authors will tell you (a) the journal’s area of coverage, that is, what
kinds of manuscripts are appropriate for that journal; (b) the current editor’s name and
address; and (c) instructions for manuscript preparation and submission specific to
that journal, including whether the journal routinely uses masked review.
Quality of presentation. The physical appearance of a manuscript can enhance or
detract from it. A well-prepared manuscript encourages editors and reviewers to view
your work as professional. In contrast, mechanical flaws sometimes lead reviewers to
misinterpret content.
In this section, we describe the mechanical details of producing a manuscript that
meets requirements for peer review and publication in a scholarly journal. Publishers
will produce the typeset version of your article directly from your word-processing file,
should your manuscript be accepted for publication. The instructions given in this
chapter lay the groundwork for producing a usable electronic file.
Assistance in scientific writing in English. Scholars who are not experienced in scien-
tific writing in English can be hindered in their publishing efforts by a lack of familiar-
ity with idiomatic language usage. These individuals are urged to correct the problem
by consulting with colleagues who are experienced writers in the English language.
They may also wish to contact copyediting services that can help authors evaluate and
correct their manuscripts. We highly recommend use of these services for those who
consistently face obstacles in getting their work published.
Format. Formatting your manuscript according to the specifications described in this
section enhances clarity and readability and facilitates peer reviews, copyediting, and
typesetting.
Typeface. The use of a uniform typeface and font size enhances readability for the
editor and allows the publisher to estimate the article length. The preferred typeface
for APA publications is Times New Roman, with 12-point font size.
A serif typeface, “with short light lines projecting from the top or bottom of a main
stroke of a letter” (Chicago Manual of Style, 2003, p. 837), is preferred for text
THE PUBLICATION PROCESS rs.Q1l
because it improves readability and reduces eye fatigue. (A sans serif type may be used
in figures, however, to provide a clean and simple line that enhances the visual presen-
tation.) Do not use a compressed typeface or any settings in your word-processing soft-
ware that decrease the spacing between letters or words. The default settings are nor-
mally acceptable.
Special characters. Special characters are accented letters and other diacriticals,
Greek letters, math signs, and symbols. Type all special characters that you can, using
the special character functions of your word-processing program.
Line spacing. Double-space between all text lines of the manuscript. Double-space
after every line in the title, headings, footnotes, quotations, references, and figure cap-
tions. Although you may apply triple- or quadruple-spacing in special circumstances,
such as immediately before and after a displayed equation, never use single-spacing or
one-and-a-half spacing except in tables or figures.
Margins. Leave uniform margins of at least 1 in. (2.54 cm) at the top, bottom, left,
and right of every page. Combined with a uniform typeface and font size, uniform
margins enhance readability and provide a consistent gauge for estimating article
length.
Line length and alignment. The length of each typed line is a maximum of 6» in.
(16.51 cm). Do not justify lines; that is, do not use the word-processing feature that
adjusts spacing between words to make all lines the same length (flush with the mar-
gins). Instead, use the flush-left style, and leave the right margin uneven, or ragged. Do
not divide words at the end of a line, and do not use the hyphenation function to break
words at the ends of lines. Let a line run short rather than break a word at the end of
a line.
Paragraphs and indentation. Indent the first line of every paragraph and the first line
of every footnote. For consistency, use the tab key, which should be set at five to seven
spaces, or » in. The default settings in most word-processing programs are acceptable.
Type the remaining lines of the manuscript to a uniform left-hand margin. The only
exceptions to these requirements are (a) the abstract, (b) block quotations, (c) titles and
headings, (d) table titles and notes, and (e) figure captions.
Order of manuscript pages. Arrange the pages of the manuscript as follows:
• title page
The title page includes five elements: title, running head, author byline, institution-
al affiliation, and author note. Identify the title page with the page number 1. The
remaining pages should be numbered consecutively, using Arabic numerals (except for
artwork and figures).
The running head is an abbreviated title that is printed at the top of the pages of
a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces
between words. It should appear flush left in all uppercase letters at the top of the title
page and all subsequent pages.
• abstract (start on separate page, numbered page 2)
• text (start on a separate page, numbered page 3)

ffl0,l AUTHOR RESPONSIBILITIES
• references (start on a separate page)
• tables (start each on a separate page)
• figures (start each on a separate page; include caption on page with figure)
• appendices (start each on a separate page)
Page numbers and manuscript page headers. After the manuscript pages are arranged
in the correct order, number them consecutively, beginning with the title page. Pages
occasionally are separated during the editorial process, so identify each manuscript
page with the running head along with the page number. (Do not use your name to
identify each page, because the name will have to be removed if the manuscript receives
masked review.)
Use the automatic functions of your word-processing program to generate headers
and page numbers for your file. (Do not type these manuscript page headers repeatedly
in your word-processing file.)
Spelling check. Most word-processing programs have a function that checks spelling.
Use it. Although an electronic spelling check cannot take the place of proofreading the
article, because words spelled correctly may be used incorrectly, it will lessen the
chance that typographical errors in the manuscript will make their way into print when
your electronic file is used to publish the article.
Supplemental materials. If you are submitting supplemental materials with your man-
uscript (see section 2.13), check the journal’s website to determine the preferred for-
mat. If you are submitting your manuscript to an APA journal, you will need to
• submit a separate file for each supplemental document and specify the format, nam-
ing your files consistently and including the file format in the naming convention;
• provide a title for each document, bearing in mind that the file will be viewed sepa-
rately from the article and will need to be sufficiently identified to be useful for the
reader;
• include a context statement for each file that specifies precisely what the document or
file is intended to communicate (readers should be able to ascertain what they will find
in the file from the statement, whether it contains several sentences or just a few); and
• prepare each document so it is complete-that is, tables and figures intended for sup-
plemental material should include captions in the document just as if they were
appearing in the published article.
Obtain and submit necessary permission to reproduce images (in addition to copy-
righted material, keep in mind that images of human subjects require the subjects’ per-
mission; see http://www.apa.orgljournals for more guidance on supplemental material).
Cover letter. Check the journal’s website for the current editor’s name and for specific
instructions on submission. When submitting a manuscript for consideration, enclose
a letter that includes the following elements:
• specific details about the manuscript (title, length, number of tables and figures);
• a request for masked review, if that is an option for the journal and you choose to
use it;
• recommendations for potential reviewers or reviewers to avoid (optional);
• information about any previous presentation of the data (e.g., at a scientific meeting);
THE PUBLICATION PROCESS fill
• information about the existence of any closely related manuscripts that have been
submitted for simultaneous consideration to the same or to another journal;
• notice of any interests or activities that might be seen as influencing the research
(e.g., financial interests in a test Or procedure, funding by pharmaceutical companies
for drug research);
• verification that the treatment of subjects (human or animal) was in accordance with
established ethical standards; and
• a copy of the permission granted to reproduce or adapt any copyrighted material
from another source or a notice that permissions are pending. (The publisher will
need copies of all granted permissions on receipt of your accepted manuscript.)
The corresponding author is responsible for ensuring that all authors are in agree-
ment with the content of the manuscript and with the order of authorship before sub-
mitting an original or revised submission (see section 1.13). The cover letter should
assure the editor that such agreements have been reached and that the corresponding
author will take responsibility for informing coauthors in a timely manner of editorial
decisions, reviews received, changes made in response to editorial review, and the con-
tent of revisions. If the manuscript is accepted, all the authors will need to certify
authorship.
Finally, include your telephone number, fax number, e-mail address, and mailing
address for future correspondence. (See Figure 8.1 for a sample cover letter.)
Interim correspondence. While a manuscript is under consideration, be sure to inform the
editor of any substantive corrections needed, any change in address, and so forth. In all
correspondence, include the complete manuscript title, the authors’ names, and the man-
uscript number (which is assigned by the editor when the manuscript is first received).
8.04 Complying With Ethical, Legal, and Policy Requirements
In Chapter 1, we noted that authors are responsible for demonstrating that they have
complied with the ethical standards that govern scholarly publishing. When you sub-
mit a manuscript to a journal editor for consideration, you may be asked to provide
proof of compliance with these standards. You are also expected to comply with legal
standards of fair use when reprinting or adapting the work of others and to comply
with the publication policies established by the journal publisher.
Ethical conduct of research and conflicts of interest. When you submit your manuscript,
you may be asked to verify that you have complied with ethical standards in the con-
duct of your research. You may also be asked to disclose potential conflicts of interest
and to indicate financial agreements or affiliations with any product or services used or
discussed in your papers as well as any potential bias against another product or ser-
vice. The forms used by APA for this purpose are provided in Figures 8.2 and 8.3.
Permission to reprint or adapt the work of others. If your paper includes material bor-
rowed from another source, you must cite the original source in your paper (for more
on including your own previously pUblished work in a paper, see section 1.10 on self-
plagiarism). It is the author’s responsibility to (a) obtain letters of permission from
copyright holders to reproduce copyrighted material and (b) enclose copies of these let-
ters with the accepted manuscript.

