Numerous changes in higher education (e.g., the demand for accountability, threats to tenure, new modes of instruction) and discontent with narrow definitions of scholarship have created the need for a broader and more precise definition of the nature of scholarship in psychology. The 5-part definition that we propose includes ( a ) original research (creation of knowledge), ( b ) integration of knowledge (synthesis and reorganization), ( c ) application of knowledge, ( d ) the scholarship of pedagogy, and ( e ) the scholarship of teaching in psychology. Scholarly activities require high levels of discipline-specific expertise, are innovative, can be replicated, are documented, can be subject to peer review, and have significance. This broader conceptualization of scholarship will benefit all stakeholders in higher education-students, faculty, colleges and universities, the community, and society at large.

Summa~y.-This study investigated the effects of rule structure and reward magnimde on children's acquisition and adoption of a self-reward criterion that a training agent had either displayed or imposed. A 2 X 2 X 2 X 2 factorial design, with two levels of rule structure, two levels of reward magnitude, two modes of training, and sex differentiation was employed. As predicted, high rule structuring resulted in less rule deviation and more self-rewarding verbalizations than did low rule structuring. However, contrary to prediction, high-reward Ss did not differ significantly from low-reward Ss with respect to the amount of rule violation committed in the training agent's absence.

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This study investigated the effects of a model's prior experience on children's imitation of her preferences in a choice situation. Only the preferences of an experiellced model were imitated beyond chance, and the amount of imitation tended to increase as the amount .oi experience increased. These results are consistent with an informational analysis of imitative behavior.