Polarized Plug

This appliance has a polarized plug (one blade is wider than the other). To reduce the risk of electric shock, this plug is intended to fit into a polarized outlet only one way. If the plug does not fit fully into the outlet, reverse the plug. If it still does not fit, contact a qualified electrician. Do not attempt to modify the plug in any way.

Short Cord Instructions

A short power supply cord is provided to reduce the risk resulting from becoming entangled in or tripping over a longer cord. Longer extension cords are available and may be used if care is exercised in their use. If a longer extension cord is used, (1) the marked electrical rating of the extension cord should be at least as great as the electrical rating of the appliance, and (2) the longer cord should be arranged so that it will not drape over the counter top or table top where it can be pulled on by children or tripped over unintentionally.

Electric Power

If the electric circuit is overloaded with other appliances, your appliance may not operate properly. It should be operated on a separate electrical circuit from other appliances.
Getting to Know Your George Jr. Rotisserie
A. Rotisserie Body B. Lift-up cover with Viewing Window ( P/N 21191 ) C. Timer Control D. Cover Handles E. Drip Tray ( P/N 21192 )

F. G. H. I.

Rotisserie Bar Assembly Track Track Grooves Heating Element Reflector ( P/N 21193 )
Getting to Know Your George Jr. Rotisserie (Cont.)
Accessories K. Rotisserie Remover (P/N 21194 ) L. Rotisserie Bar Assembly ( P/N 21195 ) M. Removable End Wheel ( P/N 21196 ) N. End Wheel (with wheel gear)

O. P. Q. R.

Adjustable Flat Basket
Top ( P/N 21197 ) Bottom ( P/N 21198 )
Skewers with Handles (6) (P/N 21199) Roasted Veggies/Air Bake Basket ( P/N 21200 ) Rotisserie Stand/Drip Catch ( P/N 21201 )

Introduction

Your George Jr. Rotisserie is a full-featured Rotisserie with a powerful motor, large cooking area, and a heavy-duty Rotisserie Bar Assembly. Complete with all the accessories youll need, your George Jr. Rotisserie allows you to cook anything from delicate fish or vegetables to poultry items and hamburgers! Cook fish or hamburgers in the Adjustable Flat Basket or cook guilt-free air-baked fries in the Roasted Veggies/Air Bake Round Basket. Any way you cook itits healthy and delicious!

Rotisserie

Foods which are cooked on a Rotisserie are extra flavorful, because they are self-basted with their own juices. Foods are more healthful as fat can drip down, away from the food during cooking. Carefully center food (especially food with a bone in it) on Rotisserie Bar Assembly, as unbalanced food will cause a jerking motion during cooking. This causes undue stress on the Motor. Adjust food as necessary. No food should touch elements or walls of the unit. Use cooking string to tie all poultry; some meats may also require tying. Trim food if necessary. Before cooking poultry, clean inside of cavity removing giblets and neck, then tie bird with cooking string. Secure legs together with string and secure with a knot. Or, use the leg-ties that may come on the bird. Next, truss the thighs by wrapping string around the largest part of the thigh and secure with a knot. Wrap string around breast securing wings snugly next to body of bird and secure with a knot. Cut off excess string. If parts of a large turkey extend over the End Wheel, make sure the Rotisserie Bar Assembly turns freely. Refer to chart for maximum size of food.

Introduction (Cont.)

ACCESSORIES Rotisserie Bar Assembly
Your George Jr. Rotisserie features a heavy-duty Rotisserie Bar Assembly which consists of two meat tines, two end wheels, one of which is removable. The Rotisserie Bar Assembly fits into the Rotisserie and the heavy-duty motor turns the Assembly so your food cooks evenly and convenientlywithout all the added fat! For easy insertion and removal of the Rotisserie Bar Assembly, always use the Rotisserie Remover.
Use the Adjustable Flat Basket to cook small cuts of meat, hamburger, seafood, or vegetables. The Adjustable Flat Basket has a Lid which can be raised or lowered to adjust to the thickness of the food. This keeps the food in place while it turns on the Rotisserie Bar Assembly. Suggested foods: Hamburgers, steaks, pork chops, fish, chicken breasts, sliced vegetables, etc.
Roasted Veggies/Air Bake Basket
The Roasted Veggies/Air Bake Basket is great for browning potatoes and vegetables. This Basket makes wonderful guilt-free air-baked fries. An easy-close door keeps all the food in the Basketsafely and securely. This accessory is designed to be used with the Rotisserie Bar Assembly. Suggested foods: Potatoes, frozen french fries, chunked vegetables, etc.
ACCESSORIES (Cont.) Skewers
Six skewers mean shish-kabobs for everyone! Combine your favorite meats and/or vegetables to create your favorite types. Suggested foods: Beef, chicken, vegetables, etc.
Rotisserie Stand/Drip Catch
The convenient Rotisserie Stand/Drip Catch allows you to place the Rotisserie Bar Assembly on end onto the Stand while loading the food and after cooking is complete. This allows the meat to cool and extra juices to run down and into the Drip Catch. Finally, you can carve larger cuts of meat right on the Stand for easy handling!

Preparing for Use

WARNING: Do not attempt to assemble parts inside the Rotisserie while it is plugged in or hot. Burns or other serious injuries can occur.
Before Using Rotisserie for the First Time
Before using your George Jr. Rotisserie for the first time, wash all accessory parts with hot, soapy water. Rinse all parts well and dry thoroughly. Be sure the Rotisserie is unplugged and use a damp cloth or sponge to wipe down the inside and outside of the Rotisserie. CAUTION: Never immerse the Rotisserie in water or any other liquid!

Prepare Food

We recommend preparing the food to be cooked before proceeding with any Rotisserie assembly. Cut all vegetables to be cooked or prepare a homemade marinade for extra flavor (see Recipes for information about Marinades and Rubs). If necessary, store food in refrigerator while preparing Rotisserie.

Rotisserie Bar Assembly

Before placing any items to be cooked onto the Rotisserie Bar Assembly, we suggest familiarizing yourself with how the Rotisserie operates, how it fits into the Rotisserie, and how each accessory works with the Rotisserie Bar Assembly. 1. Locate the Rotisserie Bar Assembly. 2. Note the two End Wheels; one has a small gear and center stud attached to it, the other End Wheel only has a center stud. 3. Carefully grasp the End Wheel with the small gear and pull off the opposite wheel. When the End Wheel is removed, you will notice two meat tines with pointed ends. This is how you put the food or accessories onto the Rotisserie Bar Assembly. 4. Once food is secure on meat tines, firmly push the end wheel over the pointed meat tines to complete the assembly.
Preparing for Use (Cont.)
5. WITHOUT TURNING THE ROTISSERIE ON YET, use the Cover Handles to lift open the Cover. 6. Hold the Rotisserie Bar Assembly so the End Wheel with the small gear faces to the right. Slide the Rotisserie Bar into the Rotisserie along the Rotisserie Bar Assembly Track. See REMOVABLE Figure 1. Allow each end of the END WHEEL Rotisserie Bar Assembly to drop into the center grooves in the Rotisserie Figure 1 Bar Track. Be sure the Rotisserie Bar Assembly is seated properly in Track Grooves.

Assemble Drip Tray

1. If not in place, slide Drip Tray into position as shown in Figure 2.

Insert Reflector

1. Grasp the Handle and slide the Reflector behind the elements. See Figure 3. Make sure the metal hooks catch on the element brackets. The bottom of the Reflector will angle over the Drip Tray. Figure 2
Placing Accessories onto Rotisserie Bar Assembly
1. Determine which accessory you will use with the Rotisserie Bar Assembly (Adjustable Flat Basket, Air Bake Figure 3 Round Basket, or Skewers). 2. If the Rotisserie was previously used, be sure all parts have cooled. Remove Rotisserie Bar Assembly from inside Rotisserie. 3. Follow steps 3-4 under Rotisserie Bar Assembly. 4. Locate the instructions on the following pages for the accessory you wish to use. Follow the appropriate steps for placing the accessory onto the Rotisserie Bar Assembly. 5. Once accessory is secure on Rotisserie Bar Assembly, position the Removable End Wheel over the pointed meat tines and firmly push the assembly together. 6. Follow steps 5-6 under Rotisserie Bar Assembly to place Rotisserie Bar Assembly/Accessory into Rotisserie.
ROASTED VEGGIES/AIR BAKE BASKET 1. Follow steps 1-3 under Placing Accessories onto Rotisserie Bar Assembly. 2. Grasp the wire handle on the Roasted Veggies/Air Bake Basket Door. Squeeze the wires and pull the door open. See Figure 4. 3. Place food into Basket. Be sure to Figure 4 allow room across the center for the Rotisserie Bar Assembly. 4. Close Basket Door. 5. Using the Rotisserie Stand, push the pointed meat tines (on the Rotisserie Bar Assembly) through the two holes on one end of the basket and through to the holes on the opposite end of the Basket. See Figure 5. (NOTE: It is helpful to place the Basket on end, using the Rotisserie Stand, to get the pointed ends through both sets of holes.) 6. Follow steps 5-6 under Placing Accessories onto Rotisserie Bar Assembly. Figure 5 ADJUSTABLE FLAT BASKET 1. Follow steps 1-3 under Placing Accessories onto Rotisserie Bar Assembly. 2. Grasp the wire handle on the Adjustable Flat Basket. Pull the wire closest to the edge toward the other handle wire and lift up. Pull the tab end of the Basket Cover out of side wires and lift up to remove Cover. See Figure 6. Set Cover aside. 3. Place food into Basket. Place food flat; do not stack food. 4. Replace Basket Cover so it fits TIGHTLY against food. (The Cover will "hold" the food in place as Figure 6 it turns on the Rotisserie Bar Assembly.) The cover can be adjusted up or down to accommodate the thickness of the food. 5. Locate each set of looped wires on top and bottom of Adjustable Flat Basket. Place the Rotisserie Bar Assembly on the Rotisserie Stand. Align the Meat Tines with the looped wires on one side of Basket. Push Rotisserie Bar Assembly through first set of looped wires. 13

See Figure 7. While continuing to push Meat Tines through to opposite looped wires, BE SURE THE MEAT TINES GO ABOVE (FOR TOP OF BASKET) AND BELOW (FOR BOTTOM OF BASKET) ALL OTHER WIRES ON ADJUSTABLE FLAT BASKET. 6. Follow steps 5-6 under Placing Accessories onto Rotisserie Bar Assembly.