ID AUTHOR RESPONSIBILITIES
“”I, ,I, I, Sample Cover letter
April 2, 2008
Meredith s. Simpson, PhD
Editor, JOllmai of Poetry and Psychology
Department of Psychology
University of Xanadu
9 Prentice Hall
Xanadu. NY 10003·1212
Dear Dr. Simpson:
I am enclosing a submission to the Jaun/af of Poetry alld Psychology entitled, “Poetry and the
Cognitive Psychology of Metrical Constructs.” The manuscript is 40 pages long and includes 4 tables
and I figure. I wish for the manuscript to be given a masked review and request that it not be sent
to my ex-husband [name blocked out] for review. Although he is an expert in the area, I do not
believe that he would be able to provide an unbiased review at this time.
Some of the data from this paper were previously presented at the annual meeting of the Poetry and
Psychology Society in San Diego (May 2006). This is one of a series of papers examining cognition
and creative writing (see references for a listing of those published and in press). There is some
overlap in the content of the introduction sections. which we have noted in the text. We would be
happy to pf9vide copies of the other manuscripts if there should be any concern about duplicate or
fragmented publication. My coauthors and I do not have any interests that might be interpreted as
influencing the research. and APA ethical standards were followed in the conduct of the study.
I have enclosed a copy of the pennission granled us for the adaptation we made to the figure;
pennission is pending from the publisher for the poetry that is reproduced.
I, will be serving as the corresponding author for this manuscript. All of the authors listed in the
byline have agreed to the byline order and to submission of the manuscript in this fonn. I have
assumed responsibility for keeping my coauthors informed of our progress through the editorial review
process; the conlent of the reviews. and any revisions made. I understand that, if accepted for
publication, a certification of authorship form will be required that all coauthors will sign.
Sincerely,
Janet Sestina. PhD. Associate Professor
University of Melville
112 Oceanside Drive
Ql1equeeg, ME 20031-2221
218-555-1212 (voice)
218-555-1213 (f”,,)
jsestina@melville.edu
The following are some examples of material that require permission:
• Figures and tables: Along with directly reprinted figures and tables, this also includes
figures and tables that have been adapted from or are very similar to previously pub-
lished figures and tables.
• Data: This applies only to data that are directly reproduced from another source;
data that have been reconfigured or reanalyzed to produce different numbers do not
require permission.
THE PUBLICATION PROCESS.
1″‘1 I’ APA Compliance With Ethical Principles Form
CERTIFICATION OF COMPUANce WITH APA ETHICAL PRINCIPLES
The APA Publica lions and Communicalions Board has added to the Instrucrians to Authors for each APA journal the follawing state-
ment: ~Aulhors will be required to stote,in writing thot they have complied with APA ethical standards in the treatment of their sample,
human or anImal, ar to describe the details of treatment.” (A capy of the APA Elhical Principles may be obtaIned at hHp:/ /
www.apa.arg/elhics/arbywritingtheAPAEthicsOffice, 750 first Street, NE, Washington, DC 20002-4242.)
For yaur information, the APA Ethical Principles concerning research and publication are reprinted below. Please review the Principles
and sign the Form provided on the back of this sheet to indicate Ihat you are in campliance.
From Ethical Principles of Psychologists and Code af Conduct. (20021. American Psychologist, 57, 1060-1073.
8.01 Institutional Approval
When institutional approval is required, psychologists provide
a~u-rate infonnation about !heir research proposals and obtain approval
prior to conducting !he researcb. They conduct !he research in
accordance wi!h!he approved research protocol.
8.02 Informed Conaent 10 Research
(a) When obtaining infonned consent as required in Standard 3.10,
Infonned Consent, psychologists inform panicipants about (I) !he
pur-pose of !he research, expected duration, and procedures; (2) !heir
right to dccline to participate and to wi!hdraw from !he research once
participation has begun; (3) the foreseeable consequences of declining or
wi!hdrawing; (4) reasonably foreseeable factors that may be expected to
influence !heir Willingness to participate such as potential risks,
discomfort, or adverse effects; (5) any prospective research benefits; (6)
limits of confidentiality; (7) incentives for participation: and (8) whom to
contact for questions about !he research and research participants’ rights.
They provide opportunity for the prospective participants to ask
questions and re«:ive answers. (See also Standards 8.03, InfO/med
Consent for Recording Voices and Images in Research: 8.05, Dispensing
Wi!h Infonned Consent for Research; and 8.07. Deception in Research.)
(b) Psychologists conducting intervention research involving !he use of
experimental treatments darify to panicipants at !he outset of the
research (1) !he experimental nature of the treatment: (2) the services !hat
will Or will not be available to !he control group(s) if appropriate; (3) !he
means hy which assigrunent to treatment and control groups will be
made; (4) available treatment alternatives if an individual does not wish
to participate in the research or wishes to withdraw once a study has
begun: and (5) compensation for or monetary costs of panicipating
including, if appropriate, whether reimbursement from the participant or
a third.pany payor will be sought. (See also Standard 8.02a, Infonned
Consent to Research.)
8.03 Infarmed Consent for Recardlng VoIces end Images In
Research
Psychologists obtain infonned consent from research participants prior
to recording their voices or images for data collection unless (I) the
resear<;h consists solely of naturalistic observations in public places, and it is not anticipated that !he recording will be used in a manner !hat could cause personal identification or harm, or (2) the research design includes deception, and consent for the use of the recording is obtained during debriefing. (See also Standard 8007, Deception in Rcsearch.) 8.04 CllentlPatlent, Studenl, and Subordinate Research PartIcipants (a) When p~ychologists conduct =h wi!h clientsfpatients, stu-dents, or subordinates as participants. psychologists take steps to protect the prospective par1icipants from adverse conseqnences of declining or wi!hdrawing from participation. (b) When research participation is a course requirement or an opponu·nity for extra credit, !he prospoxtive panicipant is given !he choice of equitable alternative activities. 8.05 DIspensIng With Informed Consent for Ressarch Psychologists may dispense wi!h infonned consent only (I) where research would not reasonably be assumed to create distress or harm. and involves (a) !he study of nonnal educational practices, curricula, or classroom management methods conducted in educational senings; (b) only anonymous qnestionnaires, naturalistic observations, or archival research for which di8(:losure of responses would not place participants at risk of criminal or civil liability or damage their financial standing, employability, or reputation. and confidentialilY is protected; or (c) !he study of factors related to job or organization effectiveness conducted in organizational settings for which there is no risk to panicipants' employability, and confidentiality is protected or (2) where O!herwise permitted hy law or federal or iwtitutional regulations. 8.06 Offering Inducements for Research Partlclpallon (a) Psychologists make reasonable efforts to avoid offering excessive or inappropriate financial or other inducements for research participation when such inducements are likely to coerce participation. (b) When offering professional services as an inducement for research panicipation, psychalogists clarify the nature of the services, as well as !he risks, obligations, and limitations. (See also Standard 6.05, Barter Wi!h Clients/Patients.) 8.07 Deception In Research (a) Psychologists do not conduct a study involving deception unless !hey have detennined that !he use of deceptive techniques is justified by the study'S significant prospoxtive scientific, educational, or applied value and that effective nonde<:eplive alternative procedures are not feasible. (b) Psychologists do not de<:eive prospective panicipants about re·search that is reasonably expected to cause physicat pain or severe ema.tional distress. (c) Psychotogists explain any deception !hat is an integral feature of !he design and conduct of an experiment to panicipants as early as is feasible, preferably at the conclusion of !heir panicipation, but no later than at the conclusion of !he data collection, and pennit participants to withdraw their data. (See also Standard 8.08, Debriefing.) 8.08 Debriefing (a) Psychologists provide a prompt opportunity for panicipants 10 obtain appropriate infonnation about !he nature. results, and conclusions of !he research, and !hey take reasonable steps to correct any mi8(:oncep' tions that participants may have of which !he psychologists are aware. This form can be found on the APA Journals web page (http://www.apa.org/journals). • Test and scale items, questionnaires, vignettes, and so forth: This applies mainly to items that are from copyrighted and commercially available tests (e.g., the Minnesota Multiphasic Personality Inventory, the Wechsler Adult Intelligence Scale, and the Stanford-Binet Intelligence Scales). • Long quotations: Each copyright holder has a definition of what is considered fair Use. It is your responsibility to determine whether the copyright holder requires per- mission for long quotations. !I~i AUTHOR RESPONSIBILITIES i.'I'lIl '. ':" APA Compliance With Ethical Principles Form (continued) (b) If scientific or humane values justify delaying or withholding Ihis informalion, psychologjslg take reasonable measures to reduQ: the risk of harm. (c) When psychologists become aware that research procedures have Itarmed a participant, they lake reasonable steps to minimize the harm. 8.09 Humane Care and Use of AnImals In Research (a) Psychologists acquire, care for, use, and dispose of animals in com-pliance with CUlreD! federal, state, and local laws and regulations, and with professional standards. (b) Psychologists trained in research methods and experienced in the care oflaboratory animals supervise all proc<:dU!eS involving animals and are responsible for ensuring appropriate consideration of their comfort, health, and humane treatment. (c) Psychologists ensure that all individuals under [Ileir supervision who are using animals have received instruction in research methods and in the care, maintenance, and handling of the species being used, to the extent appropriate to their role. (See also Standard 2.05, Delegation ofWolk to Others.) (d) Psychologists make reasonable effons to minimize the discomfon, infection, illness, and pain of animal subjects. (e) Psychologists use a procedure subjectiog animals to pain, stress, or privation only when an alternative procedure is unavailable and the goal is justified by its prospective scientific, educational, or applied value. (0 Psychologists pelform surgical procedures under appropriate anes-thesia and follow techniques to avoid infection and minimize pain during and after surgery. (g) When it is appropriate that an animal's life be terminated, psycholo-gists proceed rapidly, with an effon to minimize pain and in accordance with accepted procedures. 8.10 ReportIng Research Results (a) Psychologists do not fabricate data. (See also Standard 5.0Ia, Avoid-anoo of False or Deceptive Statements.) (b) Ifpsychologists discover significant errors in their published data, they take reasonable steps to correct such errors in a correction, retmction, erratum, or other appropriate publication means. 8.11 PlagIarism Psychologists do not present ponions of another's work or data as their own, even if the other wolk or data source is cited occasionally. 8.12 Publication CredIt (a) Psychologists take responsibility and credit, including authorship credit, only for work they have actually pelforrned orto which they have substantially contributed. (See also Standard 8.12b, Publication Credit.) (b) Principal authol15hip and other publication credits accumtely reflect the relative scientific or professional contributions of the individuals in-volved, regardless of their relative status. Mere possession of an institu-tional position, such as depanment chair, does not justify authorship credit. Minor contributions to the research or to the writing for publica-tions are acknowledged appropriately, such as in footnotes or in an inlro-ductory statement. (c) Except under exceptional circumstances, a student is listed as princi-paI author on any multiple-authored anicle that is substantially based on the student's doctoral dissenation. Faculty advisol15 discuss publication credit with students as early as feasible and throughout the research and publication process as appropriate. (See also Standard 8.12b, Publication Credit.) 8.13 Duplicate Publication of Data Psychologists do nO! publish, as original data, data that havc been pre-viously published, This does not preclude republishing data when they are accompanied by propcracknowledgment. 8.14 Sharing Research Data for Verification (a) After research results are published, psychologists do not withhold the data on which their conclusions are based from other competent pro-fessionals who seek to verify the substantive claims through reanalysis and who inlend to use such data only for that purpose, provided that the confidentiality of the panicipants can be protccted and unless legal rights conceming proprietary data p=lude their release. This does not preclude psychologists from requiring that such individuals or groups be respon-sible for costs associated with the provision of such information. (b) Psychologists who request data from other psychologists 10 verify the substantive claims through reanalysis may use shared data only for the declared purpose. Requesting psychologists obtain prior wrillen agrce-ment for all other uses of the data. 8,15 Revlewsrs Psychologists who review material submilled for presentation, publica-tion, grant, or research proposal review respect the confidential- JOURNAL, ____________________________________________________________________________ ___ TITLE OF MANUSCRIPT AUlHOR(S) I certify that I (we) have complied with the APA cthical principles regarding research with human participants and/or care and use ofanimals in the conduct of the research presented in this manuscript. (Signature of corresponding author) (date) 1-13-03 The journal publisher typically owns the copyright on material published in its jour- nals. Provided that the purpose of the use is scholarly comment, noncommercial research, or educational use and full credit is given to the author and the publisher as copyright holder through a complete and accurate citation, many scientific, technical, and medical publishers require no written permission or fees for THE PUBLICATION PROCESS f~3Jj "(>lI!’,’ ,1::: APA Disclosure of Interests Form
Full Disclosure Of Interests
This section to be completed by 3uthor(8):
Journal:
Article title:
Issue:
Authors:
In psychology, as in other scientific disciplines, professional communications are presumed to be based on objective
inteipretatioru; of evidence and unbiased interpretations offact. An author’s economic and commercial interests in products or
services used or discussed in their papers may color such objectivity. Although such relatioru;hips do not necessarily constitute
a conflict of interest, the integrity of the field requires disclosure of the possibilities of such potentially distorting influences
where they may exist. The reader may then judge and, if necessary, make allowance for the impact of the bias on the
infonnation being reported.
In general, the safest and most open course of action is to disclose activities and relationShips that, if known to others, might
be viewed as a conflict of interest, even if you do not believe that any conflict or bias exists.
Whether an interest is “significant” will depend on individual circumstances and cannot be defined by a dollar amount.
Holdings in a company through a mutual fund are nOI ordinarily sufficient to warrant disclosure, whereas salaries, research
grants, consulting fees, and personal stock holdings would be. Being thecopyrighl holder of and/or recipient of royalties from
a psychological test nught be another example. Participalion on a board of directors or any other relationship with an entity or
person that is in some way pan of the paper should also be carefully considered for possibledisclosure.
In addition to disclosure of possible sources of positive bias, authors should also carefully consider disclosure where
circumstances could suggest bias IIgalruit a product, service, facility, or person. For example, having a copyright or royalty
interest in a competing psychological test or assessment protocol might be seen as a possible source of negative bias against
another test instrument.
Please check one line only:
I have read the above APA policy on full disclosure, and I declare that
Neither I nor any member of my immediate family have a significant financial arrangement or affiliation with any
product or services used or discussed in my paper, nor any potential bias against another product or service.
I (or an immediate family member) have a significant rmancial interest or affiliation with the following products
or services used ordiscussed in my paper:
Name of product or service and nature of relationship with each (e.g., stock or bond holdings, research grants, employment,
ownership or partnership, consultant fees or other remuneration).
Name of Product or Service
Relalionshipllnterest
If an author note should be added to your manuscript in reference to any disclosure(s) noted above, please check the line
below and attach to this fonn the text of the author note.
___ Author Note Attached
Author signature (All comribming all/hors IllIIst siglllhisfonll ordllplicatioll a//hereaf)
Date
This form can be found on the APA Journals web page (http://www.apa.org/journals).
• a maximum of three figures (including tables) from a journal article or book chap-
ter and a maximum of five figures (including tables) from a whole book or
• single text extracts of fewer than 400 words or series of text extracts totaling fewer
than 800 words,
In addition, permission granted for print formats extends in most cases to electronic
formats, to all second and subsequent editions, and to foreign language editions,

