APA (2010) 6th ed. Publication Manual Notes

Re: Thesis / Dissertation Writing Guidelines

Fr: American Psychological Association (2010). Publication manual of the American

Psychological Association (6^thed.). Washington, DC. (underscore & caps mine) Accessible on-line at filpsyresearch.blogspot.com

1. Title

“A title … should be a concise statement of the main topic and should identify the variables and theoretical issues under investigation and the relationship between them…. The recommended length for a title is no more than 12 words.” (p. 23)

2. Abstract

= “a brief, comprehensive summary of the contents of the article” (p.25); typically

ranges from 150-250 words(p. 27)

>Be dense with information: embed it with KEY WORDS

> Be accurate: Reflect the purpose & content of manuscript; compare with content

          of manuscript’s headings

>Be nonevaluative: Just report, do not comment

> Be coherent & readable: Use verb (vs. noun), active (vs. passive) voice.“Use the

          PRESENT tense to describe conclusions drawn or results with continuing

          applicability; use the PAST tense to describe specific variables manipulated or

outcomes measured” (p. 26).

> Be concise: Make lead sentence maximally informative; begin with most important

          points; include only 4 or 5 most important concepts, findings, or implications;

use specific words readers will use in electronic search

>Parts of an empirical study: (p. 26)

-- Problem (one sentence if possible)

-- Participants (specify characteristics, e.g., age, sex, racial group)

-- Method (only the essential features)

-- Basic Findings (include effect sizes & confidence intervals &/or statistical

significance levels)

-- Conclusions (& implications or applications)

3. Introduction (pp. 27-28)

> Introduce the problem (NB: does not carry a healing label)

-- Guide Questions:

o   Why is the problem important?

o   How does the study relate (differ from, & build on) to previous work in the area?

o   What are its primary & secondary hypotheses & objectives, & what, if any, are the links to theory?

o   How do the hypotheses & research design relate to one another?

o   What are the theoretical & practical implications of the study?

Give the reader a firm sense of what was done and why by summarizing arguments & past evidence.

> Explore importance of problem

-- State why the problem deserves new research.

o   Basic Research: resolve inconsistency or extend reach or theoretical formulation

o   Applied Research: solve a social problem or treat a psychological disorder

-- Present all sides in debate in balanced measure; avoid animosity & ad hominem

arguments

-- Statement of the Problem: conclude with brief but formal statement of the

          purpose of the research, summarizing preceding materials

-- If Literature Review: clearly state reasons content is important & how article fits

into the cumulative understanding of the field

> Describe relevant scholarship

-- Review of Literature: include relevant (not exhaustive, tangential or general)

historical account; assume reader is knowledgeable about basic problem;

summarize most recent relevant work & recognize priority of others’ work;

state if other aspects of study have been reported & how current study

differs; choose pertinent findings, methodological issues, & major

conclusions; show logical continuity between past & present work; develop

breadth& clarity to be intelligible to as wide a professional audience as

possible (vs. specialist focused)

> State hypotheses & research design

-- After introducing the problem and citing the background, explain your approach to

solving the problem (c/o Hypotheses).

-- Hypotheses or specific question (empirical studies): state & describe how derived

          from theory or logically connected to previous data and argumentation;

clearly develop rationale for each

-- Research Design: describe how it permits the inferences needed to examine the

hypothesis or provide estimates in answer to the question

4. Method (pp. 29-32)

= this section describes in detail how the study was conducted, including the conceptual and methodological definitions of the variables used in the study; be as detailed as to allow replication without burdening reader with irrelevant info (appendices &/or supplemental website may be used)

> Identify subsections

a. Participants or subjects

b. Procedures

1. Experimental manipulations or interventions used & how they were derived,

e.g., use of mechanical apparatus         

2. Sampling procedures & sample size & precision

3. Measurement approaches (incl. psychometric properties of instruments used)

4. Research design (add subheadings if complex of stimuli requires detailed

description)

> Participant (subject) characteristics

-- Appropriate identification critical to generalizing findings, comparing across

replications, & using evidence in research syntheses & secondary data

analyses

-- Report “eligibility and exclusion criteria”, including demographic restrictions