Skewers

NOTE: Use Skewers with the Rotisserie Bar Assembly only. Do not attempt to use Skewers any other way. 1. Load food onto the skewers. 2. Place the Removable End Wheel on to the Rotisserie Bar Assembly. 3. Place the Rotisserie Bar Assembly, with Removable End Wheel at the top, on to the Rotisserie Stand.
HOOKED END OF SKEWER NOTCHED WHEEL

Figure 7

"SQUEEZE"
4. Hold one Skewer with the short side of the Skewer facing to the left as shown on page 7. Place the Skewer in a notched cut out in the removable End Wheel.

Figure 8

5. Slide the Skewer down inserting the tip of Skewer through the hole in the raised tab on the End Wheel (with gear). 6. Press down on the top of the Skewer until it snaps firmly into place. Repeat for remaining Skewers. 7. Follow steps 5-6 under "Placing Accessories onto Rotisserie Bar Assembly" being sure to align pointed end of Skewers with holes in the "geared" End Wheel.

Operation

NOTE: When using this product for the first time, you may notice a slight odor and a small amount of smoke. This is normal and will dissipate in a short amount of time. 1. Use Cover Handles to lift open Cover. 2. Prepare food, Rotisserie Bar Assembly and accessories as instructed in Preparing for Use. 3. Close Cover. 4. Be sure Drip Tray is in place and properly positioned beneath Reflector. (See Preparing for Use.) 5. Plug the Rotisserie into a polarized 120V, 60 Hz household electrical outlet. 6. Once the Rotisserie is plugged in, you may begin operation by turning the Timer Control to the desired cooking time. NOTE: The Timer Control is adjustable anywhere between 15 minutes and 3 hours (180 minutes). As soon as the Timer Control is turned to a time setting, the Rotisserie motor will begin turning and the Heating Element will turn on. Allow the food to cook for the desired length of time. The food will cook only for as long as the Timer is set. When the time elapses, the Timer will sound a loud ding and the Rotisserie will turn off (both the Heating Element and the Motor). 7. Once food is cooked, and the Rotisserie is off, unplug the Rotisserie from the electrical outlet. Allow the Rotisserie and cooked food to sit 15-20 minutes. CAUTION: Always unplug Rotisserie before removing food. DO NOT carve meat while it is in the Rotisserie.

Operation (Cont.)

8. Stop the unit when the 2 Rotisserie Bars in the Rotisserie Bar Assembly are parallel to the countertop. Now you can use the Rotisserie Remover as shown in Figure 9. 9. Protect your hands with oven mitts and use the Rotisserie Remover to remove Rotisserie Bar Assembly (with accessories and/or food) from the Rotisserie. See Figure 9. If desired, place Rotisserie Bar Assembly on end into the Rotisserie Stand/Drip Catch.

Figure 9

CAUTION: Always protect hands with oven mitts when handling hot Rotisserie parts or when removing food from Rotisserie. 10. Carefully remove food from Rotisserie Bar Assembly (see Rotisserie Bar Assembly for instructions on how to disassemble Rotisserie Bar Assembly). HELPFUL HINTS WHEN COOKING LARGER CUTS OF MEAT WITH A HIGHER FAT CONTENT: Cook large cuts of meats only on the Rotisserie Bar Assembly; cook slabs of meat in the Adjustable Flat Basket. Trim off all excess fat from meat before cooking in the Rotisserie. Remove all grease residue from the cooled Heating Elements. Cook beef and pork until meat thermometer reads 145F for medium rare, beef only, and 170F for well done.

Cooking Chart

The following times are meant to be used as guidelines only. Times will vary due to the cut or thickness of the meat being cooked. To be sure that the food is truly done, use a cooking thermometer. If the food does need more time to cook, reset the timer and check periodically so you do not over cook. FOOD & QUANTITY COOKING METHOD WEIGHT/ COOKING SIZE TIME 3 lbs. 3 lbs. each 7 oz. each 2 lb. 1" pieces 1-1 lb. each 3-4 lbs. 4 oz. each 13 lbs. 8 lbs. 1-1 hrs. 1 - 2 hrs. 25-35 min. 35-45 min. 25-35 min. 1-1 hrs. 1-1 hrs. 25-30 min. 2 -3 hrs. 2 -2 hrs. 2 -2 hrs. 2 -3 hrs. 2 -2 hrs. 2 -3 hrs. 2 - 2 hrs. 2-2 hrs. 23 - 27 min. 33 - 37 min. 38 - 42 min. 23 - 27 min. 26 - 30 min. 33 - 37 min. 14 - 18 min. 22 - 26 min. 28 - 32 min. INTERNAL TEMPERATURE 180 F 180 F 170 F 180 F 170 F 180 F 180 F 160 F 180 F 170 F
Poultry Chicken, Whole (1) Rotisserie Bar Assembly Chicken, Whole (2) Rotisserie Bar Assembly Boneless Skinless Adjustable Flat Chicken Breast (4) Basket Chicken Wings Adjustable Flat Basket Chicken Kabob Skewers Rock Cornish Rotisserie Bar Game Hens (3) Assembly Duck, Whole (2) Rotisserie Bar Assembly Turkey Burgers (4) Adjustable Flat Basket Rotisserie Bar Turkey, Whole Assembly Rotisserie Bar Turkey Breast, Assembly bone-in BEEF Rib Roast Rotisserie Bar Assembly Rotisserie Bar Rib Eye Roast, trimmed and tied Assembly Top Round Rolled Rotisserie Bar Assembly Roast Rotisserie Bar Top Sirloin Assembly Steak (1) Rib Eye Steak (4)

8 lbs. 7 lbs. 4 lbs.

KC/NY Strip Steak (4)
" thick 8 oz. each Adjustable Flat 1" thick Basket 4 oz. each Adjustable Flat " thick Basket 4 oz. each 17
145 F med/rare 160 F medium 145 F med/rare 160 F medium 145 F med/rare 160 F medium 145 F med/rare 160 F medium 170 F well done 145 F med/rare 160 F medium 170 F well done 145 F med/rare 160 F medium 170 F well done

Cooking Chart (Cont.)

FOOD & QUANTITY BEEF KC/NY Strip Steak (4) T-bone Steak (2) COOKING METHOD WEIGHT/ COOKING INTERNAL SIZE TIME TEMPERATURE 15-19 min. 25-29 min. 35-39 min. 14-18 min. 19-23 min. 24-28 min. 25-30 min. 145 F med/rare 160 F medium 170 F well done 145 F med/rare 160 F medium 170 F well done 160 F medium Adjustable Flat 1 " thick Basket 4 oz. each Adjustable Flat " thick Basket 8 oz. each Adjustable Flat 4 oz. each Basket Rotisserie Bar Assembly Adjustable Flat Basket Adjustable Flat Basket Skewers 1" thick 4 lbs. 1" thick 6 oz. each " thick 4 oz. each 2 slabs
Hamburgers (4) PORK Pork Loin Center Roast, trimmed and tied Boneless Pork Chops (2) Boneless Pork Chops (4) Baby Back Ribs (par-boil for 15 min.) Tenderloin LAMB Leg, semiboneless Kabobs SEAFOOD Swordfish Steak (4) Salmon Steak (4) Whitefish Fillet (4) Jumbo Shrimp, split shell MISCELLANEOUS Hot Dogs (24) Italian Sausage (12) Smoked Bratwurst, cured & cooked (12) Vegetables (Zucchini, Bell Peppers, mushrooms)
2 -2 hrs. 160 F medium 2 -3 hrs. 170 F well done 33-37 min. 43-47 min. 18-22 min. 28-32 min. 45-60 min. 1-1 hrs. 2 hrs. 160 F medium 170 F well done 160 F medium 170 F well done 160 F medium 160 F medium
Adjustable Flat 1 -2 lbs. Basket Rotisserie Bar Assembly Skewers Adjustable Flat Basket Adjustable Flat Basket Adjustable Flat Basket Air Bake Round Basket Skewers Skewers Skewers 7 lbs. 1" pieces 1" thick 6 oz. each 1" thick 6 oz. each " thick 6 oz. each 1 lb.

