The current research examined infants' ability to generalize information about the nonobvious properties of objects depicted in picture books to their real-world referents. Infants aged 13, 15, and 18 months (N=135) were shown a series of pictures depicting an adult acting on a novel object to elicit a nonobvious property of that object. Infants were subsequently tested on their extension of the nonobvious property to the real-world object depicted in the book and their generalization of this property to a different color exemplar of the depicted object. Results indicated that, regardless of age, infants expected the real-world objects to have the nonobvious property, as indicated by their attempts to elicit this property with these objects. These findings indicate that early in their second year of life, infants are beginning to make inductive inferences about nonobvious object properties based on information provided in pictures.

This article discusses three distinct patterns that characterise the educational experiences of prominent women psychologists who obtained their PhDs in Canada prior to the 1950s. First, these women obtained their PhDs in psychology in Central Canadian universities versus universities in Western or Eastern Canada. Second, these women made a later entrance into the field of psychology compared with the early prominent women psychologists in the United States. Finally, most of the prominent women in early Canadian psychology did not encounter barriers to attaining their PhDs. This article provides a necessary first step toward constructing a more complete history of women in early Canadian psychology.Understanding the place of women in psychology has become an enduring feature of current historiographies of psychology (e.g., Scarborough & Furomoto, 1987). Women, who were the invisible "other" in the early years of the discipline, are now recovered in recent histories and enshrined alongside their better-known male counterparts as cofounders of psychology. In contemporary psychology, women now find themselves the subject of an entirely different discourse, the "feminization of psychology," with subtle voices worrying about what the absence of men might mean for the "status" or "prestige" of the discipline. By their presence as well as their absence, women figure as a "problem" to be solved. Hence, histories of women in psychology, beyond restoring a semblance of honesty to the early record, also provide insight into psychology's historical struggle with gender. To date, however, research on the history of women in psychology has primarily focused on women in early American psychology.

We examined the role of distinct labels on infants’ inductive inferences. Thirty-six 15-month-old infants were presented with target objects that possessed a non-obvious property, followed by test objects that varied in shape similarity relative to the target. Infants were tested in one of two groups, a Same Label group in which target and test objects were labeled with the same noun, and a Distinct Label group in which target and test objects were labeled with different nouns. When target and test objects were labeled with the same count noun, infants generalized the non-obvious property to both test objects, regardless of similarity to the target. In contrast, labeling the target and test objects with different count nouns attenuated infants’ generalization of the non-obvious property to both high and low-similarity test objects. Our results suggest that by 15 months, infants recognize that object labels provide information about underlying object kind and appreciate that distinct labels are used to designate members of different categories.

Working mothers face difficulty attaining job satisfaction and work-family balance, but social support can moderate these effects; professional psychologists have unique experiences in these areas. Eighty-nine Canadian mothers with careers in psychology responded to open-ended questions in this online study. Theoretical thematic analysis was used to examine written responses regarding work-family balance, job satisfaction, and social support. This sample of psychologists reported high job satisfaction and variable workfamily balance. Social supports, including childcare, improved both of these variables. Although existing research has shown that work-family balance is a strong predictor of job satisfaction, this study found that high job satisfaction contributes to better work-family balance. Supports such as employer, coworker, family, and childcare supports were noteworthy for their perceived helpfulness. Various employer supports were highlighted including flexibility and part-time work. When mothers were not granted these supports, they often switched to private practice to have greater control and improve their work-family balance. Although many participants reported having greater control over their work hours in private practice, many experienced a decrease in work-family balance. Other settings of interest were academia and hospitals. Common advantages to these work settings were availability of colleagues, teamwork, flexibility, and autonomy, while disadvantages included bureaucracy and stigma associated with taking maternity leave. This research outlines which social supports, especially a slow return to work after maternity/parental leave, increase work-family balance and job satisfaction in employed mothers. Directions for future research are discussed. Public Significance StatementMothers may find it hard to balance their work and home lives and are often not as happy with their jobs as others. This study supports other research which shows that childcare support, support from family, coworkers, and employers helps mothers balance work and family and enjoy their jobs more. Mothers who have a job in psychology were found to be very happy with their jobs but had different balances between their work and family lives.

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