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know about commercial weight-loss programs: A pilot investigation. Obesity Research, 11, 48 53. Ward, T., Hudson, S. M., & Keenan, T. R. (2001). The assessment and treatment of sexual offenders against children. In C. R. Hollin (Ed.), Handbook of offender assessment and treatment (pp. 349 361). New York: Wiley. Warwick, H. M. C., & Salkovskis, P. M. (2001). Cognitive-behavioral treatment of hypochondriasis. In V. Starcevic & D. R. Lipsitt (Eds.), Hypochondriasis: Modern perspectives on an ancient malady (pp. 314 328). Oxford, England: Oxford University Press. Waschbusch, D. A. (2002). A meta-analytic examination of comorbid hyperactive-impulsiveattention problems. Psychological Bulletin, 128, 118 150. Watkins, C. E. (1992). Reflections on the preparation of psychotherapy supervisors. Journal of Clinical Psychology, 48, 145 147. Watson, J. B., & Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1 14. Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: Norton. Wechsler, D. (1981). Wechsler Adult Intelligence Scale Revised. San Antonio, TX: Psychological Corporation. Wechsler, D. (1997a). Wechsler Adult Intelligence Scale (3rd ed.). San Antonio, TX: Psychological Corporation. Wechsler, D. (1997b). Wechsler Memory Scale (3rd ed.). San Antonio, TX: Psychological Corporation. Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence-III. San Antonio, TX: Psychological Corporation. Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Psychological Corporation. Weiderhold, B. K., & Weiderhold, M. D. (2000). Lessons learned from 600 virtual reality sessions. CyberPsychology and Behavior, 3, 393 400. Weinberger, J. (1995). Common factors aren t so common: The common factors dilemma. Clinical Psychology: Science and Practice, 2, 45 69. Weiner, I. B. (1975). Principles of psychotherapy. New York: Wiley.

THE BEGINNING YEARS (1880 1914) 206 The Founders 206 Characteristics of the Early Theories 207 A PERIOD OF INSTITUTIONALIZATION AND FRAGMENTATION (1915 1940) 208 The Institutes of Child Development 208 A Triad of Towering Theorists 208 An Appraisal of the Era 209 THE ERA OF EXPANSION (1940 1960) 210 Fusing Learning Theory and Psychoanalysis 210 An Operant Orientation 210 Re ections on the Era of Expansion 211 THE RISE OF CONTEMPORARY THEMES (1960 1985) The Return of Cognition 211 The Discovery of Precocity 211

Conventional CFA goodness of fit criteria are too restrictive when applied to most multifactor rating instruments. It is my experience that it is almost impossible to get an acceptable fit (e.g., CFI, RNI, TLI > .9; RMSEA < .05) for even good multifactor rating instruments when analyses are done at the item level and there are multiple factors (e.g., 5 to 10), each measured with a reasonable number of items (e.g., at least 5 to 10/per scale) so that there are at least 50 items overall. If this is the case, then I argue that conventional rules of thumb about acceptable fit are too restrictive (even though there has been a recent push for even stricter standards).

Here lelabs denotes the modulus of c, that is, lelabs = with c being the complex conjugate of e. Instead of defining a norm for all complex (TTl x 1) vectors, it. may be defined for real vectors only. If (i), (ii) and (iii) hold for all real (m x 1) vectors and real numbers e, 11 11 is called a norm or vector norm over the field of real numbers (IR). In that case lelabs is the absolute value of c. (See 8.) (or IRm -+ IR) definf'd by