.1 AUTHOR RESPONSIBILITIES
Permissions policies differ from publisher to publisher. Consult your publisher
directly to determine the policies that apply. Requests for permission to reproduce
material should be directed to the publisher’s permissions office (see, e.g., http://
www.apa.orglaboutfcopyright.html).
When permissions are required, you must request permission to reproduce the
material in all formats. Some publishers may also require that you obtain permission
from the author of the original work. Publishers normally grant permission contingent
on the inclusion of a copyright notice on the first page of reproduced material and pay-
ment of a fee per table, figure, or page.
Allow ample time (several weeks) to secure permission. At the time of submission,
identify the copyright holder and request permission to reprint or adapt the material
in both print and electronic form. Determining who holds the copyright can be a chal-
lenge, particularly for older works, because publishers may merge and copyrights may
change hands. The permissions request should specify the source material (title of
work, year of publication, page number, etc.) and the nature of the reuse (e.g., reusing
in a journal). (See Figure 8.4 for the APA form used to request permission.)
Permission can be secured via fax, mail, or e-mail. Many publishers have online
submission forms for requesting permission that can be accessed from their websites
(e.g., see http://www.apa.orgljournals and click on Copyright and Permission Information
to request permission to reproduce material published by APA). Most publishers will
not allow your article to enter into production until all print and electronic permissions
are secured for reproduced items and forwarded with your manuscript.
Once permission is granted, the author needs to include a per missions notice in the
manuscript, following the wording and format shown in section 2.12 or the specific
wording at the copyright holder’s request.
8.05 Publisher Policy Requirements
Transfer of copyright. When a manuscript is accepted for publication, the journal edi-
tor sends to the author a legal form regarding copyright and authorship. By transfer-
ring copyright, authors permit publishers to (a) more widely distribute the work, (b)
control reuse by others, and (c) handle the paperwork involved in copyright registra-
tion and administration. The publisher in turn represents the author’s interests and
permits authors to reuse their work in several ways.
The corresponding author (a) transfers the copyright on the article to the publisher
or (b) certifies that the majority of the authors or the primary authors are employees of
the U.S. government and that the work was performed as part of their employment and
is not protected by U.S. copyright law (therefore, it is in the public domain). In the case
of work performed under U.S. government contract, the publisher may retain the copy-
right but grant the U.S. government royalty-free permission to reproduce all or portions
of the article and authorize others to do so for U.S. government purposes. By law, pub-
lishers own the copyright on their journal articles for 95 years from the time of publi-
cation. The copyright transfer includes both print and electronic rights to the article to
allow the publisher to disseminate the work as broadly as possible.
Posting articles on the Internet. Certain rights are linked to copyright ownership,
including the exclusive right to reproduce and distribute the copyrighted work.
Journals are committed to publishing original scholarship and distributing peer-
THE PUBLICATION PROCESS ~1Zij
1’1’1′, :,,,, APA Copyright Permission Request Form
AMERICAN
PSYCHOlOGICAL
ASSOCIATION
American Psychological Association
Copyright Permission Request Form
If you want to reuse APA journal or book material. please use our new Onllne Permission Rightslink®
service for fast, convenient permission approval. For instructions, please visit
http://II’NIW.apa.org/about/copyrightlprocess.htmr
Please make sure the material you want to use is copyrighted by American Psychological Association
(APA).
After filling out the information below, email this form to Qermissions@apa.oro.
Additional contact information:
APA Permissions Office, 750 First Street, NE, Washington, DC 20002-4242
Phone: 1-800-374-2722 or 202-336-5650
Fax: 202-336-5633
www.aoa.org/ab91ltkopvright.html
For Use of APA Material
Date:
Your contact information:
Name:
Organization name:
Department:
Complete postal address:
Country:
Office phone:
Fax number:
Email:
Your reference code number (if required):
1. The APA material you want to use:
Complete citation (Ex: URL, Title, Source, Author, Publication year, Pagination, etc.)
2. Do you want to use:
o The entire material, unedited?
o Portions of the material?
o Please give APA page number(s) _
o A specific section? Please give APA page number(s) _
o Scale or test material? Please give APA page number _
o A photo? Please give APA page number _
o Appendix material? Please give APA page number _
o Other I Please specify:
This form can be found on the APA Journals web page (http://www.apa.org/journals).
reviewed articles, in both print and electronic formats, that serve as the version of
record. Thus, many publishers have policies delineating the terms under which an arti-
cle may be posted on the Internet by the author.
If a paper is unpublished, the author may distribute it on the Internet or post it on
a website but should label the paper with the date and a statement that the paper has
not (yet) been published.

I~ AUTHOR RESPONSIBILITIES
3. What media do you want to use the APA material in?
o Print only
o Electronic I Please give details:
o Both print and electronic I Please give details:
o Other I Please give details:
4. The material will be used in:
o Journal 0 Book
o Directory 0 Newspaper
o Newsletter
o Other I Please specify:
Publication name:
Publisher:
Estimated publication date:
Estimated print run:
o Presentation or Seminar
Title:
Date:
Number of copies needed:
Is the presenter the author of the APA material?
Is the presentation or seminar continuing education?
Is there a fee for attendees?
o Dissertation or Thesis
o Email distribution
Please give details:
D Listserv
YES NO
YES NO
YES NO
o Magazine
o Secure Intranet site 0 Public Internet site D Restricted Internet site
Please give URL and other details:
D Classroom use (Print)
Institution name:
Course name:
Course start date:
D 1 semester (6 months)
D 2 semesters (12 months)
Instructor’s name:
Number of students enrolled:
D Online CE course
Organization:
Course name:
Course start date:
D 6 months D 12 months
D Classroom use (Electronic reserve)
Institution name:
Course name:
Course start date:
D Other I Please speCify:
D Other I Please specify:
If your school has a PsycARTlCLES or PsycBOOKS license, your site license policy grants permission
to put the content into password protected electronic (not print) course packs or electronic reserve
for your users. Please see the license policy at www.apa.org/librarians/policies/course-packs.htmlfor
more information and discuss this use with your librarian.
D Other I Please give details:
5. Any additional information to tell us:
Example:
Draft version 1.3, 1/5/99. This paper has not been peer reviewed. Please do not
copy or cite without author’s permission.
Upon submitting the paper for publication, you are obligated to inform the editor
if the paper has been or is posted on a website. Some editors may consider such a web
THE PUBLICATION PROCESS I'[G1
posting to be prior publication and may not review the paper. Authors of articles pub-
lished in APA journals may post a copy of their final manuscript (e,g” as a word-
processing file) on a personal website or on the author’s employer’s server after it is
accepted for publication. The following conditions prevail:
• The posted manuscript must carry an APA copyright notice and include a link to the
APA journal home page (http://www.apa.orgljournals).
• The posted manuscript must include the following statement: “This manuscript may
not exactly replicate the final version published in the APA journal. It is not the copy
of record.”
• APA does not permit archiving with any other non-APA repositories,
• APA does not provide electronic copies of the APA published version for this pur-
pose, and authors are not permitted to scan in the APA published version.
Complying with the National Institutes of Health (NIH) public access policy, The
“Revised Policy on Enhancing Public Access to Archived Publications Resulting from
NIH-Funded Research,” notice number NOT-OD-08-033, took effect April 7, 2008,
Under this policy, NIH-funded investigators (or their publishers) are required to
deposit to PubMed Central an electronic version of their final, peer-reviewed and
accepted manuscript at acceptance to be made publicly available within 12 months of
publishers’ final publication date.
For detailed guidance about this policy, check with your publisher, If you are publish-
ing in an APA journal, consult the APA Journals website (http://www.apa.orgljournals),
8.06 Working With the Publisher When the Manuscript Has
Been Accepted
After your manuscript has been accepted for publication, your publisher will contact
you with detailed instructions on working with copyeditors, proofreading the typeset
manuscript, and monitoring the production process.
Preparing the word-processing file for copyediting and typesetting. Most publishers
request that authors provide the electronic word-processing files containing their
manuscript, figures, and other materials to the production office for copyediting and
production, You may be asked to provide the electronic manuscript files bye-mail
or through a submission portal. Consult the instructions to authors for the journal
to which you are submitting your paper for the latest guidance on manuscript file
preparation.
Reviewing the proofs. Both journal editors and copyeditors introduce changes in man-
uscripts to correct errors of form, to achieve consistency of style, or to clarify expres-
sion. The corresponding author needs to review the edited manuscript carefully, being
alert for changes in meaning and being attentive to levels of heading and to markup of
statistics, equations, and tables. It is important to check the proofs word for word
against the manuscript to catch typographical errors.
Limit changes on these proofs to corrections of production errors and to updates
of reference citations or addresses. This is not the time to rewrite the text. Be sure to
check the following:
• Are all queries fully answered?
• Is the hierarchy of headings and subheadings correct?

BQl AUTHOR RESPONSIBILITIES
• Are all numbers and symbols in text, tables, and mathematical and statistical copy
correct?
• Are tables correct? Are table alignment notes, superscripts, and footnotes correct?
• Are figures correct? Are captions and numbers correct? Are all labels properly
spelled? Do symbols in the legends match those in the figure? Are your photographs
reproduced successfully?
If coauthors participate in the review of the copyedited manuscript, the correspon-
ding author is responsible for consolidating necessary changes and forwarding them to
the publisher. It is important to submit your requested changes to the publisher with-
in the established deadline so publication of your article will not be delayed.
Retaining raw data. The tradition in scientific publishing is to retain data, instructions,
coding systems, details of procedure, and analyses so that copies may be made avail-
able in response to inquiries from interested readers (see section 1.08). APA, for exam-
ple, expects you to retain these materials for a minimum of five years after your arti-
cle has been published.
Initial observations may take many forms, including, for example, participant
responses to individual test or survey items, videotapes of participant performances,
interviewer or observer notes, and physiological recordings. They need to be retained
in a form that to the extent possible ensures that the information available to the orig-
inal researcher is also available to the researcher seeking to confirm the original find-
ings. For example, retaining only an electronic data file containing scale scores derived
from a questionnaire is insufficient. A scoring or coding system for the logging or
transformation of data should also be retained. Choose an archival form for retaining
data that ensures that no information is lost; do not simply opt for the most expedient
means of archiving (e.g., using optical scanners to record response sheets may cause
future problems; Sackett, 2000).
Correction notices. From time to time, errors occur in published journal articles. If you
detect an error in your published article and think that a correction notice is warranted,
submit a proposed correction notice to the journal editor. The notice should contain
the following elements: (a) full journal title and year, volume number, issue number
(when appropriate), and inclusive page numbers of the article being corrected; (b) com-
plete article title and names of all authors, exactly as they appear in the published arti-
cle; (c) precise location of the error (e.g., page, column, line); (d) exact quotation of
the error or, in the case of lengthy errors or an error in a table or figure, an accurate
paraphrasing of the error; and (e) concise, unambiguous wording of the correction.
Because it is not the purpose of corrections to place blame for mistakes, correction
notices do not identify the source of the error.
8.07 Checklist for Manuscript Submission
Numbers following entries refer to relevant section numbers in the Publication Manual
(this checklist can also be found online at http://www.apa.orgljournals).
I!IIIIII Checklist for Manuscript Submission
Format
THE PUBLICATION PROCESS [[~lM
D Have you checked the journal’s website for instructions to authors regarding
specific formatting requirements for submission (8.03)?
D Is the entire manuscript-including quotations, references, author note, con-
tent footnotes, and figure captions-double-spaced (8.03)? Is the manuscript
neatly prepared (8.03)?
D Are the margins at least 1 in. (2.54 cm; 8.03)?
D Are the title page, abstract, references, appendixes, author note, content foot-
notes, tables, and figures on separate pages (with only one table or figure per
page)? Are the figure captions on the same page as the figures? Are manu-
script elements ordered in sequence, with the text pages between the
abstract and the references (8.03)?
D Are all pages numbered in sequence, starting with the title page (8.03)?
1itle Page and Abstract
D Is the title no more than 12 words (2.01)7
D Does the byline reflect the institution or institutions where the work was con-
ducted (2.02)?
D Does the title page include the running head, article title, byline, and date, and
author note (8.03)? (Note, however, that some publishers prefer that you
include author identification information only in the cover letter. Check with
your publisher and follow the recommended format.)
D Does the abstract range between 150 and 250 words (2.04)? (Note, however,
that the abstract word limit changes periodically. Check http://apa.org/journals
for updates to the APA abstract word limit.)
Paragraphs and Headings
D Is each paragraph longer than a single sentence but not longer than one man-
uscript page (3.08)?
D Do the levels of headings accurately reflect the organization of the paper
(3.02-3.03)?
D Do all headings of the same level appear in the same format (3.02-3.03)?
Abbreviations
D Are unnecessary abbreviations eliminated and necessary ones explained
(4.22-4.23)?
D Are abbreviations in tables and figures explained in the table notes and figure
captions or legends (4.23)?

1:4~~ AUTHOR RESPONSIBILITIES
Mathematics and Statistics
o Are Greek letters and all but the most common mathematical symbols identi-
fied in the manuscript (4.45-4.49)?
o Are all non-Greek letters that are used as statistical symbols for algebraic vari-
ables in italics (4.45)?
Units of Measurement
o Are metric equivalents for all non metric units provided (except measurements
of time, which have no metric equivalents; see 4.39)?
o Are all metric and non metric units with numeric values (except some meas-
urements of time) abbreviated (4.27, 4.40)?
References
o Are references cited both in text and in the reference list (6.11-6.21)?
o Do the text citations and reference list entries agree both in spelling and in
date (6.11-6.21)?
o Are journal titles in the reference list spelled out fully (6.29)?
o Are the references (both in the parenthetical text citations and in the refer-
ence list) ordered alphabetically by the authors’ surnames (6.16, 6.25)?
o Are inclusive page numbers for all articles or chapters in books provided in
the reference list (7.01, 7.02)?
o Are references to studies included in your meta-analysis preceded by an
asterisk (6.26)?
Notes and Footnotes
o Is the departmental affiliation given for each author in the author note (2.03)?
o Does the author note include both the author’s current affiliation if it is differ-
ent from the byline affiliation and a current address for correspondence (2.03)?
o Does the author note disclose special circumstances about the article (por-
tions presented at a meeting, student paper as basis for the article, report of
a longitudinal study, relationship that may be perceived as a conflict of inter-
est; 2.03)?
o In the text, are all footnotes indicated, and are footnote numbers correctly
located (2.12)?
Tables and Figures
o Does every table column, including the stub column, have a heading (5.13,
5.19)?
o Have all vertical table rules been omitted (5.19)?
THE PUBLICATION PROCESS ~~A:a~
o Are all tables referred to in text (5.19)?
o Are the elements in the figures large enough to remain legible after the figure
has been reduced to the width of a journal column or page (5.22, 5.25)?
o Is lettering in a figure no smaller than 8 points and no larger than 14 points
(5.25)?
o Are the figures being submitted in a file format acceptable to the publisher
(5.30)?
o Has the figure been prepared at a resolution sufficient to produce a high-
quality image (5.25)?
o Are all figures numbered consecutively with Arabic numerals (5.30)?
o Are all figures and tables mentioned in the text and numbered in the order in
which they are mentioned (5.05)?
Copyright and Quotations
o Is written permission to use previously published text, tests or portions of
tests, tables, or figures enclosed with the manuscript (6.1 O)?
o Are page or paragraph numbers provided in text for all quotations (6.03,
6.05)?
Submitting the Manuscript
o Is the journal editor’s contact information current (8.03)?
o Is a cover letter included with the manuscript? Does the letter
o include the author’s postal address, e-mail address, telephone number,
and fax number for future correspondence?
o state that the manuscript is original, not previously published, and not
under concurrent consideration elsewhere?
o inform the journal editor of the existence of any similar published manu-
scripts written by the author (8.03, Figure 8.1)?
o mention any supplemental material you are submitting for the online ver-
sion of your article?