160 F medium

25-35 min. 170 F 23-27 min. Cook until flaky 23-27 min. Cook until flaky 25-29 min. Cook until flaky 30-33 min. Cook until opaque
3 lbs. 4 oz. each 2 lbs. 2 oz. each Air Bake 1" cubes Round Basket 8 cups total 18
18-22 min. 165 F 30-40 min. 165 F 10-15 min. 165 F 45-60 min. Cook until tender
FOOD & QUANTITY Vegetables COOKING METHOD WEIGHT/ COOKING TIME SIZE 35-45 min. INTERNAL TEMPERATURE Cook until tender Adjustable Flat 1-1" Basket pieces to fill basket Air Bake 6 heads Round Basket Skewers 10-12 oz. each

Recipes

Recipes indicated by asterisk (*) are adapted from the George Foreman's Big George Rotisserie Cookbook by George Foreman and Connie Merydith Pascoe Publishing Salton, Inc. 1999.
A Little About Marinades and Rubs
Marinades tenderize, add flavor and moisten all kinds of foods. To keep beef, fish and chicken flavorful and juicy, a marinade is crucial. There are three basic ingredients in most marinades. Acids (vinegar, citrus, etc.), oils and spices. The acids tenderize, the oils moisten, and the spices add the flavor. The amount of time a food marinates depends on the flavor and texture of that food. For example, fish should only marinate for up to 30 minutes or less, while a steak should marinate for a couple of hours or more. While foods are marinating, they should be kept refrigerated. It is best to remove the food and bring back to room temperature before cooking. NOTE: Do not allow raw or uncooked meats to stand at room temperature for extended periods of time. Extra flavor can be added to meats by rubbing with your choice of spices and herbs. This is called a dry rub. Before cooking, rub the food with spice and herb mixture and it is ready to cook. Common examples of spice rubs are cracked peppercorn, garlic, or rosemary.
Any spice or herb can be used for a dry rub on virtually any kind of meat: roasts, chicken, steaks, and fish. These, of course, are just suggestions. The possibilities for rubs are endless. Here are some examples:

Red Meat Rub

1 Tablespoon cracked peppercorn 2-4 Tablespoons salt 2-4 cloves minced garlic 1 Tablespoon rosemary 1 Tablespoon paprika

Fish Rub

1 Tablespoon dried basil 1 teaspoon salt 1 teaspoon pepper pinch paprika

Chicken Rub

1 Tablespoon pepper or cracked peppercorn 2-4 Tablespoons salt 1/2 Tablespoon tarragon Note: Measurements will vary due to sizes of the meat. As a rule, use 1-2 Tablespoons of rub ingredients per pound of food. For a 6 lb. chicken, use up to 12 Tablespoons of spices.

Beef Roast

1 6-8 pound boneless beef roast Marinade 3/4 cup vegetable oil. 3/4 cup lemon juice 8-10 cracked black peppercorns 6-8 whole cloves garlic 1 sliced red onion 1 Tablespoon dry rosemary Mix ingredients together and pour over desired meat portion. Allow to marinate overnight in the refrigerator, turning from time to time. This marinade is the best for most kinds of meat including venison and tougher cuts of meat. Place meat on Rotisserie Bar Assembly and insert into Rotisserie. Set timer for 2 1/4-3 hours or until done. The beef is cooked when the temperature is at least 145F on the meat thermometer.

* Dijon Mustard Steaks

The Dijon gives these small dinner steaks a distinctive flavor. ounce beef KC/NY strip steaks, 1 1/4" thick NUTRITIONAL ANALYSIS 1/2 cup Dijon mustard Calories: 207 Total fat: 11 g 1 Tablespoon olive oil Saturated fat: 3 g 1 Tablespoon minced garlic % calories fat: teaspoon dried oregano Carbohydrates: 4 g Protein: 23 g 1 teaspoon dried thyme Cholesterol: 62 mg 1/2 teaspoon dried basil Sodium: 804 mg Place the steaks in a shallow glass pan. Combine the mustard, oil, garlic and spices to make a thick sauce. Brush each steak with the mustard mixture and turn to coat both sides. Cover the steaks with plastic wrap and marinate in the refrigerator for 2-4 hours to blend the flavors. Place the steaks in the Adjustable Flat Basket and load onto Rotisserie Bar Assembly. Insert into Rotisserie. Discard any remaining sauce. Set the Timer for 35-40 minutes and cook until the meat is at least 145F. Serves 4.

* Oriental Steak Kabobs

Serve these kabobs with mixed vegetables and steamed rice for a well-balanced meal. pound beef sirloin steak, cut into 1-inch cubes 1/4 cup soy sauce NUTRITIONAL ANALYSIS 1/4 cup cider vinegar Calories: Tablespoons minced garlic Total fat: 5 g Saturated fat: 2 g 1/4 teaspoon ground allspice % calories fat: 28 1/4 teaspoon ground ginger Carbohydrates: 6 g 1/4 cup chopped green onion Protein: 21 g Cholesterol: 60 mg 1/4 cup water Sodium: 869 mg 1 Tablespoon honey Place the steak cubes into a shallow glass pan. Combine all the remaining ingredients and pour over the steak, turning to coat evenly. Refrigerate 12-24 hours. Thread the steak cubes onto the Skewers and place in the Rotisserie as instructed on page 14. Discard any remaining marinade. Set the Timer for 25-35 minutes or until done. Serves 5.
* Sirloin & Broccoli Linguine
A hearty, full-meal salad. ounce beef top sirloin steak 8 ounces linguine noodles, cooked and drained 1 chopped tomato 1 chopped red pepper 1 cup broccoli cuts, cooked and cooled NUTRITIONAL ANALYSIS 1 chopped carrot Calories: 357 Total fat: 7 g 1 chopped red onion Saturated fat: 3 g Dressing % calories fat: 20 Carbohydrates: 26 g 1/2 cup low fat mayonnaise Protein: 40 g 1/2 teaspoon dill Cholesterol: 79 mg Sodium: 417 mg 2 Tablespoons blue cheese 1 Tablespoon minced garlic 1 Tablespoon cider vinegar 1 teaspoon lemon juice Place the sirloin steak in the Adjustable Flat Basket of the Rotisserie. Load onto Rotisserie Bar Assembly and insert in Rotisserie. Set the Timer for 25-40 minutes or until done. Cool and slice thinly. In a large bowl, combine the steak, noodles, tomato, red pepper, broccoli, carrot and onion. Make the dressing by mixing together the mayonnaise, dill, blue cheese, garlic, vinegar and lemon juice. Whisk together and pour over the beef and pasta salad. Serves 4.

Hungarian Pork Chops

4 oz. boneless pork chops, 1/2 inch thick Marinade 2 Tablespoons chili sauce 1-1/3 Tablespoons lemon juice 2 Tablespoons grated onion 1/3 teaspoon dry mustard 1 Tablespoon Worcestershire sauce Dash salt, pepper and paprika Mix above ingredients well and pour over chops. Marinate for up to 3 hours in the refrigerator. Load into Adjustable Flat Basket. Put on Rotisserie Bar Assembly and insert in Rotisserie. Set Timer for 20-30 minutes or until done. The meat is done when the internal temperature is 160F on the meat thermometer. Serves 4.
Honey Pineapple Pork Roast
1 3-4 pound boneless pork roast Marinade 1/4 cup tamari or light soy sauce 1/4 cup white vinegar 1/4 cup extra virgin olive oil 1/4 cup fresh or canned (packed in juice) crushed pineapple 2 Tablespoons honey 2 Tablespoons finely chopped ginger 2 cloves finely chopped garlic Soak a 3-4 lb. boneless, trimmed and tied pork roast in marinade for 4 hours in the refrigerator. Place on Rotisserie Bar Assembly and insert in Rotisserie. Set Timer for 2-2 1/2 hours or until done. Close Rotisserie Cover. You may want to use drippings for basting during the last 45 minutes of cooking. Baste periodically every 1015 minutes. Serves 10-12.

* Spicy Pork Tenderloin

A fast entre that will delight everyone in the family. 1 Tablespoon chili powder NUTRITIONAL ANALYSIS 1/4 teaspoon dried oregano Calories: 148 Total fat: 4 g 1/4 teaspoon salt Saturated fat: 1 g 1/4 teaspoon Italian seasoning % calories fat: 28 1/4 teaspoon ground cumin Carbohydrates: 2 g Protein: 24 g 1 Tablespoon minced garlic Cholesterol: 67 mg pound pork tenderloin, 1" thick Sodium:
Combine chili powder, oregano, salt, Italian seasoning, cumin and garlic in a small bowl. Generously press the spice mixture into the pork, coating each side. Place the tenderloin in the Adjustable Flat Basket. Load onto Rotisserie Bar Assembly and insert in the Rotisserie. Set the Timer for 35-45 minutes or until done. The pork is cooked when the temperature is 160F on the meat thermometer. Slice the tenderloin thinly and serve. Serves 4.

* Herbed Pork Roast

Marinade this roast overnight to develop the wonderful mustard and herb flavors. 4 pound boneless pork loin roast Tablespoons Dijon mustard cup minced onion Tablespoons minced garlic Tablespoons paprika teaspoons black pepper teaspoons dried thyme teaspoon celery seed teaspoon ground sage teaspoons chili powder

