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What is being taught and learned in the undergraduate psychology curriculum? Debate regarding the undergraduate psychology curriculum is dynamic and longstanding (e.g.,

The goal of this article is to promote clear thinking and clear writing among students and teachers of psychological science by curbing terminological misinformation and confusion. To this end, we present a provisional list of 50 commonly used terms in psychology, psychiatry, and allied fields that should be avoided, or at most used sparingly and with explicit caveats. We provide corrective information for students, instructors, and researchers regarding these terms, which we organize for expository purposes into five categories: inaccurate or misleading terms, frequently misused terms, ambiguous terms, oxymorons, and pleonasms. For each term, we (a) explain why it is problematic, (b) delineate one or more examples of its misuse, and (c) when pertinent, offer recommendations for preferable terms. By being more judicious in their use of terminology, psychologists and psychiatrists can foster clearer thinking in their students and the field at large regarding mental phenomena.

The present study examined the enduring residual neuropsychological effects of head trauma in college athletes using the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Postconcussion Syndrome Checklist, and the Stroop task. Based on a brief self-report concussion history survey, male and female athletes who participated in ice hockey, field hockey, lacrosse, and/or soccer were assigned to one of three concussion-history conditions: Non-concussed, Non-recent concussed (i.e., more than 2 years since last concussion), or Recent concussed (i.e., 2 years or less since last concussion). A fourth group of subjects consisting of non-concussed/non-athletes served in the control condition. Group differences emerged on the RBANS when immediate memory, delayed memory, and total scores were analyzed. Specifically, recent concussed athletes and, surprisingly, non-concussed athletes scored lower than control subjects in the two memory domains, whereas all three athlete groups had lower total RBANS scores than those of control subjects. Moreover, recent concussed athletes not only had lower immediate memory scores than control subjects, but also were impaired relative to non-recent concussed athlete subjects in this memory domain. No group differences were detected on the Stroop task or on the Postconcussion Syndrome Checklist. Interestingly, however, the severity of the Postconcussion Syndrome Checklist scores for the two athlete-concussed groups, taken in aggregate, correlated negatively with RBANS scores for attention (r = -.65) and delayed memory (r = -.61), and with the total RBANS score (r = -.59). In recent concussed athletes, lower delayed memory scores correlated with more severe Postconcussion Symptom Checklist scores (r = -.90), while more severe/higher number of concussions correlated with increased processing speed on the Stroop interference task (r = .90). These findings indicate that recent head injury produces alterations in neuropsychological function, especially that of memory, that resolve with time. More provocatively, the data also suggest that participation in contact sports may produce sub-clinical cognitive impairments in the absence of a diagnosable concussion presumably resulting from the cumulative consequences produced by multiple mild head trauma.