APPENDIX
Journal Article Reporting
Standards (JARS), Meta-Analysis
Reporting Standards (MARS), and
Flow of Participants Through Each Stage
of an Experiment or Quasi-Experiment

Table 1
Journal Article Reporting
Standards (JARS)
Information Recommended for
Inclusion in Manuscripts That Report
New Data Collections
Regardless of Research Design
journal Article Reporting Standards UARS): Information Recommended for Inclusion in Manuscripts That Report
New Data Collections Regard/ess of Research Design
Poper section and topic
Title and title page
Abstract
Introduction
Method
Participant characteristics
Sampling procedures
Description
Identify variables and theoretical issues under investigation and the relationship between them
Author note contains acknowledgment of special circumstances:
Use of data olso appearing in previous publications, dissertations, or conference papers
Sources of funding or other support
Relationships that may be perceived as conflicts of interest
Problem under investigation
Participants or subjects; specifying pertinent characteristics; in animal research, include genus
and species
Study method, including:
Sample size
Any apparatus used
Outcome measures
Dala-galhering procedures
Research design (e.g., experiment, observational study)
Findings, including effect sizes and confidence intervals and/or statistical significance levels
Conclusions and the implications or applications
The importance of the problem:
Theoretical or practical implications
Review of relevant scholarship:
Relation to previous work
If other aspects of this study have been reported on previously, how the current report differs
from these earlier reports
Specific hypotheses and objectives:
Theories or other means used to derive hypotheses
Primary and secondary hypotheses, other planned analyses
How hypotheses and research design relate to one another
Eligibility and exclusion criteria, including any restrictions based on demographic
characteristics
Major demographic characteristics as well as important topic-specific characteristics (e.g.,
achievement level in studies of educational interventions), or in the case of animal
research, genus and species
Procedures for selecting participants, including:
The sampling method if a systematic sampling plan was implemented
Percentage of sample approached that participated
Self-selection (either by individuals or units, such as schools or clinics)
SeDt ngs and locations where data were collected
Agreements and payments made to participants
Inslilutional review board agreements, ethical standards met, safety monitoring

_ APPENDIX
Table I (continued)
Poper section and topic
Method (continued)
Sample size, power, and
precision
Measures and covariates
Research design
Results
Participant flow
Recruitment
Statistics and data
analysis
Ancillary analyses
Discussion
Description
Intended sample size
Actual sample,size, jf differen,’ from intended sample size
How sample size was determined: . . . .
Power analysis, or methods used to determine preCISion of parameter estimates
Explanation of any interim analyses and stopping rules .
Definitions of all primary and secondary measures and covonofes:
Indude measures collected but not included in this report
Methods used to collect dolo
Methods used to enhance the quality of measurements:
Training and reliability of data collectors
Use of multiple observations . .. .
Information on validated or ad hoc instruments created for individual studies, for example,
psychometric and biomelric properties
Whether conditions were manipulated or naturally observed
Type of research design; provided in Table 3 are modules for:
Randomized experiments (Module A 1)
Quasi-experiments {Module A2). ..
Other designs would have different reporting needs associated With them
Total number of participants
Flow of participants through each stage of the study
Dates defining the periods of recruitment and repeated measurements or fol!0V:–up.
Information concerning problems with statistical assumptions and/or data distributions that
could affect the validity of findings
Missing data:
Frequency or percentages of missing data . .
Empirical evidence and/or theoretical arguments for t~e .causes of data that are ml~sl~g, for
example, missing completely at random (MCAR), missing at random (MAR), or missing
not ot rondom (MNARJ
Methods for addressing missing data, if used
For each primary and secondary outcome and for each subgroup, 0 summary of:
Cases deleted from each analysis
Subgroup or cell sample sizes, cell means, standard deviations, or other estimates of
_precision, and other descriptive statistics
Effect sizes and confidence intervals
For inferential statistics (null hypothesis significance testing), information about:
The a priori Type I error rate adopted
Direction, magnitude, degrees of freedom, and exact p level, even if no significant effect is
reported
For multivariable analytic systems (e.g., multivariate analyses of variance, regressi~n analyses,
structural equation modeling analyses, and hierarchical linear modeling) also Include the
associated variance-covariance (or correlation) matrix or matrices
Estimation problems (e.g., failure to converge, bad solution spaces), anomalous data points
Statistical software program, if specialized procedures were used. .
Report any other analyses performed, including adjusted analyses, indicating those that were
prespecified and those that were exploratory (though not necessarily in level of detail of
primary analyses) . .
Discussion of implications of ancillary analyses for statlshcal error rates
Statement of support or nonsupport for 011 original hypotheses:
Distinguished by primary and secondary hypotheses
Post hoc explanations
Similarities and differences between results and work of others
Interpretation of the results, taking into account: . . .
Sources of potential bios and other threats to Internal validity
Imprecision of measures
The overall number of tests or overlap among tests, and
Other limitations or weaknesses of the study
Generalizability (external validity) of the findings, taking into account:
The target population
Other contextual issues
Discussion of implications for future research, program, or policy
•
APPENDIX BSI
Table 2
Module A: Reportinfj Standards for Studies With on Experimental Monipulation or Intervention (in Addition (0
Material Presented In Table 1)
Paper section and topic
Method
Experimental
manipulations
or interventions
Units of delivery
and analysis
Results
Participant flow
Treatment fidelity
Baseline data
Statistics and data
analysis
Adverse events
and side effects
DIscussion
•
Descriplion
Deta!ls of t.he interventions or experimental manipulations intended for each study condition,
including control groups, and how and when manipulations or interventions were actually
administered, specifically including:
Content of the interventions or specific experimental manipulations
Sum~ary .or P?raph.rasing of instructions, unless they are unusual or compose the experimental
manipulation, In which case they may be presented verbatim
Method of intervention or manipulation delivery
Description of apparatus and materials used and their function in the experiment
Specialized equipment by model and supplier
Deliverer: who delivered the manipulations or interventions
level of professional training
Level of training in specific interventions or manipulations
Number of deliverers and, in the case of interventions, the M, SD, and range of number of
indiViduals/units treated by each
Setting: where the manipulations or interventions occurred
Exposure quantity and duration: how many sessions, episodes, or events were intended to be
delivered, how long they were intended to last
Time span: how long it took to deliver the intervention or manipulation to each unit
Activities to increase compliance or adherence (e.g., incentives)
Use of language other than English and the translation method
Unit of delivery; How participants were grouped during delivery
Description of the smallest unit that was analyzed (al)d in the case of experiments, that was
randomly assigned to conditions) to assess manipulation or intervention effects (e.g., individuals,
work groups, classes)
If the unit of analysis differed from the unit of delivery, description of the analytical method used to
account for this (e.g., adjusting the standard error estimates by the design effect or using
multi level analysis)
Total number of groups (if intervention was administered at the group level) and the number of
participants assigned to each group:
Number of participants who did not complete the experiment or crossed over to other conditions
explain why ,
Number of participants used in primary analyses
Flow of participants through each stage of the study (see Figure 1)
Evidence on whether the treatment Was delivered as intended
Baseline demographic and clinical characteristics of each group
Whether the analysis was by intent-ta-treat, complier average causal effect, other or multiple ways
All important adverse events or side effects in each intervention group
Discussio~ of results taking into account the mechanism by which the manipulation or intervention
was Intended to wor~ (causal pathways) or alternative mechanisms
If an intervention is involved, discussion of the success of and barriers to implementing the
intervention, fidelity of implementation
Generalizability (external validity) of the findings, taking into account:
The characteristics of the intervention
How, what outcomes were measured
length of follow-up
Incentives
Compliance rates
The “clinical or practical significance” of outcomes and the basis for these interpretations

1111 APPENDIX
Table.3 5 dd’ 5, d· U· Random and Nonrandom Assignmen, of Parficipan’s ‘0 Experimen’al Reportmg tan or s ror u /es smg
Groups
Paper seclion and topic
Method
Random assignment method
Random assignment concealment
Random assignment implementation
Masking
Statistical methods
Method
Assignment method
Masking
Statistical methods
Description
Module A 1: Studies using random assignment
P d re used to generate the random assignment sequence, including details roceu k f·· I
of any restriction (e.g., bloc ing, stroti Icallon . .
Whether sequence was concealed until interventions were assigned
Who generated the assignment sequence
Who enrolled participants
Who assigned participants to groups .’ .
Whether participants, those administering the mlerveniLons, and those assessing
the outcomes were unaware of condition assignments
If masking took place, statement regarding how it was accomplished and how
the success of masking was evaluated
Statistical methods used to compare groups on primary outcome(s)
Statistical methods used for additional analyses, such os subgroup analyses and
adjusted analysis
Statistical methods used for mediation analyses
Module A2: Studies using nonrandom assignment
Unit of assignment (the unit being assigned to study conditions, e.g., individual,
group, community) . . . d· d ·1 f
Method used to assign units to study conditions, mcl.u mg etal s 0 any
restriction (e.g., blocking, stratification, min!miz~tlonJ . .
Procedures employed to help minimize po!enflal bias due to nonrandomlzahon
(e.g” matching, propensity score matchmg) ” .
Whether participants, those administering the mterventlons, and those assessing
the outcomes were unaware of condition assignments .
If masking took place, statement regarding how it was accomplished and how
the success of masking was evaluated .
Statistical methods used to compare study groups on pnmary outcome(s),
including complex methods for correlated data d
Statistical methods used for additional analyses, such as subgroup analyses an
adjusted analysis (e,g” methods for modeling pretest differences and
adjusting for them)
Statistical methods used for mediation analyses
d Th ~ Wh M’ ht They Be~” by APA Publications
From “Reporting Standards for Research in Psychology: Why ~Io We Nee. S emd d at 20~g8 America~ Psychologist, 63, pp: and Communications Board Working Group on Journal ArtIC ~ ~eportmg tan ar s, ,
842-845. Copyright 2008 by the American Psychological ASSOCiation.
Meta-Analysis Reporting
Standards (MARS)
Information Recommended for Inclusion in
Manuscripts Reporting Meta-Analyses
Table 4
Meta-Analvsis Reporfing S’andards (MARS): Informafion Recommended for Inclusion in Manuscrip’s Reporting
Me,a.AnaIYses
Paper section ond topic
Title
Abstract
Introduction
Method
Inclusion and exclusion
criteria
Moderator and mediator
analyses
Search strategies
Descripl10n
Make it clear that the report describes a research synthesis and include “meta-analysis,” if
applicable
Footnote funding source(s)
The problem or relation(s) under investigation
Study eligibility criteria
Type/s) of partiCipants included in primary studies
Meta-analysis methods (indicating whether a fixed or random model was used)
Main results (including ihe more important effect sizes and any important moderators of these
effect sizes)
Conclusions lincluding limitations)
Implications or theory, policy, and/or practice
Clear statement of the question or relation(s) under investigation:
Historical background
Theoretical, policy, and/or practical issues related to the question or relation(s) of interest
Rationale for the selection and coding of potential moderators and mediators of results
Types of study designs used in the primary research, their strengths and weaknesses
Types of predictor and outcome measures used, their psychometric characteristics
Populations to which the question or relation is relevant
Hypotheses, if any
Operational characteristics of independent (predictor) and dependent (outcome) variable{s)
Eligible participant populations
Eligible research design features le.g., random assignment only, minimal sample size)
Time period in which studies needed to be conducted
Geographical and/or cultural restrictions
Definition of all coding categories used to test moderators or mediators of the relation{s) of
interest
Reference and citation databases searched
Registries lincluding prospective registries) searched:
Keywords used to enter databases and registries
Search software used and version
Time period in which studies needed to be conducted, if applicable
Other efforts to retrieve all available studies:
listservs queried
Contacts made with authors land how authors were chosen)
Reference lists of reports examined
Method of addressing reports in languages other than English