* Italian Rotisserie Chicken Breasts
The marinade in this recipe adds a sophisticated taste to the mild chicken flavor. 4 boneless, skinless chicken breast halves 1/2 cup fat-free Italian salad dressing 1/4 cup fat-free chicken broth 1 Tablespoon olive oil 1 Tablespoon lemon juice 1 teaspoon grated lemon peel 1/2 teaspoon dried Italian seasoning 2 Tablespoons chopped green onion 1/4 teaspoon black pepper
NUTRITIONAL ANALYSIS Calories: Total fat: Saturated fat: % calories fat: Carbohydrates: Protein: Cholesterol: Sodium: 207 6g 1g 29 8g 27 g 73 mg 441 mg
Place the chicken breasts in a shallow glass pan. Combine the dressing, broth, oil, juice, lemon peel, seasoning, onions and pepper in a small bowl. Pour over the chicken breasts and seal the dish tightly with plastic wrap. Marinate in the refrigerator for 4-12 hours, turning occasionally. Place the chicken in the Adjustable Flat Basket. Load onto Rotisserie Bar Assembly and insert into Rotisserie. Set the Timer for 30-35 minutes and cook until the chicken is 170F on the meat thermometer. The chicken is done when the juices run clear and there is no pink color visible. Discard any remaining marinade. Serves 4.
* Deli Rotisserie Chicken
This recipe is straight from the grocery deli, where that wonderful aroma of rotisserie chicken always makes shoppers immediately hungry. NUTRITIONAL ANALYSIS 3-4 pound whole roasting chicken teaspoon salt teaspoons paprika teaspoon chili powder teaspoon garlic powder teaspoons black pepper teaspoon onion powder teaspoon dried thyme
With skin g 9g 54 3g 58 g 155 mg 768 mg Without skin 278 7g 2g 23 3g 49 g 155 mg 768 mg
Calories: Total fat: Saturated fat: % calories fat: Carbohydrates: Protein: Cholesterol: Sodium:
Remove the giblets from the chicken and discard. Wash the cavity well and dry with paper towels. Tie the chicken wings and legs with cooking string. Combine all the spices in a small bowl and mix well. Rub thoroughly into the skin of the chicken, pressing gently. Cover the chicken and refrigerate overnight. Prepare the chicken for the Rotisserie and load onto Rotisserie Bar Assembly. Insert into Rotisserie. Set the Timer for 1-1 1/2 hours. The chicken is fully cooked when the juices run clear and the meat is white, with no pink remaining. If the chicken is not fully cooked, reset the Timer for an additional 10 minutes and test again. If desired, use a meat thermometer to test the internal temperature (175-180F). Serves 4.
* Mediterranean Chicken & Vegetable Kabobs
Add rice pilaf and you have an entire meal! 1/4 cup olive oil 1 Tablespoon lemon juice 1 teaspoon dried oregano 1 Tablespoon minced garlic 1 teaspoon ground cumin NUTRITIONAL ANALYSIS 1 teaspoon black pepper Calories: skinless chicken breast halves, Total fat: 19 g Saturated fat: 3 g cut into 1-inch cubes % calories fat: medium red pepper, cut into 1-inch cubes Carbohydrates: 6 g 1 medium green pepper, cut into 1-inch cubes Protein: 56 g Cholesterol: 146 mg 1 small white onion, cut into large chunks Sodium: 122 mg prepared rice pilaf In a small bowl combine oil, juice, oregano, garlic, cumin and pepper. Place the chicken cubes in a shallow glass pan and pour the marinade over the chicken, turning to coat evenly. Tightly cover the pan with plastic wrap and refrigerate 4-8 hours. Thread the chicken cubes on the metal Skewers, alternating the chicken with red and green peppers and onions. Discard remaining marinade. Place the Skewers in the Rotisserie as instructed on page 14. Set the Timer for 25-35 minutes or until done. The chicken is done when the juices run clear and there is no pink color visible. Remove the chicken and vegetables from the Skewers and serve with rice pilaf. Serves 4.

* Basil & Citrus Turkey Breast
A tangy marinade dresses up this healthful NUTRITIONAL ANALYSIS entre. Calories: 7-8 pound boneless turkey breast Total fat: 10 g Saturated fat: 3 g 1 cup non-fat chicken broth % calories fat: Tablespoons cider vinegar Carbohydrates: 2 g 1/2 cup orange juice Protein: 40 g Cholesterol: 101 mg 1/2 teaspoon black pepper Sodium: 103 mg 2 Tablespoons minced fresh basil Place the turkey breast in a deep glass dish. Mix the marinade ingredients and pour over the turkey breast, turning to coat evenly. Cover tightly with plastic wrap. Marinate 4-6 hours in the refrigerator, turning occasionally. Prepare the turkey for the Rotisserie on the Rotisserie Bar Assembly. Insert into Rotisserie. Discard any remaining marinade. Set the Timer for 2 1/4-2 3/4 hours. The turkey is fully cooked when the juices run clear and the meat is white, with no pink remaining. If the turkey is not fully cooked, reset the Timer for an additional 10 minutes and test again. Use a meat thermometer to test the internal temperature (175-180F). Cool slightly and slice thinly. Serves 10.

* Quick Turkey Burgers

A healthful alternative to traditional burgers. Serve with all your favorite condiments. NUTRITIONAL ANALYSIS 1 pound ground turkey 1/4 cup finely chopped onion Calories: 332 Total fat: 13 g 1/4 cup finely chopped green pepper Saturated fat: 4 g 1/4 cup shredded low fat cheddar cheese % calories fat: teaspoons Worcestershire sauce Carbohydrates: 24 g Protein: 28 g 1/4 teaspoon black pepper Cholesterol: 84 mg 1/2 teaspoon salt Sodium: 689 mg 4 hamburger buns In a large bowl, mix together turkey, onion, green pepper, cheese, Worcestershire sauce, pepper and salt. Shape into four patties of equal thickness. Place the turkey patties in the Adjustable Flat Basket and load onto Rotisserie Bar Assembly. Insert into Rotisserie. Set the Timer for 25-30 minutes and cook until the meat is at least 160F. Serve with fat-free mayonnaise, mustard, sweet red onion slices, pickles or other favorite condiments. Serves 4.

Hawaiian Fish

1 1/2 pounds whitefish fillets Marinade 1/3 cup pineapple juice 1 Tablespoon soy sauce 1 Tablespoon lemon juice 2 cloves minced garlic Mix the above ingredients and pour over fish fillets. Let marinate for a maximum of 30 minutes in the refrigerator. Cook in Adjustable Flat Basket for 25-30 minutes or until done. The fish will flake easily when done. Serves 4-6.

* Dill Salmon

Delicate herbs baste the fish. NUTRITIONAL ANALYSIS ounce salmon steaks, 1-inch thick Calories: Tablespoons low fat margarine Total fat: 15 g 1 Tablespoon chopped fresh parsley Saturated fat: 3 g 2 Tablespoons chopped fresh dill % calories fat: 41 1/4 cup fat-free Mayonnaise Carbohydrates: 4 g Protein: 44 g 2 teaspoons non-fat milk Cholesterol: 107 mg 1 teaspoon pepper Sodium: 562 mg 1/2 teaspoon salt Combine the margarine, parsley, dill, mayonnaise, milk, pepper and salt in a small bowl. Mix well. Brush the salmon steaks on both sides with the sauce. Place the fish in the Adjustable Flat Basket and load onto Rotisserie Bar Assembly. Insert into Rotisserie. Set the Timer for 25-30 minutes or until done. The fish will flake easily when done. Serves 4. 30

Skewered Lamb Kabobs

Marinade 1/2 cup olive oil 11/2 Tablespoons dried rosemary 3 cloves crushed garlic 1/2 teaspoon salt Kabobs 11/2 pounds boneless lamb 4-6 large mushrooms 2 small green zucchini cut into 1" squares 2 ripe plum tomatoes Stir marinade ingredients together in a large bowl. Add the lamb squares, zucchini, tomatoes and mushrooms to the marinade and toss until all is well coated. Let stand, covered loosely, stirring occasionally. Keep refrigerated. Add ingredients to skewers and load onto Rotisserie Bar Assembly. Insert into Rotisserie. Set Timer for 25-35 minutes or cook until done. Serves 4-6.
Guilt-free Air Baked Fries
1-1 1/2 pounds potatoes (washed) cut into 1/2 cubes or cut into 1/2 strips for steak fries Place cut potatoes into Roasted Veggies/Air Bake Round Basket. Secure Basket onto Rotisserie Bar Assembly. Cook for 45 minutes. Use Rotisserie Bar Remover to remove Rotisserie Bar Assembly and Basket. Use oven mitts to open Basket Door and add seasoning to taste (salt, garlic, rosemary, etc.). (If desired, you may spray a light mist of olive oil onto potatoes before seasoning. DO NOT spray olive oil into Rotisserie.) Turn Basket to coat evenly with seasoning. Use Rotisserie Bar Remover to replace Rotisserie Bar Assembly with Basket into Rotisserie. Close Rotisserie Cover. Cook for an additional 15 minutes or until done. Serves 4.
ONE-YEAR LIMITED WARRANTY
This Salton, Inc. product warranty extends to the original consumer purchaser of the product. Warranty Duration: This product is warranted to the original consumer purchaser for a period of one (1) year from the original purchase date. Warranty Coverage: This product is warranted against defective materials or workmanship. This warranty is void if the product has been damaged by accident, in shipment, unreasonable use, misuse, neglect, improper service, commercial use, repairs by unauthorized personnel or other causes not arising out of defects in materials or workmanship. This warranty is effective only if the product is purchased and operated in the USA, and does not extend to any units which have been used in violation of written instructions furnished by Salton, Inc., or to units which have been altered or modified or to damage to products or parts thereof which have had the serial number removed, altered, defaced or rendered illegible. Warranty Disclaimers: This warranty is in lieu of all warranties expressed or implied and no representative or person is authorized to assume for Salton, Inc. any other liability in connection with the sale of our products. There shall be no claims for defects or failure under any theory of tort, contract or commercial law including, but not limited to negligence, gross negligence, strict liability, breach of warranty and breach of contract. Warranty Performance: During the above one-year warranty period, a product with a defect will be either repaired or replaced with a reconditioned comparable model (at Salton, Inc. option) when the product is returned to the Salton, Inc. facility. The repaired or replacement product will be in warranty for the balance of the one-year warranty period and an additional one-month period. No charge will be made for such repair or replacement.