-- Detail major demographic characteristics, e.g., age; sex; ethnic group; level of

          education; socioeconomic, generational, or immigrant status; disability status;

          sexual orientation; gender identity; language preference; and important

          topic-specific characteristics (e.g., achievement level)

-- Be specific on characteristics bearing on interpretation of results (generalization)

and possible meta-analytic studies

>Sampling procedure

-- Describe: (a) sampling method, (b) percentage approached & participated, & (c)

number who selected themselves

-- Describe setting & location, agreements & payments made, agreements with

institutional review boards, ethical standards, & safety monitoring procedures

> Sample size, power, and precision

-- State intended size of sample & how determined (e.g., analysis of power or

precision) & number meant for each condition

-- State whether achieved SAMPLE differed from TARGET POPULATION

-- Describe methodology & results if interim analysis & stopping rules were used to

modify desired sample size

-- NB: “Conclusions and interpretations should not go beyond what the sample

would warrant” (p. 30).

-- Inferential statistics: take seriously statistical power associated with tests of

hypotheses; with implication on correctly rejecting hypotheses given alpha

level, effect size, & sample size

-- “Routinely provide evidence that the study has sufficient power to detect effects

of substantive interest” (p. 30).

-- Discuss role played by SAMPLE SIZE when not rejecting null hypothesis is

desirable, testing assumptions underlying statistical model, & in model fitting

-- Conversely, use calculations based on a chosen target population (confidence

interval width) to determine SAMPLE SIZE. Use resulting confidence interval

to justify conclusions concerning EFFECT SIZES (e.g., that some effect is

negligibly small).

> Measures and covariates

-- Define all primary & secondary outcome measures & covariates, including

measures collected by not included in report.

-- Data collection method: e.g., written questionnaire, interview, observation

-- Methods used to enhance quality of measurements, e.g., training & reliability of

assessors or use of multiple observations

-- Instruments: psychometric & biometric properties & evidence of cultural validity

>Research design

-- Design: manipulated conditions or naturalistic observation, random assignment or

other selection mechanism to conditions, between- or within-subject design

-- “Different research designs have different reporting needs associated with them”

(p. 31).

(a) Reporting Standards for Studies With Experimental Manipulation or Intervention

(cf. Table 2 of Appendix, Module A)

(b) Reporting Standards for Studies Using Random and Nonrandom Assignment of

          Participants to Experimental Groups (Table 3 of Appendix)

(c) Non-manipulative or non-intervention studies: provide sufficient description of

          procedures (cf. APA Publications & Communications Board Working Group on

          Journal Article Reporting Standards, 2008)

> Experimental manipulation or interventions

-- WHAT: describe specific content of manipulation or intervention, including brief

          summary of instructions (if complex, verbatim in appendix or online archive;

          if brief, in body if not interfere with readability); smallest unit

-- HOW(manipulation & data acquisition): e.g., mechanical apparatus used to

present stimulus or collect data, apparatus model number & manufacturer,

key settings & parameters, & resolution; motivation (incentives); translation;

grouping during data gathering; adjustment of standard error estimates or

use of multilevel analysis if units for statistical analysis differed from

intervention or manipulation analytic units

-- WHO: level of professional training, training in specific intervention; number of

          deliverers& mean, SD, & range of treated individuals or units per deliverer

-- WHERE&WHEN: setting, quantity & duration of exposure (i.e., number of

          sessions, episodes, or events, & how long intended to last); time span; time

lapse between sessions any incentives or activities to increase compliance

5. Results (pp. 32-35)

-- summarize data & data analysis

-- data: sufficiently detailed to justify conclusions; mention all RELEVANT results,

including those that run counter to expectation; include small effect sizes (or

statisticallynonsignificant findings) when theory predicts large (or statistically

significant ones); do not hide uncomfortable results by omission; do not

include individual scores or raw data (except in single-case design or

illustrative examples); raw data can be made available on supplemental

online archives; reserve implications in the Discussion section

> Recruitment

-- provide: recruitment and follow-up period dates, primary sources of potential

subjects (where appropriate), values (dates) per group

> Statistics and data analysis

-- be accurate, unbiased, complete, & insightful (both quanti&quali)

-- no one data analysis approach is the best, but it has to be APPROPRIATE to the

          research questions & nature of data

-- data analysis method “must support their analytic burdens, including ROBUSTness

          to violations of the assumptions that underlie them, & they must provide,           CLEAR, UNEQUIVOCAL insights into the data” (p. 33).