III APPENDIX
Table 4 (continued)
Paper section and topic
Search strategies
(continuec/J
Coding procedures
Statistical methods
Results
Discussion
Descriplion
Process for determining study eligibility:
Aspects of reports were examined (Le, title, abstract, and/or full text)
Number and qualifications of relevance judges
Indication of agreement
How disagreements were resolved
Treatment of unpublished studies
Number and qualifications of coders (e.g., level of expertise in the area, training)
Interceder reliability or agreement
Whether each report was coded by more than one coder and if so, how disagreements were
resolved
Assessment of study quality:
If a quality scale was employed, a description of criteria and the procedures for application
If study design features were coded, what these were
How missing data were handled
Effectsizemetric(s):
Effect sizes calculating formulas (e.g., Ms and SOs, use of univariate F to r transform)
Corrections made to effect sizes (e.g., small sample bias, correction for unequal ns)
Effect size averaging and/or weighting method(s}
How effect size confidence intervals lor standard errors} were calculated
How effect size credibility intervals were calculated, if used
How studies with more than one effect size were handled
Whether fixed and/or random effects models were used and the model choice justification
How heterogeneity in effect sizes was assessed or estimated
Ms and SDs for measurement artifacts, if construct·level relationships were the focus
Tests and any ad\’ustments for data censoring (e.g., publication bias, selective reporting)
Tests for statistica outliers
Statistical power of the meta-analysis
Statistical programs or software packages used to conduct statistical analyses
Number of citations examined for relevance
list of citations included in the synthesis
Number of citations relevant on many but not all inclusion criteria excluded from the meta·
analysis
Number of exclusions for each exclusion criterion (e.g., effect size could not be calculated).
with examples
Table giving descriptive information for each included study, including effect size and sample
size
Assessment of study quality, if any
Tables and/or graphic summaries:
Overall characteristics of the database (e.g., number of studies with different research
designsl
Overall effect size estimates, including measures of uncertainty (e.g., confidence and/or
credibility intervals)
Results of moderator and mediator analyses (analyses of subsets of studies):
Number of studies and total sample sizes for each moderator analysis
Assessment of interrelations among variables used for moderator and mediator analyses
Assessment of bias including possible data censoring
Statement of ma/’or findings
Consideration 0 alternative explanations for observed results:
Impact of data censoring
Generalizability of conclusions:
Relevant populations
Treatment variations
Dependent (outcome) variables
Research designs
Generallimitalions (including assessment of the quality of studies included)
Implications and interpretation for theory, policy, or practice
Guidelines for future research
From “Reporting Standards for Research in Psychology: Why Do We Need Them? What Might They Be?” by APA publications
and Communications Board Working Group on Journal Article Reporting Standards, 2008, American Psychologist, 63, pp •.
848-849. Copyright 2008 by the American Psychological Association.
Flow of Participants Through
Each Stage of an Experiment or
Quasi-Experiment
Figure I
Flow of Participants Through Each Stage of an Experiment or Quasi-Experiment
I Assessed for eligibility (n =
) I
Excluded (total 11 _ ) beeause
I Enrollment l Did not meet inclusion criteria (/1= )
Refused to participate
I Assignment I
(11= )
Other reasons
/
(/1= )
Assigned to experimental group Assigned to comparison group
(/1= ) (11= )
Received experimental manipulation Received comparison manipulation (if
(11= ) any)
Did not receive experimental (/1= )
manipulation Did not receive comparison manipulation
(11= ) (/1= )
Give reasons Give reasons
Lost to follow-up Lost to follow.up
(/1= )
I Follow-Up I (11= ) Give reasons Give reasons
Discontinued participation Discontinued participation
(11= ) (11= )
Give reasons Give reasons
Analyzed (/I = ) Analyzed (/I = )
Excluded from analysis (11 = ) I Analysis I Excluded from analysis (/1 = )
Give reasons Give reasons
Note. This flowchort is an adoptotion of the flowchort offered by the CONSORT Group (Altman et 01., 2001; Moher, Schulz, & A!tman, 2001).10urno!s publishing
the original CONSORT flowchart have woived copyright prot&clion.
From “Reporting Standards for Research in Psychology: Why Do We Need Them? What Might They Be?” by APA Publications
, and Communications Board Working Group on Journal Article Reporting Standards, 2008, American Psychologist, 63, p. 846.
Copyright 2008 by the American Psychological Association.

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Numbers in bold refer to section numbers.
A
Abbreviations, 4.22-4.30,106-111
accepted as words, 4.24, 107
in APA journals, 4.25, 108
avoidance of, in article title, 2.01, 23
beginning a sentence, 4.30, 111
decision whether to use, 4.22, 107
explanation of, 4.23, 107
internal periods in, 4.01, 88
introducing, 4.09, 93
Latin, 4.02, 4.26, 88, 108
in legal citations, A7.01, 216-217
for measurements, 4.02, 4.40, 88, 115
for names of group authors, 6.13, 176
overuse of, 4.22, 106
plurals of, 4.29,110-111
reference, 4.02, 6.22, 88, 180
for routes of administration, 4.02, 4.27,
88,110
scientific, 4.27,108-110
of state names, 4.02, 6.30, 88, 187
for statistical copy, 119-123 (Table 4.5)
in tables, 5.12, 5.13, 133-134
underuse of, 4.22, 107
for United States, 4.02, 88
used for groups, 72
use of period with, 4.02, 88
Abruptness, avoiding, 3.06, 65
Abstract, 2.04, 8.03, 25-27, 229
format of, 2.04, 27
Index
as original source, 7.01, 202
as secondary source, 7.01, 202
Academic course title, 4.16, 102
Acceptance of manuscript, 8.02, 227-228
Accepted usage, for numbers expressed in
words, 4.32, 112
Accuracy, importance of, in reference list, 6.22,
180
Acknowledgments. See also Credit
in author note, 2.03, 25
of contribution to study, 1.13, 18
of participation, 73
of previously published material, 1.09,
14-15
Acronyms, 4.02, 88. See also Abbreviations
Action editor, 8.01, 226
Active voice, 2.04, 3.18, 26, 77
Adaptation, 6.10, 173
Addition links, as transition device, 3.05, 65
Ad hoc reviewers, 8.01, 226
Administrative and executive materials,
reference form for, A7.06, 223-224
Advance online publication, 7.01, 198, 199,
200
Adverbs, 3.21, 82-83
Adverse events, reported in Results section,
2.07,35
Advisory editor, 8.01, 226
African American, use of term, 3.14, 75
Age groups, 3.16, 71, 76
Age ranges, 3.16, 76

_INDEX
Agreement
of noun and pronoun, 3.20, 79
of subject and verb, 3.19, 4.12, 78-79, 96
Alignment
of manuscript page, 8.03, 229
for statisticaUmathematical copy, 4.46,
118, 123
Alphabetical order
of multiple citations within same
parentheses, 6.16, 177-178
of names in reference list, 6.25, 181-182
Alphabetization, letter by letter, 6.25, 181-182
Alternation, between he and she, 3.12, 74
Ambiguity, eliminating, 3.09, 68-69
American Indian, use of term, 3.14, 75
Ampersand, 6.12, 6.27, 175, 184
Ancillary analyses, reported in Results section,
2.07,34
Animal subjects, described in Method section,
2.06,30
Anonymous, use of term, 6.15, 6.25, 177, 183
Anthropomorphism, avoidance of, 3.09, 68-69
APA, commitment to fair treatment, 70-71
APA Archives, 7.10, 212
APA Compliance With Ethical Principles Form,
233-234 (Figure 8.2)
APA Copyright Permission Request Form,
237-238 (Figure 8.4)
APA Disclosure of Interests Form, 235 (Figure
8.3)
APA Ethics Code, 11
APA journals. See also Journals
abbreviations used in, 4.25, 108
and editorial style, 87
expectation of complete reporting of
results, 2.07, 33
and Internet posting, 8.05, 239
levels of headings for, 3.03, 62 (Table 3.1)
metrication policy, 4.39, 114-115
and reference lists, 180
and supplemental materials, 8.03, 230
Appeal, of rejection, 8.02, 227
Appendices, 2.06, 2.13, 8.03, 29, 38-40, 230
formatting of, 2.13, 39
labeling of, 2.13, 39
in methodological articles, 1.04, 11
with tables or figures, 5.05, 127
tiding of, 2.13, 39
Arabic numerals
for page numbering, 8.03, 229
in reference list, 6.22, 180
Archival copy, in reference list, 6.24, 6.32,
181,192
Archival function, of journal articles, 10
Archival sources, 6.28, 185
reference examples, 7.10, 212-214
Archives of the History of American Psychology,
University of Akron, 7.10, 212
Article identifier, DOl as, 6.31, 189
Articles. See Journal articles
Asian, use of term, 3.14, 76
Asian American, use of term, 3.14, 76
Assistance, with scientific writing in English,
8.03,228
Associate editor, 8.01, 226
Asterisk, 5.16, 139
used to annotate historical author’s
original term, 3.17, 77
used to identify articles in meta -analysis,
6.26,183
As well as, use of term, 3.23, 85
At risk, use of term, 71
Audiovisual media, reference examples, 7.07,
209-210
Author, as publisher name, 7.02, 203
Author and editor information, as reference
component, 6.27, 184
Author-date citation system, 6.11-6.21,
174-179. See also Citations in text
Author note, 2.03, 24-25
and copyright of unpublished manuscript,
1.15,19-20
for disclosure of conflict or bias, 1.12, 17
Author responsibilities
in publication process, 8.03-8.07, 228-243
verifying authorship, 1.13, 18-19
Authors
anonymous, 6.15, 6.25,176-177,183
compliance with ethical, legal, and policy
requirements, 8.04, 231-236
different authors with same surname,
6.25,6.27,183,184
groups as, 6.13, 6.25, 6.27, 176, 183, 184
and masked review, 8.01, 226
multiple, 1.09,6.12, 14, 175
postacceptance work with publisher, 8.06,
239-240
and reviewer recommendations, 8.01, 226
unidentified, 6.15, 6.25, 6.27, 176-177,
183, 184
Authorship, 1.13, 18
agreements concerning, 2.03, 25
definition of, 1.13, 18
determining, 1.13, 18
order of, 1.13, 2.02, 19,24
Author’s name, 2.02, 23-24
format of, 2.02, 23
B
importance of consistency in, 2.02, 23
use of initials, 6.14, 176
Back-translation, 2.06, 32
Baseline data, reported in Results section, 2.07,
35
Between/and, 3.23, 85
Bia’s
disclosure of, 1.12, 17
in language, 3.12-3.17, 70-77
Bibliography, 180n1. See also Reference list
Biological data, 5.26-5.29,161-166
Bisexual men/women, use of term, 3.13, 74
Black, use of term, 3.14, 75
Block quotations, 4.08, 6.03, 92, 171
Boldface, for statisticaVmathematical copy,
4.45, 118
Book, parts of, 4.17, 103
Book chapters
reference examples, 7.02, 202-205
Book reviews, 1.06, 11
Books
publication information for, 6.30, 186-187
reference examples, 7.02, 202-205
Borderline, use of term, 71
Both/and, 3.23, 85
Boy, use of term, 3.16, 76
Braces, for equations in text, 4.47, 123
Brackets, 4.10, 94-95
for description of form, 6.29, 7.01, 7.02,
186, 198,203
for equations in text, 4.47, 123
in quotations, 6.06, 6.08, 172, 173
Brain images, 5.27, 162-165
Brand names, capitalization of, 4.16, 102
Breaks
in long equations, 123
in URLs, 6.32, 192
Brevity, of abstract, 2.04, 26
Brief reports, 1.06, 1.09, 11, 13
Bulleted lists, 3.04, 64-65
Byline, 2.02, 23-24, 24 (Table 2.1)
c
Camera-ready copy, 4.49, 124
Capitalization, 4.14-4.20,101-104
for measurements, 4.40, 115
of names of conditions or groups in
experiment, 4.19, 104
of names of factors, variables, and effects,
4.20,104
of names of raciaVethnic groups, 3.14, 75
of nouns followed by numerals or letters,
4.17,103
of proper nouns and trade names, 4.16,
102-103
in tides and headings, 4.15, 4.18, 5.13,
6.29,101-102,103,136-137,185
of word.s beginning a sentence, 4.14, 101
Captions, 5.23,158-160
abbreviations in, 4.23, 107
Cardinal numbers. See Numbers
Case, use of term, 3.15, 72, 76
Case studies, 1.05,9,11
abstract for, 2.04, 27
INDEX III
confidentiality in, 1.11, 16-17
Cause-effect links, as transition device, 3.05, 65
Certification of standards, 1.11, 16
Charts, 5.04, 5.21, 127, 151. See also Figures
Chemical compounds, abbreviations for, 4.27,
4.30,110,111
Chemical terms, 4.21, 106
Chicano, use of term, 3.14, 75
Citations
appropriate level of, 169, 170 (Figure 6.1)
of previously published material, 1.09,
14-15
within quotations, 6.09, 173
Citations in text, 6.11-6.21, 174-179
authors with same surname, 6.14, 176
basic styles, 177 (Table 6.1)
classical works, 6.18, 178-179
groups as authors, 6.13, 176
in-press works, 6.16, 178
one work by multiple authors, 6.12, 175
one work by one author, 6.11,175-176
parenthetical material, 6.21, 179
personal communications, 6.20, 179
secondary sources, 6.17, 178
specific parts of source, 6.19, 179
two or more works within same
parentheses, 6.16, 177-178
use of parentheses, 4.09, 93
works with no identified author or with
anonymous author, 6.15, 176-177
Classical works, citation of, 6.18,174,
178-179
Clinical terms, 71
Colloquial expressions, 3.09, 68
Colon, 4.05, 4.15, 6.30, 90, 101, 187
Calor reproductions, 5.04, 5.25, 5.29, 127,
161, 162, 165
Column heads, in tables, 5.13, 134, 136
Column spanners, in tables, 5.13, 134, 136
Comma, 4.03, 88-89
and brackets, 4.10, 94
in numbers of 1,000 or more, 4.03, 4.37,
89,114
in references, 6.27, 184
serial, 3.04, 4.03, 64, 88
Comments, on previously published articles,
1.06, 11
Comparisons, 3.09, 68-69
biased, 72-73
simple, 4.11, 96
Compound terms
capitalization of, 4.15, 101
hyphenated, 4.11, 4.13, 95, 97-100