were nearing the end of basic military training. These men and women are randomly assigned to flights of people who go through basic training together. As Tom puts it, After 68 weeks of basic training together, these people know almost everything there is to know about each other! Basic training is not a good place to hide your fundamental personality traits. Toward the end of basic training, Tom and his research team would get the members of each flight to provide self-reports about their own personality traits (e.g., potential symptoms of personality pathology) and also describe the personality traits of other people in their flight. To get these reports from others, Toms team uses a procedure called peer nomination, which had previously been used extensively in research with children in school classrooms. The people in each flight were asked to nominate people in their group who exhibited personality characteristics that can be indicative of personality pathology. For example, a person would be asked to nominate anyone in the group who thinks he (or she) is more important than he really is and to nominate any member of the group who doesnt trust anyone. More than 2,000 recruits completed this assessment process. With this unique and rich set of
Tom Oltmanns data, Tom and his colleagues have been able to ask a number of important questions about the relation between how we see ourselves and how others see us, and what perspectives (self or other) best predict a variety of important functional outcomes. For example, Tom has found that the relationship between self-reports and informant reports of pathological personality traits are moderate at best. Some systematic relationships can be pulled out of the data. For example, people who are viewed by their peers as being paranoid do not describe themselves as being suspicious and hypersensitive to criticism, but they do

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Chairpersons Corner

New Faculty

enise Head joined the faculty as an assistant professor in January 2005. Denise obtained a PhD in clinical neuropsychology from the University of Memphis. She conducts research on the neural basis of cognitive aging. Her research uses behavioral testing and neuroimaging in healthy and pathological aging (e.g. dementia of the Alzheimer type) populations. One line of research explores the relative contributions of frontostriatal circuits and medial temporal regions to skill learning and memory. A particular focus is on executive control processes including working memory, inhibition, temporal processing and task switching. A related interest concerns the impact of cardiovascular health on brain integrity and cognitive performance in older adults. Another developing line of research is focused on combining virtual reality technology and neuroimaging to investigate spatial navigational ability in older adults. She will be teaching courses in the psychology of aging, neurobiology of aging, and biological psychology. Denise will also be devoting time to supervising clinical graduate students in their neuropsychological training. Mark McDaniel joined the Psychology Department in July 2004. Mark completed his BA in psychology and mathematics at Oberlin College and his PhD in cognitive psychology at the University of Colorado-Boulder. After a brief stint at Bell Labs as a human factors psychologist, he was a faculty member for six years at the University of Notre Dame, for seven years at Purdue, and for 10 years at the University of New Mexico, where he served as chair his last two years. He has also served as associate editor for the Journal of Experimental Psychology: Learning, Memory and Cognition, and is a fellow of the American Psychological Association. He is coauthor of a recently published book on aging and memory (Memory Fitness). Marks research and teaching interests are in the general area of human learning and memory. His most developed lines of research encompass several arenas. His work on prospective memory (remembering to perform some intended action at a particular

his is my first Chairpersons Corner for Psychronicle. After eight successful years under the leadership of Roddy Roediger, I became
department chair in July 2004. The transition has been smooth and so far my first year as chair has gone well. We continue to grow as a department. We now have 30 tenure track faculty with primary appointments in Psychology. We continue to be the most popular major in Arts & Sciences, with 206 psychology majors graduating last year. This fall we set an enrollment record of
1,811 students in psychology classes, compared to an average of 1,663 for the past six semesters. We now have 81 graduate students, another record, plus 15 post-docs, eight adjuncts, six research faculty, and nine full-time staff members. Our department is in great shape, and my biggest challenge is to figure out ways to make it even better. Let me begin by briefly describing my five-year plan to continue improving our department. Our first goal is to expand the Psychology Building, which currently consists of 104,000 square feet, built at a cost of $28 million in 1995. This year we are searching for two new faculty members (one in Clinical and one in Linguistics), which will bring our existing facility completely to capacity. In order to continue to grow and improve over the next few years, we need more space for laboratories, classrooms, and offices. Toward this end, the Administration has approved a 16,500-square -foot addition to the Psychology Building, to be built onto the west end of the existing building. The addition will gobble up 23 parking spaces (yes, parking will get tighter), but return to us enough space to continue our upward trajectory. On the basement level (level 1), we will expand the existing research space shared with the Biology Department. On the ground floor, level 2, we will have two new 40-seat classrooms, equipped with all the latest in teaching technology, including internet connections, data projectors, and smart boards. Levels 3 and 4 will provide enough space to house six new faculty laboratories and offices. Right now we are finalizing details with the architect and are on schedule to break ground May 23, 2005. The addition will conform in all respects with the architectural features of our existing award-winning building, including Missouri red granite exterior walls complete with limestone detailing. It will beautifully match the typical style of Washington University buildings. Occupancy is scheduled for August 2006. We are all very excited about the project and the opportunities it represents. Our second goal is to expand the intellectual and academic potential of the Psychology Department. Coincidently, last year our department underwent a thorough external review by a team of leading academic psychologists brought in by the dean of Arts & Sciences. Every department in the University undergoes such an intensive review approximately every decade or so. The outcome of such a review is a thorough and unbiased description of the strengths and weaknesses of the department. The description of our strengths was long and flattering and confirmed all the hard work we have been doing. Nevertheless, the report also noted a few areas that deserve our attention. This part of the report informs my fiveyear plan for continuing to improve our department. The Brain, Behavior, and Cognition (BBC) area is the largest program in the department. It is very strong and will serve as a core for strengthening our other areas, for example, by expanding expertise in social cognition or cognitive development. One topic not well represented in our BBC program is higher-order cognition, such as judgment and decision-making. Our Aging and Development area is also very strong but primarily in the area of adult aging. This program could benefit from expertise in the area of child development, particularly social/emotional development, developmental neuroscience, the development of language, or behavioral genetics. Our Social and Personality program is the smallest area in the department and could benefit from increased resources in areas such as personality and individual differences, social neuroscience, or evolutionary psychology. A person who studies gender issues might also make a good addition to this area. Our Clinical Psychology area is in good shape and continues to be accredited by the American Psychological Association. This area has recently moved from a more practitioner-focused training model to one that emphasizes the training of clinical scientists. To support this development, future growth could be along the lines of empirically supported treatment, outcome research, or emotion disorders such as depression, anxiety, obsessive compulsiveness, or phobias. As you can see, there are many ways we can continue to improve our Psychology Department. As the new addition becomes a reality, we will begin to fill it with faculty who can contribute to the areas outlined above. The next five years promise to be an exciting time for us, and I look forward to giving you progress reports in this column in the upcoming years.

Psychology Department FY04-05 Donors
differences between self and peer reports of personality pathology. Marci is also continuing to pursue her research in social psychology on intimacy, stress, and support in close relationships and on response biases in different survey designs. Kirchhoff, Brenda (PhD, Boston University, 2001). Brendas research currently focuses on the role of prefrontal, medial temporal, and parietal regions in declarative memory encoding and retrieval. She is interested in exploring the distinct functions of these regions and the interactions between these regions in memory processes. She uses behavioral and fMRI research techniques to study these questions both in healthy volunteers and in patients with memory impairments resulting from brain injuries or illness. Logan, Jes (PhD, Washington University, 2004). Jes got her start in research on the cognitive neuroscience of aging by working with Jim Becker at the Center for the Neural Basis of Cognition in Pittsburgh. She joined Dave Balotas lab, as a graduate student exploring age differences in language, learning, and long-term memory. Jes also collaborated with Randy Buckner on an fMRI project investigating age-related changes in neural correlates of encoding. She completed her doctoral work on spacing and expanded retrieval effects in healthy younger and older adults. Jes currently works in Kathleen McDermotts Memory and Cognition Lab where her research interests focus on applied cognitive research in learning and memory. Current projects include a study of inter-item difficulty during spaced retrieval and exploring how headlines can induce false inferences about news stories. McCabe, David (PhD, Georgia Tech, 2003). Davids primary interests are in age-related changes in memory accuracy and working memory. He is collaborating with faculty members Roddy Roediger, Mark McDaniel, and Dave Balota on a large scale structural equation modeling project examining the role of working memory capacity in age-related changes in cognition across the adult life span. He is also working with Dave Balota on an ADRC grant related project examining changes in attentional control associated with aging and Alzheimers disease. Minear, Meredith E. (PhD, University of Michigan, 2004). Meredith is currently investigating the feasibility of training memory and executive control processes in Larry Jacobys Lab. Prizmic-Larsen, Zvjezdana (PhD, University of Zagreb, 2000). Prior to coming to Wash. U. Zvjezdana was employed by the Institute for Social Science in Zagreb, Croatia, doing contract research for the government, mostly national surveys on such topics as employment, post-war adjustment, and life satisfaction. Currently she is the data manager on several projects in the Randy Larsen Lab, including a project on cognitive effects of emotional cues,

A Tribute to Sol L. Garfield

By Richard M. Kurtz

Sol Garfield, 86, Professor Emeritus in Arts & Sciences Remembered
Sols sudden death was a terrible shock to us but we are trying to accept it because we realize that it was what he wanted for himself. We are inspired and deeply gratified by the expressions of love and respect that have been pouring in daily. His memory certainly will live on in the hearts and minds of all those who knew him as a friend, colleague, teacher, editor, and not to be belittledstand up comedian. Thank you so much for your expressions of sympathy. They are helping our family to bear up at this difficult time. Amy Garfield, Sols widow
have known Sol since he came to Washington University in 1970 as Director of Clinical Training. He was, in
fact, the first Director of Clinical Training for our Clinical Program. Prior to that a committee composed primarily of non-clinical faculty administered the Clinical Program. Prior to Sols arrival, the junior clinical faculty (who were not on the committee) were very demoralized. They spent most of their time conducting job searches. Before Sols arrival as Director of Clinical Training, the Clinical Program was chaotic. Students from different year levels were mixed in required beginning classes, so one could have first year students mixed with seventh or eighth year students taking the same required course. Students had no systematically organized practicum experiences. In fact the students had to search out their own practica and received little or no guidance for dissertation and internship planning. When Tom Sandel was appointed as the new chair of Psychology in 1969 he aggressively recruited Sol Garfield from Columbia University Teachers College where he was their director of Clinical Training. Within two years of Sols arrival, the Clinical Program was totally re-organized and rejuvenated. 1. A coherent curriculum was developed organized by year levels with required courses that made sense. 2. Extensive high quality practica were created and weak training facilities were dropped. 3. A program to hire appropriate new faculty to fill needed areas was implemented. 4. A Psychological Service Center was planned and started by Dr. Anthony Schuham under Sols direction. Today we have one of the largest and finest Psychological Service Centers of any APA-approved program in the country. 5. An innovative course in Clinical Supervision was started, as well as needed courses in Behavior Therapy and Community Psychology. 6. Dissertation quality was made a major focus of reform. To make such sweeping changes required not only tremendous administrative skill, but also courage. There was resistance from many quarters, but Sol realized that without change there could be no viable Clinical Program. It is a testimony to his vision and administrative creativity that 34 years later, our Clinical Program continues to thrive as it provides high quality clinical training in the best tradition of Sol Garfield. At a personal level I also admired Sols honesty and integrityhe always held the course. He was never an opportunist or a compulsive self-promoter. While committed to a tough-minded empiricism he remained holistic in scope. Sol was always suspicious of grand theory and empty ideological passionbut as a true child of the Enlightenment he always showed a respect for intellectual freedom and diversity. I have been honored to have him as a colleague and a friend.