-- null hypothesis statistical significance testing (NHST) is just a starting point (for

many but not all); thus, additional reporting elements such as EFFECT SIZES,

CONFIDENCE INTERVALS, and extensive DESCRIPTION are needed to convey

complete meaning of results

-- “complete reporting of all tested hypotheses and estimates of appropriate effect

sizes and confidence intervals are the minimum expectations of all APA

journals” (p. 33).

(a) confidence intervals (CI): needed for estimates of parameters, functions of

parameters such as differences in means, & for effect sizes; as a rule, use a

single confidence level, specified on an a priori basis (e.g., a 95% or 99% Cl)

NB: strongly recommended because they combine information on location &

precision& can often be directly used to infer significance levels; whenever

possible, base discussion & interpretation of results on point & interval

estimates

(b) effect size (ES): needed to appreciate magnitude or importance of findings;

whenever possible, provide CI for each ES to indicate precision of estimation;

most easily understood in original units (e.g., mean number of correct

answers, kg/month for regression slope), but often also valuable to report in

standardized or units-free unit (e.g., Cohen’s d value) or a standardized

regression wt.; effect-size indicators that decompose multiple degree-of-

freedom tests into meaningful one degree-of-freedom effects are often more

useful than multiple degree-of-freedom ES indicators; NB: general principle –

provide enough info to assess the magnitude of the observed effect

-- assume reader has professional knowledge of statistical methods (basic concepts

& procedures); justify use of a procedure only if there is question of

appropriateness

-- report MISSING DATA frequency or percentages, with empirical evidence &/or

theoretical arguments for their causes, since it can have detrimental effect on

inferential legitimacy (e.g., missing completely at random, missing at random,

or not missing at random) & method of addressing it (e.g., multiple

imputation)

-- provide SUFFICIENT information:

(a) for inferential statistical tests or when providing estimates of parameters or

effectsizes, include: per-cell sample sizes, observed cell means (or

frequencies of cases per category), cell SD, or pooled within-cell variance

---- for inferential statistical tests (e.g., t, F, and χ² tests), include: obtained

magnitude or value of test statistic, degrees of freedom, probability of

obtaining a value as extreme or more extreme than the one obtained (the

exactp value, & the size & direction of the effect); when point estimates

(e.g., sample means or regression coefficients) are provided, always include

an associated measure of variability (precision), with an indication of the

specific measure used (e.g., standard error)

> Ex: “The one-degree-of-freedom contrast of primary interest (the mean

difference between Conditions 1 and 2) was also statistically significant at the

specified .05 level, t(177) = 3.51, p< .001, d = 0.65, 95% Cl [0.35, 0.95]”

(p. 117). [The numbers after Cl refer to LL = Lower Limit and UL = Upper

Limit.]

(b) for multivariate analytic systems (e.g., MANOVA, regression analysis, structural

equation modeling analysis, & hierarchical linear modeling, include:

associated means, sample sizes, & variance-covariance (or correlation)

matrices; NB: if extensive data, a supplementary data set or appendix may be

used

(c) for very small samples (including single-case investigation), include: complete set

of raw data in table or figure

> Ancillary analyses

-- other analyses: subgroup, adjusted, exploratory (vs. prescribed); put detail on

supplemental online archive; discuss implications for statistical error rates

> Participant flow

-- show flow of participants through each stage of study possibly through a FLOWCHART (for experimental & quasi-experimental designs): total number recruited, assigned to groups, did not complete or crossed over other conditions (with explanation), in primary analyses (vs. completed final measurement)

>Intervention or manipulation fidelity

-- provide evidence if delivered as intended

(a) basic experimental research: results of checks on the manipulation

(b) applied research: e.g., records & observations of intervention delivery sessions &

attendance records

> Baseline data

-- provide baseline demographic &/or clinical characteristics of each group

> Statistics and data analysis

-- for experimental manipulation or intervention, clarify whether analysis was by

intent-to-treat, i.e., were all participants assigned to conditions included in

data analysis or only those who completed the intervention satisfactorily (give

rationale for choice)

> Adverse events

-- for intervention studies, detail all important adverse events (with serious

          consequences) &/or side effects in each intervention group

>Tables(pp. 128-150)

“When planning tables for inclusion in a manuscript, determine (a) the data readers will need to understand the discussion and (b) the data necessary to provide the ‘sufficient set of statistics’ to support the use of inferential methods used….