III INDEX
Compound units, 4.11, 96
Concentrations, 4.27, 110
Conditional acceptance, 8.01, 227
Confidence intervals, 2.07, 4.10, 4.44, 5.15,
5.22,34,94,117,138,153-156
Confidentiality
in case studies, 1.05 J 11
of research participants, 1.11, 16
reviewers and, 1.12, 18
in shared data, 1.08, 12
Conflict of interest, 1.12, 1.16,2.03, 8.03,
17-18,20,25,231. See also Disclosure
CONSORT (Consolidated Standards of
Reporting Trials), 22
Consulting editor, 8.01, 226
Contact person, listed in author note, 2.03, 25
Content footnotes, 2.12, 37-38
Continuity, in presentation of ideas, 3.05, 65
Contrast links, as transition device, 3.05, 65
Coordinating conjunctions, 3.23, 85
Copyediting, 8.06, 239
Copyright. See also Permission
for data displays, 5.06, 128
for previously published material, 1.09, 15
transfer of, 8.05, 236
of unpublished manuscript, 1.15, 19-20
Copyright Act of 1976, 1.15, 19-20
Copyright holder, 8.04, 234-236
and permission to quote, reprint, or adapt,
6.10,173-174
and permission to use photo, 5.29, 166
Copyright notice, 1.15,20
Copyright permission footnotes, 2.12, 38
Copyright registration, 1.15,20
Copyright violation, and duplicate publication,
1.09,13
Correction notice, 1.07, 8.06, 12, 240
Correspondence, with journal, 8.03, 230-231
Costs, of data sharing, 1.08, 12
Court cases, citing, 4.26, 108
Court decisions, reference form for, A7.01,
A7.03, 216, 217-219
Covariates, described in Method section, 2.06,
31
Cover letter, submitted with manuscript, 8.03,
230-231,232 (Figure 8.1)
Credit. See also Acknowledgments; Publication
credit
for copyright holders, 5.06, 128
for ideas as well as written words, 1.10,
16
Critique by colleague, 3.11, 70
Cropping, of photographs, 5.29, 165-166
Cross-dresser, use of term, 3.12, 74
CrossRef, 6.31, 188-189
Culturally deprived, use of term, 72
o
Dangling modifiers, 3.21, 81-82
Dash, 4.06, 4.13, 90, 97
in empty table cell, 5.14,137-138
and placement of footnote number, 2.12, 38
in title of work, 4.15, 101
Data. See also Missing data; Raw data
falsifying, 1.07, 12
misrepresented as original, 1.09, 13
reproduced, 8.04, 232
Data analysis, reported in Results section,
2.07,32-34
Data displays. See also Figures; Tables
canonical forms, 5.02, 126
design and preparation, 5.02, 126
graphical vs. textual presentation, 5.03,
126-127
purposes of, 5.01,125-126
Data retention, 1.08, 12-13
Data sets, reference examples, 7.08, 210-211
Data sharing, 1.08, 12-13
Dates, numbers for, 4.31, 112. See also
Publication date
Decimal quantities, 4.31, 4.35, 111-112,
113-114
Decimal values, in table, 5.14, 137-138
Decked heads, in table, 5.13, 135
Declarative sentences, 3.08, 68
Degrees, academic, 2.02, 2.03, 23, 24
Degrees of freedom, 4.09, 94
Dementia, use of term, 3.16, 76
Departmental affiliation, in author note, 2.03,
24
Detail, appropriate levels of, 2.06, 29
Dictionary, as reference, 3.19, 79
Differences, relevant, 71
Differences among researchers, neutral
presentation of, 3.07, 66-67
Dimensions, of figures, 5.25, 161
Disabilities, 3.15, 72, 76
Disclosure
of conflict or bias, 1.12, 1.16, 8.04,
17-18,20,231
of photo manipulation, 5.21, 5.29, 151,
166
Discussion section, 2.08, 35-36
Displayed equations, 2.13, 4.48, 39, 123-124
Dissemination, of analyses of shared data,
1.08, 13
Distribution, of shared data, 1.08, 13
Doctoral dissertation
and author note, 2.03, 24
reference examples, 7.05, 207-208
and student first authorship, 1.13, 19
DOIs (digital object identifiers), 6.31, 6.32,
7.01,187-189,189-192,198
hidden behind a button in electronic
document, 191 (Figure 6.4)
location for article on database landing
page, 190 (Figure 6.3)
location in journal article, 189 (Figure 6.2)
provided by Crossref.org, 191 (Figure 6.5)
DOl System, 6.31, 188-189
Domain name, of URL, 6.31, 188
Domain name extension, of URL, 6.31, 188
Drawings, 5.21, 151. See also Figures
Dual affiliation, 2.02, 23
Duplicated words. See Plagiarism; Self-
plagiarism
Duplicate publication, 1.09,6.02, 13-15, 170
E
Economy of expression, 3.08, 67-68
Ed., Eds., 6.27, 184
Editor, as reference component, 6.27, 184. See
also Journal editor
Editorial we, 3.09, 69-70
Effect size, reported in Results section, 2.07,
34
Either/or, use of, 3.23, 85-86
Electronic file formats, 5.04, 127
Electronic mailing lists, reference examples,
7.11,214-215
Electronic sources
and locator information, 6.31,187-189
publication data for, 6.32, 189-192
Electrophysiological data, 5.26-5.29, 161-166
Ellipsis points, 6.08, 172-173
Em dash, 4.13, 97
Emphasis, 4.21, 106
added to words in quotation, 6.08, 173
Emphasis added, 6.08, 173
Empirical studies, 1.01, 9, 10
abstract for, 2.04, 26
Empty cells, in table, 5.14, 137-138
En dash, 4.13, 97
English language, difficulties with, 8.03, 228
Error bars, 5.22, 5.23,153-156,160
Errors, published, 1.07, 12
Eta!., 4.26, 6.12, 6.16, 7.02,108, 175, 177,
203
Ethical compliance
checklist, 20
planning for, 1.16,20
Ethical conduct of research, 8.04, 231
Ethical standards, in publishing, 2.13, 8.04,
11,40,231
Ethnic/racial identity, 3.14, 75-76
Euphemisms, avoidance of, 3.15, 76
Experimental manipulations, described in
Method section, 2.06, 31-32
INDEX lIS
F
Faculty-student collaborations, and authorship
issues, 1.13, 18-19
Failed, use of term, 73
Fair use, 6.02, 6.10, 8.04, 170, 173,231-236
of author’s own duplicated words, 1.10, 16
Female/male adolescent, use of term, 3.16, 76
Figurative expressions, 3.10, 70
Figures, 5.20-5.30, 8.03, 150-167,230. See
also Captions; Legends
in appendices, 2.13, 39
checklist for, 5.30, 167
copyright permission for, 2.12, 38
formatting of, 5.04, 127
information value of, 5.20,150-151
legends and captions, 5.23,158-160
numbering of, 5.05, 127
permissions for, 8.04, 232
planning, 5.24, 161
preparation of, 5.25, 161
reprinted or adapted, 1.09, 14
standards for, 5.22, 152-156
types of, 5.21, 151
use and construction, 5.20, 150-151
Figures, sample
complex theoretical formulations, 152
(Figure 5.1)
details of experimental laboratory set-up,
159 (Figure 5.8)
details of experimental procedure, 160
(Figure 5.9)
display of genetic material-physical map,
166 (Figure 5.12)
empirical results from complex
multivariate model, 157 (Figure 5.6)
event-related brain potential data, 163
(Figure 5.10)
flow of participants in survey study, 155
(Figure 5.4)
kinds of responses being gathered and
scoring methods, 158 (Figure 5.7)
neuroimaging data with details of
processing information, 164 (Figure
5.11)
results of one-way design using error bars,
156 (Figure 5.5)
sample and flow of subjects through
randomized clinical trial, 154 (Figure 5.3)
theory through set of path models, 153
(Figure 5.2)
First disclosure, 9
First Nations, use of term, 3.14, 75
Footnotes, 2.12, 37-38
to credit copyright holder, 6.10,173-174
numbering of, 2.12, 38
order of, 2.12, 38
placement of, 2.12, 38

‘” INDEX
Fqreign abbreviations, 4.21, 105-106
Fohnatting of manuscript, 8.03, 228-229
ForI1;lUlas, for statistics, 4.43, 116
Fractional quantities, numbers for, 4.31, 4.32,
111-112
Fractions, 4.35, 4.47,113-114,123
FrP (file transfer protocol), 6.31, 188
G
Gay men, use of term, 3.13, 74
Gender, 3.12, 73-74
Gender, use of term, 71
Gender expression, 3.12, 74
Gender identity, 3.12, 74
Genera, 4.21, 105
General notes, in tables, 5.16, 138-141
Generic he, 3.12, 73-74
Gene staining data, 162
Genetic data, 5.28, 165
Girl, use of term, 3.16, 76
Grammar and usage, 3.18-3.23, 77-86
Graphics software, 5.22, 5.25, 156, 161
Graphs, 4.41, 5.04, 5.21, 116, 127, 151. See
also Figures
Gray literature, 7.03, 205
Greek letters, 4.21, 106
Groups, as authors, 6.13, 6.25, 6.27,176,183,
184
Guidelines
for reporting standards, 2.10, 22, 37
for unbiased language, 3.12-3.17, 70-77
Guidelines for Unbiased Language, 71
H
Hanging indent format, used for References
section, 2.11, 37
He, generic, 3.12, 73-74
Headings, 3.02, 62
in appendices, 2.13, 39
beginning with number, 4.32, 112
capitalization of, 4.15,101-102
format for, 62 (Table 3.1)
levels of, 3.02, 3.03, 62-63, 62 (Table 3.1)
omitted for introduction, 3.03, 63
in tables, 5.13, 133-137
Hedging, 4.07, 92
He/she, (sihe, use of term, 3.12, 74
Hispanic, use of term, 3.14, 75
Homosexuality, use of term, 3.13, 75
Host name, of URL, 6.31, 188
HTTP (hypertext transfer protocol), 6.31,188
HTIPS (hypertext transfer protocol secure),
6.31, 188
Hyphen, 4.13, 97
in names of persons, 6.27, 184
Hyphenation, 3.06, 3.14, 4.13, 66, 75,
97-100
guide to, 98 (Table 4.1)
Image processing, 5.27, 162, 165
Importance of findings, described in Discussion
section, 2.08, 36
Importantly, use of term, 3.21, 82
Inaccuracies, historical and interpretive, 3.17,
76-77
Indentation, paragraph, 8.03, 229
Independent clauses
joined by conjunction, 4.03, 89
separated by semicolon, 4.04, 89
Indexing, automatic, by database crawlers,
6.23, 181
Inferential statistical tests, reported in Results
section, 2.07, 34
Informal publication, 8.05, 236-239
reference examples, 7.09, 211-212
In order, use of term, 4.44, 117
In press, 6.28, 7.09, 185,212
Insertion, of material in quote, 6.08, 173
Institutional affiliation, author’s, 2.02, 23-24
change in, 2.02, 2.03, 23, 24
lack of, 2.02, 23
placement of, 2.02, 24
Instructions
to authors, 8.01, 8.03, 225, 228
to participants, 2.06, 4.07, 31, 91
Intellectual property rights, 1.13-1.16, 11,
18-20
Intent-to-treat, reported in Results section,
2.07,35
Interestingly, use of term, 3.21, 82
International System of Units (SI), 4.39, 114
Internet, posting articles on, 8.05, 236-239
Internet message boards, reference examples,
7.11,214-215
Interpretation of results, in Discussion section,
2.08,35-36
Intervention fidelity, reported in Results
section, 2.07, 35
Interventions, described in Method section,
2.06,31-32
Introduction, to article, 2.05, 27-28
content of, 2.05, 27-28
format of, 2.05, 28
omission of heading for, 3.03, 63
Inuit, use of term, 3.14, 75
Invented expression, 4.07, 91
Ironic comment, 4.07, 91
Issue number, of journal, 6.30, 7.01, 186, 198
Italics, 4.07, 4.21,91,104-106
J
for emphasis, 4.21, 106
for statisticaVmathematical copy, 4.45, 118
for titles of works, 6.15, 176-177
Jargon, avoidance of, 3.08, 3.09, 67, 68
Journal articles
and reporting standards, 21-22
revised as book chapters, 1.09, 15
types of, 1.01-1.06, 9-11
Journal editor
omitted from acknowledgments, 2.03, 25
and questions of duplicate publication,
1.09, 15
and questions of piecemeal publication,
1.09,14-15
and questions of prior publication, 1.09, 13
responsibilities of, 8.01, 226
and reviewer consultation, 1.14, 19
and sharing of data, 1.08, 12
Journal publisher, as copyright holder, 8.04,
234-236
Journals, 9. See also Periodicals
K
and article length, 3.01, 3.08, 61, 67
instructions to authors, 8.01, 8.03, 225,
228
special issue, 7.01, 201
Key terms
L
in abstract, 2.04, 26
italicized, 4.07, 4.21, 91, 105
Labeling, 71
for electrophysiological data, 5.26, 162
sensitivity to, 72-73
Labels
italicized, 4.21, 105
omitted from headings, 3.03, 63
for participants, 4.01, 4.02, 88
pejorative, 72
Latin abbreviations, 4.02, 4.26, 88, 108
Latino, use of term, 3.14, 75
Legal materials, referencing, 6.15, 6.25,
A7.01-A7.07, 177, 183, 216-224
Legal periodicals, reference style of, 216
Legal standards, in publishing, 11
Legends, 5.23, 5.24, 158-160, 161
abbreviations in, 4.23, 107
INDEX ..
Legislative materials, reference form for,
A7.05,221-223
Length
of manuscript, 3.01, 61
of paragraph, 3.08, 68
of sentence, 3.08, 68
Lesbians, use of term, 3.13, 74
Letters
used as abbreviations, 4.21, 106
used as statistical symbols or algebraic
variables, 4.21, 105
Letters to the editor, 1.06, 11
Limitations of research, described in
Discussion section, 2.08, 36
Line length, 8.02, 229
Line spacing, 8.02, 229
Linguistic devices, 3.10, 70
Linguistic examples, italicized, 4.07, 4.21, 91,
105
Links
DOIs as, 6.31, 189
to supplemental archives (online), 2.13, 40
Lists, 3.04, 4.09, 63-65, 93
bulleted, 3.04, 64-65
numbered, 3.04, 63-64
LISTSERV, 7.11, 214
Literature reviews, 1.02, 1.03, 9, 10, 169
abstract for, 2.04, 26-27
Literature search, importance of abstract for,
2.04,26
Longitudinal study, and piecemeal publication,
1.09,14-15
M
Mac, Mc, M’, names with, 6.25, 182
Manipulation, of photos, 5.21, 5.29, 151, 166
Manipulation fidelity, reported in Results
section, 2.07, 35
Manuscript in preparation, 7.09, 212
Manuscript submission, checklist for, 8.07,
240-243
Maps, 5.21, 7.07, 151,210. See also Figures
Margins, of pages, 8.03, 229
Masked review, 8.01, 226
Master’s theses
and author note, 2.03, 24
reference examples; 7.05, 207-208
Mathematical copy. See Statistical and
mathematical copy
Mathematical equations, 2.13, 4.09,
4.47-4.49,39,93,123-124
displayed, 4.48,123-124
in text, 4.47, 123
Mathematical expressions, use of parentheses
with, 4.09, 93
Mathematical formulas, 4.09, 93