Sol Garfield is a world-class figure in psychology. His name is known across America and the major continents of the world. I count Sol as among the best people I have knownhe is a person of integrity with high ideals. It is people like Sol who provide the glue that holds and anchors society against tides of adversity and corruption. His effort to find truth, as he understands it, has been part of his vital lifestyle. Equally important has been Sols deep motives to serve others and to do things well.
Professor Allen Bergin at Brigham Young University, Sols longtime friend and collaborator.
Saul Rosenzweig Remembered

By Randy J. Larsen

aul Rosenzweig, a member of our Psychology faculty since 1949, passed away at age 97 on August 9, 2004, following a bout of pneumonia. Saul was born in Boston, Massachusetts, on Feb. 7, 1907. Sauls grandfather, an orthodox Jewish cantor, immigrated from Russia with his family in 1890 to avoid the conscription of their only son, David. David Rosenzweig, and his new bride Etta Tatel, were Sauls parents. Sauls father was a jeweler and a watchmaker. His mother handled real estate transactions. Saul had a sister, Ruth, who worked in his fathers shop, and a brother, Myer, who died at age 19 in an accidental drowning. Saul lost the vision in his left eye in a farming accident at age 13. Saul attended Malden High School outside of Boston from 1921 to 1925, and, ranking first in his class, was salutatorian at graduation. Saul earned his bachelors degree, summa cum laude, from Harvard University (1929), with a major in philosophy. In his senior thesis he applied Freuds Oedipus theory to Schopenhauers life, and Adlers inferiority theory to the life of Nietzsche. Saul also developed lasting friendships
Saul Rosenzweig with Gordon Allport, Henry Murray, and B. F. Skinner during this time. Saul enrolled in graduate study in psychology at Harvard from 1929-1933. In his doctoral thesis he applied experimental methods to study repression. An incidental tangent from this research resulted in his first published article (1933), in which he explored the reciprocal interaction between experimenter and subject, and laid the foundation for the work on experimenter expectancy effects that flourished a generation later.
Saul also corresponded with Sigmund Freud during this time about his experimental studies of repression. Saul was admonished in a personal letter from Freud: I cannot put much value on such (experiments) because the abundance of reliable observations on which these propositions rest makes them independent of experimental verification. Still, it can do no harm. This letter from Freud is reproduced in Rosenzweig (1985). Saul studied under the stimulating influence of Henry Murray and his intellectually lively group at the Harvard Psychological Clinic. At this time he developed a life-long interest in American literature. Saul undertook clinical training and weathered the Great Depression as a voluntary research associate at the Harvard Clinic. In 1934 Saul left Harvard to join the staff of Worcester State Hospital, where he stayed until 1943. Here he underwent a didactic psychoanalysis with Geza Roheim, a Hungarian psychoanalyst. During this time Saul also taught psychology at Clark University, where he became intrigued by the visit Freud

Current Publications from the Department of Psychology
Following is a list of some of the recent publications of the members of the Department of Psychology. If you are interested in receiving a copy of any of the articles, feel free to drop a note to the author: Department of Psychology, Washington University in St. Louis, Campus Box 1125, One Brookings Drive, St. Louis, MO 63130-4899.
Larsen, R.J. & Prizmic, Z. (2004). Affect regulation. In: Baumeister, R.F. & Vohs, K.D. (Eds). Handbook of self-regulation: Research, theory, and applications. (pp. 40-61), New York: Guilford Press. Einstein, G.O., & McDaniel, M.A. (2004). Memory fitness: A guide for successful aging. New Haven, Conn: Yale University Press. McDaniel, M.A., & Einstein, G.O. (2004). Material appropriate difficulty: A framework for determining when difficulty is desirable for improving learning. In A.F. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 73-85). Washington, D.C.: American Psychological Association. McDermott, K.B. and Braver, T.S. (2004). The next step: Faculty position or postdoctoral fellowship? In M. Zanna, J. Darley, and H.L. Roediger (Eds.) The Compleat Academic: A Practical Guide for the Beginning Social Scientist, 2nd Edition (pp.17-30). Washington, D.C.: APA Press. Oltmanns, T.F., & Emery, R.E. (Eds.). (2004). Current directions in abnormal psychology: Readings from the American Psychological Society. Upper Saddle River, NJ: Prentice-Hall. Darley, J.M., Zanna, M.P. & Roediger, H.L. (2004). The Compleat Academic: A Career Guide. Washington, D.C.: American Psychological Association Press. Roediger, R.L., & Balota, D.A. (2003). Managing your career: The long view. To appear in J.M. Darley, M.P. Zanna, & H.L. Roediger III (Eds.) The Compleat Academic: A career guide (Second Edition). Psychology Press, Washington, D.C (pg 393-407). Sommers, M.S. (2003). Speech perception and spoken word recognition in older adults and individuals with dementia of the Alzheimers type. Psychology and Aging, 791-806. Treiman, R. (2004). Phonology and spelling. In T. Nunes & P. Bryant (Eds.), Handbook of childrens literacy (pp. 3142). Dordrecht, the Netherlands: Kluwer. Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in child development and behavior, Vol. 31 (pp. 105-135). San Diego: Academic Press.

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Books and Book Chapters
Barch, D.M. & Buckner, R.L. (2003). Memory. In Fogel, B.S., Schiffer, R.B., & Rao, S.M. (Eds). Neuropsychiatry, Second Edition. Baltimore, MD: Lippincott, Williams & Wilkins. Boyer, P. (2003). Out of Africa. Lessons from a By-Product of Evolution, in Light, T. & Wilson, B. (Eds.), Religion as a Human Capacity, Leiden: Brill, pp. 27-44. Botvinick, M.M., Braver, T.S., Yeung, N., Ullsperger, M., Carter, C.S., Cohen, J.D. (2004). Conflict monitoring: Computational and empirical studies. In Posner, M.I. (Ed.), Cognitive Neuroscience of Attention. (pp. 91-102). New York: Guilford Press. Finger, S., and Gallo, D. (2004, expected). The music of madness: Franklins armonica and the vulnerable nervous system. In F. Rose (Ed.), Neurology of the Arts. Singapore: World Scientific Publishing Co., 207-235. Arnott, R., Finger, S., and Smith, C.U.M. (2003). Preface: Trepanation. In: Arnott, R., Finger, S., and Smith, C.U.M. (eds), Trepanation: History, Discovery, Theory. Lisse, The Netherlands: Swets and Zeitlinger, pp. ix-xii. Fernando, H.R., and Finger, S. (2003). Ephraim George Squiers Peruvian skull and the discovery of cranial trepanation. In: Arnott, R., Finger, S., and Smith, C.U.M. (eds.), Trepanation: History, Discovery, Theory. Lisse, The Netherlands: Swets and Zeitlinger, pp. 3-18 Finger, S., and Clower, W. T. (2003). On the birth of trepanation: The thoughts of Paul Broca and Victor Horsley. In: Arnott, R., Finger, S., and Smith, C.U.M. (eds.), Trepanation: History, Discovery, Theory. Lisse, The Netherlands: Swets and Zeitlinger, pp. 19-42. Fisher, E.B., Brownson, R.C., Heath, A.C., Luke, D.A., & Sumner, W. II (2004). Cigarette smoking. In T. J. Boll, J. Raczynski, & L. Leviton (Eds.), Handbook of Clinical Health Psychology, Vol. 2., pp. 75-120. Washington, D.C.: American Psychological Association. Marcus, B.H., Hampl, J.S., & Fisher, E.B. (2004). How to Quit Smoking Without Gaining Weight. New York: Simon & Schuster/Pocket Books. Wright, R.J. & Fisher, E.B. (2003). Putting Asthma into Context: Community Influences on Risk, Behavior, and Intervention. In I. Kawachi and L.F. Berkman (Eds.) Neighborhoods and Health. New York: Oxford. Larsen, R.J., & Buss, D.M. (2004). Personality psychology: Domains of knowledge about human nature, Second Edition. New York: McGraw-Hill.

