The American Psychological Association (APA) Task Force on Statistical Inference was formed in 1996 in response to a growing body of research demonstrating methodological issues that threatened the credibility of psychological research, and made recommendations to address them. One issue was the small, even dramatically inadequate, size of samples used in studies published by leading journals. The present study assessed the progress made since the Task Force's final report in 1999. Sample sizes reported in four leading APA journals in 1955, 1977, 1995, and 2006 were compared using nonparametric statistics, while data from the last two waves were fit to a hierarchical generalized linear growth model for more in-depth analysis. Overall, results indicate that the recommendations for increasing sample sizes have not been integrated in core psychological research, although results slightly vary by field. This and other implications are discussed in the context of current methodological critique and practice.

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Emotional intelligence training positively influences patient satisfaction and may enhance medical education and health care outcome.

An understanding of human rights among young people forms a foundation for future support and practice of rights. We have used data from 88,000 14-year-olds surveyed in the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study to examine country differences in students' knowledge pertaining to human rights compared with other forms of civic knowledge, and in students' attitudes toward promoting and practicing human rights. A hierarchical linear modeling (HLM) analysis examines studentlevel predictors (e.g., gender and school experiences) and country-level predictors (e.g., history of democracy) of rights-related knowledge and attitudes. Countries with governments that pay more attention to human rights in intergovernmental discourse (i.e., dialogue between nations and international governing bodies) have students who perform better on human rights knowledge items. Students' experiences of democracy at school and with international issues have a positive association with their knowledge of human rights. Significant gender differences also exist. Looking at rights-related attitudes, students with more knowledge of human rights, more frequent engagement with international topics, and more open class and school climates held stronger norms supporting social movement citizenship, had more positive attitudes toward immigrants' rights, and were more politically efficacious. Implications are drawn for psychologists and educators

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