IJIINDEX
Mathematical functions, numbers for, 4.31,
111-112
Measurement instruments, reference examples,
7.08,210-211
Measures, described in Method section, 2.06,
31. See also Units of measurement
Meetings and symposia, reference examples,
7.04, 206-207
Men, use of term, 3.16, 76
Meta-analyses, 1.02, 10
abstract for, 2.04, 26-27
reference list for, 6.26, 183
reporting, 2.10, 22, 36-37
sample, 57-59 (Figure 2.3)
Metaphors, 3.10, 70
mixed, 3.10, 70
Methodological articles, 1.04, 9,10-11
abstract for, 2.04, 27
Method section, of article, 2.06, 29-32
Metrication, 4.39-4.40,114-115
Metric units, 4.40, 115
compound units, 4.40, 115
Minority, use of term, 3.14, 75
Minus sign, 4.13, 97
Misplaced modifiers, 3.21, 81
Missing data, reported in Results section, 2.07,
33
Modifiers, misplaced/dangling, 3.21, 81-83
Money sums, numbers for, 4.31, 112
Monographs, 1.06, 11
Mood, 3.18, 78
Motion picture, 7.07, 209
Multidisciplinary projects, and piecemeal
publication, 1.09, 14-15
Multiple authors, and previously published
material, 1.09, 14
Multiple~experiment paper sample, 54-56
(Figure 2.2)
Multiple experiments, reported in single article,
2.09,36
Multivolume works, 6.28, 185
Music recording, 7.07, 209, 210
N
Names, of authors, 2.02, 6.11, 23-24,175. See
also Authorship, order of
format of, 2.02, 23
importance of consistency in, 2.02, 23
initials with, 6.14, 6.20, 176, 179
inversion of, in reference list, 6.27, 184
Names of persons
ending in unpronounced s, 4.12, 97
initials with, 4.02, 88
possessives of, 4.12, 96-97
Naming, of raciaVethnic groups, 3.14, 75-76
National Institutes of Health (NlH) public
access policy, 8.05, 239
Native American, use of term, 3.14, 75
Native North American, use of term, 3.14, 75
N.d., 6.28, 185
Neither/nor, use of, 3.23, 85-86
Neuter pronouns, 3.20, 80
NHST (null hypothesis statistical significance
testing), 2.07, 33
Nonrestrictive clause, 4.03, 88
Norm, implicit, 72-73
Normal, use of term, 72
Notes, to tables, 5.16, 138-141. See also
Footnotes
Notice of duplicate publication, 1.09, 15
Not only/but also, use of, 3.23, 86
Noun strings, 3.06, 66
Numbered lists, 3.04, 63-64
Numbering
of displayed equations, 4.48, 123-124
of footnotes, 2.12, 38
of material in appendices, 2.13, 39
of tables and figures, 5.05, 127
Number of pages. See Length, of manuscript
Numbers, 4.31-4.38, 111-114. See also Page
numbers
in abstract, 4.31, 111
expressed in numerals, 4.31,111-112
expressed in numerals and words
combined, 4.33,112-113
expressed in words, 4.32, 112
ordinal, 4.34, 113
plurals of, 4.38, 114
Numerals as numerals, 4.31,112
Numerator and denominator, 4.11, 95
o
Obituaries, 1.06, 11
Older adults, use of term, 3.16, 76
Omission, selective, 2.07, 32
of material within quote, 6.08, 172-173
One-experiment paper, sample, 41-53 (Figure
2.1)
Online archive, URL for, 6.32, 192
Online communities, reference examples, 7.11,
214-215
Online material, direction quotation of, 6.05,
171-172
Online networks, as form of personal
communication, 6.20, 179
Only, use of, 3.21, 81
Opposite sex, use of term, 3.12, 74
Ordinal numbers, 4.34, 113
Organization, 3.01-3.04, 61-65
of empirical studies, 1.01, 10
of literature reviews, 1.02, 10
of theoretical articles, 1.03, 10
Outline, use of, 3.11, 70
p
Page headers, 8.03, 230
Page numbers, 8.03, 229, 230. See also
Electronic sources, and locator information
for quotations, 6.19, 179
Page order, of manuscript, 8.03, 229-230
Para., 6.05, 172
Paragraph, single-sentence, 3.08, 68
Paragraphing, 8.03, 229
Paragraph length, 3.08, 68
Parallelism
in comparisons, 3.09, 69, 72
of figures, 5.24, 161
of ideas, 3.23, 84-85
in lists and table stubs, 3.23, 86
in raciaVethnic identifications, 3.14, 75
in series, 3.23, 86
Paraphrasing, 1.10, 6.03-6.10,15-16,
170-174
Parentheses, 4.09, 93-94
back to back, 4.09, 94
within brackets, 4.10, 94
brackets within, 4.10, 94
for equations in text, 4.47, 123
nested, 4.09, 94
and placement of footnote number, 2.12,
38
Parenthetical notes, for second and subsequent
references to footnote, 2.12, 38
Participant flow, reported in Results section,
2.07,34-35
Participants. See Research participants
Participants, use of term, 73
Participation, acknowledgment of, 73
Participle, used as noun, 3.20, 80
Parts of work
in citations of classical works, 6.18, 179
specific, 6.19, 179
Passive voice
avoidance of, 3.21, 73, 81
uses of, 3.18, 77
Past tense, 3.18, 78
and smoothness of style, 3.06, 65-66
used in abstract, 2.04, 26
Patents, reference form for, A7.07, 224
Patient, use of term, 3.15, 72, 76
Peer review, 8.01, 10,225-228. See also
Reviewers
for supplemental materials, 2.13, 40
People~first language, 3.15, 72, 76
Per, 4.11, 95
Percentages
numbers for, 4.31,111-112
symbol for, 4.45, 118
INDEX t~J
Percentiles, numbers for, 4.31, 111-112
Period, 4.02, 88
not used with URL, 6.32, 192
omitted from metric unit, 4.40, 115
Periodicals
of limited circulation or availability, 1.09,
13
publication information for, 6.30, 186
reference examples, 7.01, 198-202
volume numbers, 4.21, 105
Permission
for previously published material, 1.09, 15
to quote, reprint, or adapt, 6.10, 8.04,
173-174,231-236
to reproduce data displays, 5.06, 128
for reuse of photo, 5.29, 166
Personal communications, 6.20, 7.10, 174,
179,213
as archival materials, 6.20, 179
omitted from reference lists, 6.20,
179-180
Phonemes, English, 4.11, 95
Photographs, 5.21, 5.29, 151, 165-166. See
also Figures
manipulation of, 5.29, 166
Photomicrographs, 5.27, 165
Piecemeal publication, 1.09, 3.01,13-15,61
Plagiarism, 1.10, 6.01,15-16,170
Plot symbols, 5.25, 161
Plurals
of abbreviations, 4.29,110-111
for metric units, 4.40, 115
of nouns of foreign origin, 3.19, 4.12, 79,
96
of numbers, 4.38, 114
Podcast, 7.07, 210
Points on scale, numbers for, 4.31, 112
Population parameters, symbols for, 4.45, 118
Possessives, 4.12, 96-97
Precision and clarity, 3.09, 68-70, 71
Prefixed words, 100 (Table 4.3)
Prefixes, 99 (Table 4.2), 100
Preparation of manuscript, 8.03, 228-231
Preprint archive, 7.01, 200
Present perfect tense, 3.18, 78
and smoothness of style, 3.06, 65-66
Present tense
and smoothness of style, 3.06, 66
used in abstract, 2.04, 26
Previously published research, and duplicate
publication, 1.09, 13-14
Probability notes, in tables, 5.16, 139-141