Psi Chi Corner

he past academic year marked the 20th anniversary of the founding of the Washington University chapter of Psi Chi, the National Honor Society in Psychology. In recognition of its founding, the chapter held a
special anniversary event at which Professor Henry Roediger presented a talk on memory and memory illusions. Professor Roediger is one of the worlds foremost memory researchers, president of the American Psychological Society, and the previous chair of the department. Following his talk, students held an anniversary reception with pizza and cake. Psi Chi serves to recognize outstanding students of psychology as well as to provide resources and special events for its members and other students at Washington University who are interested in psychology. Members are elected based on their academic excellence and commitment to the discipline, and our chapter elected 75 new members this past fall semester. A dinner and chapter meeting followed the November induction ceremony. The annual Psi Chi-sponsored session on applying to graduate school brought together two faculty members and two graduate students to discuss preparation for and application to graduate school in psychology. The chapter also held a session on the PsyD/PhD/MSW degrees and clinical/ counseling psychology programs. The Admissions Counselor of the Adler School of Professional Psychology, along with a faculty member from that school, discussed the PsyD degree. Dr. David Pollio from the George Warren Brown School of Social Work, and Professor Tom Oltmanns, director of our Clinical Graduate Program, addressed issues of differences among the various degree programs and careers in these disciplines. In addition to the above programs, Psi Chi organized a special luncheon and a make-your-own ice-cream sundae social event. Science-wise, several of the chapter members presented their work at regional and national meetings and have published their research in peer-reviewed psychology journals. s
Hochstein, D.D., McDaniel, M.A., & Nettleton, S. (2004). Recognition of vocabulary in children and adolescents with cerebral palsy: A comparison of two speech coding schemes. Augmentative and Alternative Communication, 20, 45-62. McDaniel, M.A., Guynn, M.J., Einstein, G.O., & Breneiser, J. (2004). CueFocused and Reflexive-Associative Processes in Prospective Memory Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 605-614. McNamara, D.S., & McDaniel, M.A. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 465-482. McDaniel, M.A., Einstein, G.O., Stout, A.C., & Morgan, Z. (2003). Aging and maintaining intentions over delays: Do it or lose it. Psychology and Aging, 18, 823-835. McDaniel, M.A., Maier, S.F., & Einstein, G.O. (2003). A Brain-specific nutrients: A memory cure? Nutrition, 19, 957-975. [republished from Psychological Sciences in the Public Interest by decision of Editor in Chief of Nutrition] Marsh, E.J., McDermott, K.B. & Roediger, H.L. (2003). Does test-induced priming play a role in the creation of false memories? Memory, 12, 44-55. Melinder, M.R.D. & Barch, D.M. (2003). Working memory manipulations of language production in schizophrenia. Schizophrenia Bulletin, 29, 473-484. Michelon, P., Snyder, A.Z., Buckner, R.L., McAvoy, M., and Zacks, J.M. (2003). Neural correlates of incongruous visual information: An event-related fMRI study. NeuroImage, 19: 1612-1626. Myerson, J., Emery, L., White, D.A., & Hale, S. (2003). Effects of age, domain, and processing demands on memory span: Evidence for differential decline. Aging, Neuropsychology, & Cognition, 10, 20-27. Myerson, J., Green, L., Hanson, J.S., Holt, D.D., & Estle, S.J. (2003). Discounting of delayed and probabilistic rewards: Processes and traits. Journal of Economic Psychology, 24, 619-635. Clifton, A., Turkheimer, E., & Oltmanns, T.F. (2004). Contrasting perspectives on personality problems: Descriptions from the self and others. Personality and Individual Differences, 36, 1499-1514. Fiedler, E.R., Oltmanns, T.F., & Turkheimer, E. (2004). Traits associated with personality disorders and adjustment to military life: Predictive validity of self and peer reports. Military Medicine, 169, 207-211. Oltmanns, T.F., Friedman, J.N., Fiedler, E.R., & Turkheimer, E. (2004). Perceptions of people with personality disorders based on thin slices of behavior. Journal of Research in Personality, 38, 216-229. Klonsky, E.D., Oltmanns, T.F., & Turkheimer, E. (2003). Deliberate self-

harm in a non-clinical population: Prevalence and psychological correlates. American Journal of Psychiatry, 160, 1501-1508. South, S.C., Oltmanns, T.F., & Turkheimer, E. (2003). Personality and the derogation of others: Descriptions based on self and peer report. Journal of Research in Personality, 37, 16-33. Palmer, E.D., Brown, T.T., Petersen, S.E., & Schlaggar, B.L. Neurobiology and development of single word reading. Scientific Studies of Reading, Vol. 8, No. 3:203-223. Burgund, E.D., Lugar, H.M., Miezin, F.M., & Petersen, S.E. (2003). Sustained and transient activity during an object-naming task: a mixed blocked and event-related fMRI study. NeuroImage, 19:29-41. Kang, H.C., Burgund, E.D., Lugar, H.M., Petersen, S.E., & Schlaggar, B.L. (2003). Comparison of functional activation foci in children and adults using a common stereotactic space. Neuroimage, 19:16-28. Nelles, J.L., Lugar, H.M., Coalson, R., Miezin, F.M., Petersen, S.E., & Schlaggar, B.L. (2003). An automated method for extracting response latencies of subject vocalizations in eventrelated fMRI experiments. Neuroimage, 20:1865-71. c Kaliterna Lj, Prizmi -Larsen Z. & Zganec, N. (2004). The quality of life, life satisfaction and happiness of shiftand non-shiftworkers. Revista de Saude Publica (Journal of Public Healthwww.fsp.usp.br/rsp), 38 (Supl), 3-10. Reynolds, J.R., Donaldson, D.I., Wagner, A.D., & Braver, T.S. (2004). Item- and task-level processes in left inferior prefrontal cortex: Positive and negative correlates of encoding. NeuroImage, 21, 1472-1483. Gallo, D.A. & Roediger, H.L. (2003). The effects of association and aging on illusory recollection. Memory & Cognition, 31,1036-1044. Marsh, E.J., Meade, M.L. & Roediger, H.L. (2003). Learning facts from fiction. Journal of Memory and Language, 49, 519-536. Wright, A.A. & Roediger, H.L. (2003). Interference processes in monkey auditory list memory. Psychonomic Bulletin & Review, 10, 696-702. Sommers, M.S. & Huff, L. (2004). Phonological false memories in older adults and individuals with dementia of the Alzheimers type. Psychology and Aging, 791-806. Vitevitch, M. and Sommers, M.S. (2003). The facilitative influence of phonological similarity and neighborhood frequency in speech production in younger and older adults. Memory & Cognition, 31, 491-504. Speer, N.K., Jacoby, L.L., & Braver, T.S. (2003). Strategy-dependent changes in memory: Effects on behavior and brain activity. Cognitive, Affective, and Behavioral Neuroscience, 3(3), 155-167. Speer, N.K., Swallow, K.M. & Zacks, J.M. (2003). On the role of human
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Center for Advanced Study in the Behavioral Sciences in Palo Alto, Calif. In 1990, he was hired as a professor of education and linguistics at Stanford University, where he served as director of the Stanford Teacher Education Program and maintained wide-ranging collaborations in Departments of Psychology, Cultural and Social Anthropology, Linguistics, as well as collaborations with several professional schools, including Business, Law, and Medicine. Baughs primary research contributions have been to the linguistic understanding of the African slave trade and studies of linguistic diversity in socially stratified communities. His early research centered on African-American vernacular English. He has written three major books on this topic. His first book, Black Street Speech: Its History, Structure and Survival (1983, University of Texas Press) focused on style shifting, which refers to the fact that many African Americans negotiate on a daily basis through several distinct linguistic traditions and dialects, much as do bilinguals living in a society where several languages are spoken (say, Spanish at home and English in the work place). Linguistic minority members may change their manner of speaking (including pronunciation, grammar, and vocabulary, as well as discourse and rhetorical patterns) as they change topics, social settings, and other conversational contexts. This book was awarded an Outstanding Academic Book Award by Choice. In 1999 and 2000 Baugh published two other major works. The first was Out of the Mouths of Slaves: African American Language and Educational Malpractice (University of Texas Press), in which Baugh developed a concept of educational malpractice, arguing that many African-American children receive substandard educations due to their different speech characteristics from speakers of Standard English. In 2000 Baugh published Beyond Ebonics: Linguistic Pride and Racial Prejudice (Oxford University Press), in which he argued that Ebonics is a unique dialect
of American English and is not based on an African root language. Both of these books are widely acclaimed as being scholarly and refined, while at the same time written in straightforward, accessible prose. Baugh is a scholar who can negotiate and describe complex issues and concepts in an interesting and understandable manner. Baugh also does experimental research that intersects with social psychology. His most recent research is on the identification of the race of speakers from characteristics of their voices during telephone conversations, a process he calls linguistic profiling. Baugh uses a highly controlled experimental design in which a single speaker (himself) calls landlords of apartments advertised as vacant and asks to see the apartment. He uses either African-American vernacular English, or speaks with a strongly Hispanic accent, or talks in Standard American English. The findings from these studies are dramatic: the probability of the landlord making an appointment with the caller to see the apartment is directly related to the speech pattern of the caller (again, Baugh in all cases). When Baugh uses a Standard English speech pattern, the rate of showing the apartment was highest; with the Hispanic accent the rate was next highest; and with an African-American speech pattern the rate of showing the apartment was the lowest. This outcome, which has been replicated, illustrates a form of discrimination in the housing market. The Ford Foundation has provided research support to Baugh in this research and he received an award as a Pioneer of Fair Housing in 2004 from the United States Department of Housing and Urban Development. HUD has also developed several televised advertising campaigns based on this research. Baugh has also developed a theory of econolinguistics in which he integrates the quantitative aspect of sociolinguistics with models of econometrics, models that reflect the economic stratification of people resulting from their linguistic styles and dialects.

