"The questionable value of a master's degree for a PhD-pursuing student": Comment.

Ward, Byron J.; Ziegler, Daniel

doi:10.1037/h0038075

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This conclusion appears to be at variance with the experience of many master's students who successfully gain admission to PhD programs. It also conflicts with the opinion of many counselors who have been felling students that if they do not obtain admission to a PhD program, the best alternative is to enter a master's program and apply once again to a PhD program following the completion of the master's (Mealiea, 1973;Ward & Ziegler, 1973).…”

Section: Columbus Collegementioning

confidence: 99%

The unquestionable value of a master's degree for a PhD-pursuing student.

Mealiea¹

1973

American Psychologist

View full text Add to dashboard Cite

underrate the accomplishments of Wolpe. What Wolpe (1958) did was to take the domain of discourse of Pavlov and augment it to encompass disordered human behavior, to take seriously (not metaphorically, at all) the notion that animal neurosis is neurosis. Through change in the predicate base or a kind of paradigm shift (Kuhn, 1970), Wolpe was able to see a phobia as a conditioned response. A prerequisite for this was an admitted disenchantment with the Freudian paradigm.To see the danger in London's recommendations, it is necessary to translate what he said. What he wanted us to do was to restrict our investigations to "problems" (psychological disorders) within a functional analytic framework, and to ignore any broader theorizing that might attempt to incorporate such theories into a larger theory of behavior. Such a restriction would prevent us from seeing any anomalies (to borrow Kuhn's 1970 concept) in the conceptual framework proposed by London; this, in turn, would prevent the development of new techniques not already provided for within the initial framework. We believe that any really new technique will only arise from an expansion or alteration of our domain of discourse, the predicate base, or the analytic properties of the predicate base.

show abstract

Section: Columbus Collegementioning

confidence: 99%

The unquestionable value of a master's degree for a PhD-pursuing student.

Mealiea¹

1973

American Psychologist

View full text Add to dashboard Cite

show abstract

“…O n the one hand, some doctoral programs seem reluctant to accept such individuals (Albee, 1971;Annis, Tucker, & Raker, 1978;Howell & Murdock, 1972;Saccuzzo & Schulte, 1978). O n the other hand, some research and writing support the value of a terminal master's degree for doctoral program admission (Mealiea, 1973;Ward & Ziegler, 1973). It is difficult to gain admission to many PhD and PsyD programs, and a master's degree may be the only choice for some qualified individuals (or the degree of choice for others).…”

mentioning

confidence: 96%

The Master's-Level Clinician: Application and Admission to Doctoral Programs

Perlman

Dehart²

1985

Teaching of Psychology

View full text Add to dashboard Cite

The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 1 I-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree because at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.

show abstract

Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs

Hines

1986

Teaching of Psychology

View full text Add to dashboard Cite

scores on the PRT. Moreover, members of general academic honors groups consistently outperformed non-honors students, although their formal training in psychology was generally n o more extensive. These findings are consistent with another report (Gutman, 1979), which suggested that better students may "know" more psychology and be better able to intuit research results than students with poorer academic standing. The finding that Psi Chi psychology honors students did significantly better than all of the other students tested is not surprising and indicates that formal training in psychology enhances one's knowledge of the subject matter (see Lamal, 1971)).In sum, the results of this study suggest that much of what personality textbooks purport to teach undergraduates about research findings in the area may already be known to them through common, informal experiences. The extent to which research findings in other areas, such as social psychology and developmental psychology, are commonsensical has yet to be determined. But, as teachers of psychology, perhaps we should not be overly concerned with assessing what undergraduates already know (or misconceive) to be true or false about psychology. It would seem to be more important to help them to appreciate the complexities of human behavior that are rarely captured in simple true-false statements.References Brown, L. T. (1983). Some more misconceptions about psychology among introductory psychology students. Teaching of Psychol-ogy, 10, 207-210. Brown, L. T . (1984). Misconceptions about psychology aren't always what they seem. Teaching of Psychology, 1 l , 75-78. Gordon, M. E., Kleiman, L. S., & Hanie, C. A. (1978). Industrialorganizational psychology: Open thy ears o house of Israel. American Psychologist, 33, 893-905. Gutman, A. (1979). Misconceptions of psychology and performance in the introductory course. Teaching of Psychology, 6, 159-161. Lama], P. A. (1979). College students' common beliefs about pb!chology.

show abstract

"The questionable value of a master's degree for a PhD-pursuing student": Comment.

Cited by 4 publications

References 0 publications

The unquestionable value of a master's degree for a PhD-pursuing student.

The unquestionable value of a master's degree for a PhD-pursuing student.

The Master's-Level Clinician: Application and Admission to Doctoral Programs

Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs

Contact Info

Product

Resources

About