• INDEX
Pronouns, use of, 3.06, 3.09, 3.20, 66, 68,
79-80
Proofreading, 8.06, 239-240
Proper nouns, capitalization of, 4.16,102-103
Proportions, 4.05, 90
ProQuest Dissertations and Theses database,
7.05,207
Protocol, of URL, 6.31,188
Publication credit, 1.13, 18-19
Publication data, for electronic sources, 6.32,
189-192
Publication date
original, 6.18, 178
as reference component, 6.28, 185
Publication information, as reference
component, 6.30, 186-187
Publisher name, 6.30, 187
Publisher policy requirements, 8.05, 236-239
Punctuation, 4.01-4.11, 87-96
of direct quotation, 6.07, 172
with equations, 123
for statisticaUmathematical copy, 4.46,
118-123
Punctuation marks. See also Entries for
individual punctuation marks
and continuity, 3.05, 65
spacing after, 4.01, 87-88
P values, 4.35, 5.16, 114, 139-140
Q
Quantity, approximations of, 3.09, 68
Quartiles, numbers for, 4.31,111-112
Quotation, direct, 6.03, 170-171
Quotation marks, 1.10, 15
for article title, 6.15,176-177
for direct quotation, 6.03, 170-171
double, 4.07, 91
with other punctuation, 4.08, 92
single, 4.08, 92
Quotations
accuracy of, 6.06, 172
changes from the source, 6.07-6.08,
172-173
inserted material in, 4.10, 94
of online material, 6.05,171-172
permission for, 2.12, 6.10, 8.03, 38,
173-174,233
retention of original language, 3.17, 77
in text, 4.08, 4.09, 92, 93
Quoting, 6.03-6.10, 170-174
R
RaciaVethnic identity, 3.14, 75-76
Radiological data, 5.26-5.29,161-166
Ragged margin, 8.03, 229
Ratios, 4.01, 4.05, 4.31, 88, 90, 111-112
Raw data, 7.08, 210
provided in Results section, 2.07, 34
retention of, 8.05, 240
in supplemental online archives, 2.07, 32
Reader, ideal, 3.07, 67
Reading aloud, 3.06, 3.11, 65, 70
Reading by colleague, 3.06, 3.11, 65, 70
Reanalysis, of published data, 1.09, 14
Recruitment, reported in Results section, 2.07,
32
Redundancy, 3.08, 3.23, 67, 85
Reference abbreviations, 4.02, 6.22, 88, 180
Reference books, reference examples, 7.02,
202-205
Reference components, 6.27-6.32, 183-192
Reference examples, 193
administrative and executive materials,
A7.06,223-224
archival documents and collections, 7.10,
212-214
audiovisual media, 7.07, 209
books, reference books, and book
chapters, 7.02, 202-205
court decisions, A7.03, 217-219
data sets, software, measurement
instruments, and apparatus, 7.08,
210-211
doctoral dissertations and master’s theses,
7.05,207-208
Internet message boards, electronic
mailing lists, and online communities,
7.11,214-215
legislative materials, A7.05, 221-223
meetings and symposia, 7.04, 206-207
patents, A7.07, 224
periodicals, 7.01, 198-202
reviews and peer commentary, 7.06,
208-209
statutes, A7.04, 219-221
technical and research reports, 7.03,
205-206
unpublished and informally published
works, 7.09, 211-212
Reference list, 6.22-6.26, 8.02, 174, 180-183,
230
anonymous works, 6.15, 177
archival copy or version of record, 6.24,
181
capitalization of titles in, 4.15, 101
classical works, 6.18, 179
consistency in, 6.23,181
construction of, 6.22, 180
locating entries in, 6.14, 176
for meta-analyses, 6.26, 183
, multiple works by same authors in same
year, 6.16, 178
multiple works by same first author, 6.25,
182
omission of personal communications
from, 6.20, 179
order of references in, 6.25,181-183
for statistics, 4.42, 116
use of colon in, 4.05, 90
References section, 2.11, 37. See also Citations
Rejection, of submitted manuscript, 1.11, 8.02,
16-17,227-228
as duplicate publication, 1.09,15
Relative pronouns, 3.22, 83
Replies, to previously published articles, 1.06,
11
Reporters, A7.01, 216
Reporting standards, for journal articles,
21-23
Reprinting, 6.10, 173
Republished works, text citation of, 4.11, 95
Rereading, 3.11, 70
Research data. See Data retention; Data sharing
Research design
and reporting standards, 22
specified in Method section, 2.06, 31
Research participant characteristics, described
in Method section, 2.06, 29-30
Research participants
grouping of, 2.06, 32
protection of rights and welfare of,
1.11-1.12, 11, 16-18
Research sponsor, and data sharing, 1.08, 12
Research syntheses, 1.02, 10
Resolution, of figures, 5.25, 161
Respectively, use of term, 4.44, 117
Restrictive clauses, 3.22, 4.03, 83, 89
Resubmission, of rejected manuscript, 8.02,
227-228
Results, modifying, 1.07, 12
Results and Discussion section, 2.08, 35
Results section, 2.07, 32-35
Retraction, publisher’S
of duplicate publication, 1.09, 15
of published article, 1.11, 16
Retrievability
of correction notice, 1.07, 12
and duplicate publication, 1.09, 14
of journal articles, 10
Retrieval dates, for electronic sources, 6.32,
192
Reverse italicization, 4.21, 104
Reviewers, 8.01-8.02, 226-228
and bias, 1.12, 18
and confidentiality, 1.12, 1.14, 18, 19
INDEX ..
and conflict of interest, 1.12, 17-18
omitted from acknowledgments, 2.03, 25
Review of proofs, 8.06, 239-240
Reviews and peer commentary, reference
examples, 7.06, 208-209
Revision, of rejected manuscript, 8.02,
227-228
Roman numerals, 4.36, 114
Routes of administration, abbreviations for,
4.02,4.27, 88, 110
Rules, in tables, 5.17, 141
Running heads, 2.01, 8.03, 23, 229
s
Sample papers, 40-59 (Figures 2.1-2.3)
Sample size, described in Method section, 2.06,
30-31
Sampling procedures, described in Method
section, 2.06, 30
Sans serif type, 8.03, 229
Scale anchors, 4.07, 4.21, 91, 105
Scales, 4.21, 105
Scientific abbreviations, 4.27,108-110
Scientific knowledge, ensuring accuracy of,
1.07-1.10,11,12-16
Scores, numbers for, 4.31, 112
Screen name, use of, 7.11, 215
Secondary analyses, in empirical studies, 1.01,
10
Self-plagiarism, 1.10, 2.06, 6.02, 16,29, 170
Self’referencing, 1.10, 16
Semicolon, 4.04, 89-90
serial, 3.04, 4.04, 64, 90
used to separate citations in parentheses,
6.16,178
Sensitivity, 3.14, 72-73, 75
Sentence
beginning with number, 4.32, 112
initial capitalization of, 4.14, 101
punctuation of, 4.02, 87, 88
for statisticaVmathematical copy, 4.41,
116
Seriation, 3.04, 4.03, 4.04, 4.09, 63-65, 88,
90,93
numbers in, 4.31, 112
parallelism in, 3.23, 86
Series, in reference list, 6.25, 182
Series labels, used for groups, 72
Serif type, 8.03, 228-229
Sex, use of term, 71
Sex reassignment, use of term, 3.12, 74
Sexual behavior, use of term, 71
Sexual orientation, 3.13, 71, 74-75
Sexual orientation, use of term, 3.13, 74

IN D EX
Shading, in figures, 5.25, 161
She/he, (sihe, use of, 3.12, 74
Shortening of manuscript, 3.01, 3.08, 61, 67
ShOft sentences, use of, 3.08, 67
Short words, use of, 3.08, 67
Sic, use of term, 6.06, 172
Signed release, from subject of photo, 5.29,
166
Since, use of term, 3.22, 83-84
Slang, 4.07, 91
Slash (virgule, solidus, shill), 4.11, 95-96
used in URLs, 6.31, 188
Smoothness of expression, 3.06, 65-66
Socially dominant groups, as implied standard,
73
Software, reference examples, 7.08, 210-211
Spacing
after punctuation marks, 4.01, 4.40,
87-88,115
for statistical/mathematical copy, 4.46,
118-123
Special characters, 8.03, 229
Special circumstances, disclosure of, 2.03, 25
Species names, 4.21, 105
Specificity, 3.14, 71, 75
Specific notes, in tables, 5.16, 138-141
Spelling, 4.12-4.13, 96-100
preferred, 4.12, 96-97
Spelling check, 8.02, 230
Standard typeface, for statistical/mathematical
copy, 4.45,118
State names, 4.02, 88
abbreviations for, 4.02, 6.30, 88, 187
Statistical and mathematical copy, 4.41-4.46,
116-123
preparation of, 4.49, 124
Statistical functions, numbers for, 4.31,
111-112
Statistical methods, described in Results
section, 2.07, 33-34
Statistical power, described in Method section,
2.06,30-31
Statistical symbols, 4.45,117-118,119-123
(Table 4.5)
Statistical values, 4.09, 93
Statistics
abbreviations for, 4.28, 110
formulas for, 4.43, 116
including parentheses, 4.10, 95
references for, 4.42,116
reported in Results section, 2.07, 32
in text, 4.44,116-117
Statutes, reference form for, A7.01, A7.04,
216,219-221
Stigmatization, 72-73
Stub column, in table, 5.13, 134
Stub heads, in table, 5.13, 136
Students, and first authorship, 1.13, 19
Style, editorial, 87. See also Writing style
Style manuals, 87
Subjects, 73
number of, 4.45, 118
Subjunctive mood, 3.18, 78
Subordinate conjunctions, 3.22, 83-84
Subscripts, 4.21, 106
for statisticaUmathematical copy, 4.46,
118-123
in tables, 5.16, 140
Subsections
headings for, 3.02, 62
in Method section, 2.06, 29
Suffixes, 99 (Table 4.2)
for multiple citations by same authors in
same year, 6.16, 6.25, 178, 182
to personal name, 2.02, 24
Superscript
for footnote numbers, 2.12, 38
for statisticaUmathematical copy, 4.46,
118-123
Supplemental archives (online), 2.06, 2.13,
5.04,7.01,22-23,29, 38-40, 127, 198,201
and biological data, 162
figures in, 5.20, 151
formats used in, 2.13, 39-40
for meta-analyses, 2.10, 37
raw data in, 2.07, 32
referenced in footnote, 2.12, 38
and report of ancillary analyses, 2.07, 34
tables in, 5.10, 130
Supplemental materials, 2.13, 38-40
in methodological articles, 1.04, 11
submitted with manuscript, 8.03, 230
Synonyms, use of, 3.06, 66
T
Tables, 5.07-5.19, 5.20, 8.03, 128-150, 151,
230
abbreviations in, 4.23, 107
in appendices, 2.13, 39
basic components of, 129 (Table 5.1)
body of, 5.14,137-138
canonical forms, 5.09,129-130
checklist for, 150 (Table 5.19)
citing, 5.10, 130
combining, 5.11, 130
conciseness in, 5.07, 5.14,128,138
confidence intervals in, 5.15, 138
copyright permission for, 2.12, 38
formatting, 5.04, 127
headings, 5.13, 133-137
layout of, 5.08, 128, 130 (Table 5.2)
notes in, 5.16, 138-141
numbering of, 5.05, 127
, permissions for, 8.04, 232
relation between, 5.11, 130
relation to text, 5.10, 130
reprinted or adapted, 1.09, 14
ruling of, 5.17, 141
specific types of, 5.18,141-142
for statisticaUmathematical copy, 4.41,
116
titles, 5.12, 133
Tables, parts of, 4.17,103
Tables, sample
confidence intervals, 139 (Table 5.8),140
(Table 5.9)
correlations in which the values for two
samples are presented, 136 (Table 5.6)
detailed specifications of complex
experimental designs, 134 (Table 5.4)
display of a sample’s characteristics, 135
(Table 5.5)
display of psychometric properties of key
outcome variables, 142 (Table 5.10)
factor loadings table, 131-132 (Table 5.3)
hierarchical multiple regression table, 145
(Table 5.13)
model comparison table, 146 (Table 5.14)
multilevel model table, 147-148 (Table
5.15)
one-degree-of-freedom statistical contrasts,
143 (Table 5.11)
regression table, 144 (Table 5.12)
results of fitting mathematical models, 137
(Table 5.7)
word table, 149 (Table 5.16)
Table spanners, 5.13, 136
Target precision, described in Method section,
2.06,30-31
Technical and research reports, reference
examples, 7.03, 205-206
Technical terms, italicized, 4.07, 4.21, 91, 105
Television or radio series, 7.07, 209, 210
Temporary compounds, 98-99
Test items, 4.07, 91
permissions for, 8.04, 233
Test scores, 4.21, 105
Test titles, 4.18, 103
That, which, use of, 3.20, 3.22, 79, 83
Theoretical articles, 1.03, 9, 10
abstract for, 2.04, 27
Third person, replaced with personal pronoun,
3.09,69
Time, units of, 4.27,108-109
numbers for, 4.31, 112
Time links, as transition device, 3.05, 65
Timing, of peer review, 8.01, 226
Title
abbreviated, 2.01, 22-23
of appendices, 2.13, 39
beginning with number, 4.32, 112
of book or report, 6.29,185-186
capitalization of, 4.15,101-102
choice of, 2.01, 22-23
format of, 2.01, 23
italicized, 4.21,104-105
length of, 2.01, 23
I N D E X ~:rg[l~
nonroutine information in, 6.29, 186
of periodical, 6.29, 185
as reference component, 6.29, 185-186
as statement of content, 2.01, 22-23
use of quotation marks for, 4.07, 91
Titles of persons, omitted from byline, 2.02, 23
Titles of tables, 5.12, 133
Tone, of writing, 3.07, 66-67
Trade names, capitalization of, 4.16,102-103
Trans., 6.18, 178
Transfer of copyright, 8.05, 236
Transgender, use of term, 3.12, 74
Transitional words, and continuity, 3.05, 65
Transition devices
and continuity, 3.05, 65
and smoothness of expression, 3.06, 65
Translation, 6.18, 7.01, 178-179, 199
of instrument, 2.06, 32
Transsexual, use of term, 3.12, 74
TREND (Transparent Reporting of Evaluations
With Nonexperimental Designs), 22
Trigonometric terms, 4.21, 106
Tutorials, literature reviews as, 1.02, 10
Two-experiment paper, sample, 54-56 (Figure
2.2)
Typeface, choice of, 8.03, 228-229
Typesetting, 8.06, 239
u
Unit length, varied, 3.08, 68
Units of measurement, 4.03, 4.11, 89, 95
abbreviations for, 4.02, 4.23, 4.27, 88,
107,108,109 (Table 4.4)
metric system, 4.40, 115
numbers with, 4.31, 111
Units of time, 4.27, 108-109
numbers for, 4.31, 112
University department, 4.16, 102
Unpublished manuscript
and author copyright, 1.15, 19-20
reference examples, 7.09, 211-212
URLs (uniform resource locators), 6.31, 6.32,
7.01,187-188,191-192,198
testing of, 6.32, 192
U.S. government contract, 8.05, 236
U.S. Government Printing Office, 7.03, 205

_ INDEX
v
Verbs, 3.18, 77-78
Verb tenses, 3.18, 78. See also Past tense;
Present perfect tense; Present tense
consistent use of, 3.06, 65-66
Version, 6.18, 178
Version of record, 6.24, 6.31, 6.32, 8.05, 181,
187,192,237
Video, 7.07, 209
Volume number, of journal, 6.30, 186
w
We, editorial, 3.09, 69-70
Web addresses, 4.02, 88
Weight, of elements in figure, 5.25, 161
Which/that, use of, 3.20, 79
While, instead of although, and, but, 3.22, 84
While/since, use of, 3.22, 83-84
Who, use of, 3.20, 79
Who/whom, use of, 3.20, 80
Women, use of term, 3.16, 76
Word choice, 3.09, 68
Wordiness, 3.08, 67
Word limit, for abstract, 2.04, 27
Would, use of, 3.18, 78
Writing style, 3.05-3.11, 65-70
strategies to improve, 3.11, 70
Written agreement, for data sharing, 1.08,
12-13
Written consent, for publication of case
material, 1.11, 17
v
Year
in exact dates, 4.03, 89
in parenthetical reference citations, 4.03,
89
Year of publication, in author-date citations,
6.11, 175
Young man/woman, use of term, 3.16, 76
z
Zero, used with decimal fraction, 4.35, 113
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