How did your training and experiences at Washington University prepare you for your present faculty position?
What struck me most about the grad program at the time when I was there was not so much the structure of the program, the requirements and so on, but instead its flexibility. The graduate program provided students with a lot of individual attention and there was ample opportunity to explore various areas of research. I had all the resources I needed and support from the department to pursue the research that I wanted to pursue. In the psychology department there was a strong emphasis on being technically proficient. People were not going to do the technical work for you. As a graduate student, if you wanted to do a particular experiment you had to learn some of the computer skills or other technical skills that would be needed to
What are some of the ways in which research in psychology has changed in the time since you received your degree?
One of the biggest changes I think is the virtual explosion of information. There are a great number of journals, many of which are quickly and easily available online. There is so much information that it can be challenging to sort out the critical material from the not-so-critical material. And of course teaching students how to make those choices is also a challenge. I think also, because there is so much for a person to know in their own area, that it is becoming increasingly difficult to be well-informed about other research areas. This also underscores one of the
Was there any single event that you can identify as being especially significant or satisfying to you as a psychologist?
Yes-it occurred very early on. It was my first solo paper, which was published in 1995. I remember I had an idea for an experiment, and I thought I can do this, and I asked my advisor if he thought I could do it on my own. He gave me the okay. I ran the experiment, wrote it up, and the paper got accepted with only minor revisions needed on the first submission. At the time I thought to myself Wow, I can do this. I can make this a career. I can do this well enough to survive on my own. s

From left: Lisa Emery and Erica Brandling-Bennett
Erica Brandling-Bennett: Developer of a Developmental Research Plan
rica Brandling-Bennett completed her undergraduate career at Dartmouth College and then came to Washington University in the fall of 1998 to work as a research assistant for Steve Petersen on a neuroscience project that focused on cognitive sequelae of stroke in adults. Brad Schlaggar joined the Petersen lab and began conducting fMRI studies on language development in children, which eventually captured Ericas research interests. Erica then successfully applied to the graduate program in clinical neuropsychology to work under the mentorship of Desire White beginning in the fall of 2000. In her initial studies undertaken in Whites lab, Erica turned her attention to the role of strategic processing in learning and memory in normal and special populations of children. She found that children who have experienced strokes in the frontal lobes (associated with sickle cell anemia) relative to normal children and children with sickle cell who have experienced strokes elsewhere in the brain, had deficits in retrieval strategies (i.e., recalling words based on category cues). Similar deficits were found in children with mild frontal lobe dysfunction caused by phenylketonuria (PKU). These early studies served as a backdrop for Ericas dissertation research, which continues this line of research more broadly with a primary focus on establishing developmental trajectories in normal children. More specifically, Erica has been testing children between the ages of 6 and 13 on a battery of neuropsychological measures of learning and memory along with experimentally designed measures. One of the neuropsychological tests is verbal fluency in which children must produce as many names of animals as possible within one minute. One of the experimentally designed tasks is a verbal-paired associates task in which children must remember six semantically related word pairs (e.g., sun moon) and twelve unrelated word pairs (e.g., banana foot). One
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question that her study is designed to answer is the extent to which both neuropsychological tests and experimental tasks reveal a similar developmental trajectory (i.e., a similar function describing how children improve between ages 6 and 13). She is especially interested in determining when young children begin to benefit from the use of semantic relationships when recalling previously learned information from memory. By using four different types of tests, Erica will be able to obtain converging evidence for the developmental improvements during the school years. Of course because Erica is in the clinical program, she is often torn between completing her clinical course requirements and starting up a new study. It is not surprising to hear that now that she has been out interviewing for her internship (which clinical students typically undertake in their sixth year, after their dissertation is completed) that her first-ranked program is one that offers the opportunity of one day a week to be set aside for her own research efforts. Now all she has to do is to rank her preferences and wait an interminable 4 weeks to find out whether she will receive her first-choice internship. If she does, we can all expect that she will begin a follow-up to her dissertation just as soon as she gets settled in her new position. When asked how she spends her leisure time, Erica chuckles and says What, you mean there was supposed to be leisure time in my schedule? I guess you could say that I spend my extra time training for and running in two half-marathons every year. Maybe all that exercise explains where all of her energy comes from! From Ericas perspective, it seems that no matter how hard she works, it is never as harrowing as the time and energy her husband, Ron, spends as a surgical resident at Washington University Medical School. s

Tom Oltmanns from page 1

frequently see themselves as being angry (presumably because they think others are taking advantage of them). More importantly, Tom has found that in some contexts, informant reports of personality are better able than selfreport measures to predict functional outcomes. For example, peer nominations for antisocial traits are best able to predict which recruits will subsequently be kicked out of the military. For some purposes, self-report measures are more useful. This line of research has very important and practical implications, in that it suggests that our current best practice in clinical assessment is missing a great deal of important information about clients that may help us to understand their ability to function in their everyday lives. For most people, developing such an interesting and novel line of research is likely to have been the major focus of their research career. However, for Tom, this is the third serious topic of his research career! Some of you may not know that Tom started his career doing work on schizophrenia, publishing some of the early seminal work on identifying differential cognitive deficits in schizophrenia. Tom came to the field of schizophrenia via an interesting path. He was born and raised in Neenah, Wisconsin, and was an undergraduate at the University of Wisconsin in Madison. While there, Tom happened to take an experimental psychopathology course with Loren Chapman, one of the worlds leading authorities on cognition in schizophrenia. Tom describes this course as a life-altering period in his life. Chapman taught him how to think critically about scientific issues. While taking this course, Tom was also doing his honors thesis work on self-concept in children with Lorna Smith Benjamin. During his senior year at Wisconsin (in 1972) Tom applied to graduate programs in clinical psychology and was accepted to a few universities, including the State University of New York at Stony Brook. Trying to decide which school to attend, Tom consulted his undergraduate advisor, who suggested that he discuss the options with a psychology professor, Dick McFall (whom Tom had never met). Somewhat intimidated by this productive young scholar and popular teacher, Tom knocked on McFalls door and asked if he could get some advice on going to graduate school. He didnt know that the advisor had called McFall to tell him about Toms choices. McFall looked up from his work and said simply Go to Stony Brook! Initially satisfied with this succinct and definitive answer, Tom said Thank you, and left the office. Standing in the hallway, he realized that his decision should probably be based on more substantial reasoning. So he knocked on the door again, and asked Okay, but why? McFall looked up from his work again, sighed, and told him that for the past three years, their department had tried to hire a new assistant professor. Each time they had offered the job to someone getting a PhD from Stony Brook, which meant that it was obviously the hottest academic program in the country. What Tom and Dick McFall didnt know at the time was that approximately six years later, they would become colleagues (and good friends) at Indiana University. Upon arriving at Stony Brook, Tom was assigned to work with John Neale, another leader in the field of schizophrenia research (who had recently won the American Psychological Associations Early Career Award for research in psychopathology). It was with John that Tom began his work on cognition in schizophrenia, eventually broadening out to do work on a variety of other aspects of schizophrenia, including delusions and emotional processing. After completing his PhD in four years, Tom did his clinical internship at the Psychological Center at SUNY Stony Brook. He then landed his first academic job as an assistant professor of psychology at Indiana University (in 1976). He was promoted to associate professor in 1981 and then to full professor in 1985. On a side note, it was at Indiana University that Tom mentored a graduate student named Howard Berenbaum. Berenbaum went on to become a professor at the University of Illinois at Urbana-Champaign, where he mentored a graduate student named Deanna Barch. Thus, for those interested in academic family lineages, Tom is therefore Deanna Barchs academic grandfather. In 2001, Barch won the APA Early Career Award for research in psychopathology, thus continuing the distinguished family tradition started years earlier by Neale (even though it skips a couple of generations). Tom stayed at Indiana University until 1986, when he was lured away by the University of Virginia, in part to become their director of Clinical Training. While at Virginia, Tom began his second line of research, which focused on psychological factors in Obsessive Compulsive Disorder, followed by the Peer Nomination Project with his colleague, Eric Turkheimer. We were fortunate to be able to convince Tom to come to Washington University in 2003, where he became the Edgar James Swift Professor of Psychology in Arts & Sciences. In addition, Tom took over as Director of Clinical Training this past year and is already settling into this position. Although Tom has been productive in his own research, he has also contributed to the field in other ways. For example, Tom served as an associate editor for the Journal of Abnormal Psychology, and he has been a consulting editor or on the editorial board of a number of other prominent journals. In addition, Tom has been a standing member on several NIH study sections, has been an advisor to NASA on astronaut selection (personality matters a lot when you are trapped in space!), and has been on the board of directors for a number of different organizations. On a personal note, Tom has been married to his wife, Gail, for 31 years. Gail received her BA from Bowling Green State University in Ohio and her masters in library science from Indiana University. She is currently the associate dean for Organizational Development in the Washington University Libraries. She served in the same capacity for several years in the University of Virginia library before the family moved to St. Louis. Gail has published papers and presented talks on several topics related to personnel training, staff development, and the administration of academic libraries. Her most recent efforts have focused on developing and disseminating a balanced system for the assessment and coordination of libraries resources and services. Gail and Tom have two wonderful children, Sara and Josh. Sara graduated from the University of Virginia in 2001. She is married and recently provided Tom and Gail with their first grandchild, Presley Kristin Baber. Sara is married to Billy Baber, a tight end for the Tampa Bay Buccaneers. Those of you who know Tom know that he is a serious sports fan, so having a football player for a son-in-law is certainly a thrill for Tom. What some of you may not know, however, is that Gail is just as big a fan (if not bigger) and last year turned down a trip to Italy so that she and Tom could attend an NFL football game in Green Bay because Billy was playing in Lambeau Field against the Green Bay Packers! How is that for fan (and family) loyalty? Josh is a sophomore at Indiana University, where he has his own show (specializing in contemporary rap music) on the college radio station. Josh originally didnt know if he would like St. Louis, but once he realized what a great hip hop music scene there is here, he quickly became enamored of it. s