“Table layout should be logical and easily grasped …. Table entries that are to be compared should be next to one another….

“All tables are meant to show something specific; for example, tables that communicate quantitative data are effective only when the data are arranged so that their meaning is obvious at a glance (Wainer, 1997)…. (p. 128)

-- Example: (p. 130)

Table 1

Proportion of Errors in Younger and Older Groups

                                        Younger                                      Older

_____________________     ____________________________

Level of difficulty  nM (SD)     95% CI         nM (SD)     95% CI

Low12    .05 (.08)   [.02, .11]  18    .14 (.15)   [.08, .22] 

Moderate      15    .05 (.07)   [.02, .10]        12    .17 (.15)   [.08, .28] 

High             16    .11 (.10)   [.07, .17]        14    .26 (.21)   [.15, .39]

Note. CI = confidence interval.

-- Discussing tables in text.

“An informative table supplements – rather than duplicates – the text. In the text, refer to every table and tell the reader what to look for. Discuss only the table’s highlights; if you find yourself discussing every item of the table in the text, the table is unnecessary…. Tables designed as supplemental materials must be accompanied by enough information to be completely understood on their own. (p. 130)

-- Citing tables.

“In the text, refer to tables by their number:

          as shownin Table 8, ….

“Do no write ‘the table above’ (or below) or ‘the table on page 32,’ because the position and page number of a table cannot be determined until the pages are typeset. (p. 130)

> Figures (pp. 150-167)

-- Principles (pp. 150-151)

(1) Principle of Information Value = the figure must add substantively to the

understanding of the paper and should not duplicate elements of it (p. 150).

(2) The figure is the best way to communicate the information (vs. tables for

quantitative data).

(3) The figure captures theessential information features without visually distracting

detail (p. 151).

-- Types of Figures (p. 151)

(1) Graphs – typically displays relationship between two quantitative indices or between a continuous quantitative variable (y axis) and a group of subjects (x axis)

(2) Charts – generally display nonquantitative info e.g., flow of subjects through a process, e.g., flow chart

(3) Maps – spatial info

(4) Drawings – pictorial info

(5) Photographs – direct visual representation of info

-- Uses (p. 151)

To represent / illustrate a theory (e.g., through a path model), a theoretical formulation, sampling and flow of subjects, or flow of participants in survey study, resultsof one-way design or a complex multivariate model, responses gathered and scoring methods.

-- Standards for Figures (pp. 152-153)

> augments rather than duplicates the text,

> conveys only essential facts,

> omits visually distracting detail,

> is easy to read – its elements (type, lines, labels, symbols, etc.) are large enough         to be read with ease,

>is easy to understand – its purpose is readily apparent,

> is consistent with and in the same style as similar figures in the same article,

> is carefully planned and prepared.

>lines are smooth and sharp,

>typeface is simple (sans serif) and legible,

>units of measure are provided,

>axes are clearly labeled, and

>elements within the figure are labeled or explained.

>lettering in a figure should be no smaller than 8 points and no larger than 14

points(p. 161)

-- Example of a Figure Caption: (p. 160)

Figure 1.Fixation duration as a function of the delay between the beginning of eye fixation and the onset of the stimulus in Experiment 1.

NB:“A CAPTION is a concise explanation of the figure that is placed directly below the figure and serves as the title of the figure (p. 158)…. therefore, the figure itself should not include a title…. (it) should be a brief but descriptive phrase (p. 159).

“After the descriptive phrase, add any information needed to clarify the figure: A reader should not have to refer to the text to decipher the figure’s message.Always explain units of measurement, symbols, and abbreviations that are not included in the legend’ (p. 160).

“A LEGEND explains the symbols used in the figure; it is placed within the figure” (p. 158).

6. Discussion (pp. 35-36)

-- evaluate & interpret results’ IMPLICATIONS, especially with respect to hypotheses

-- examine, interpret, & qualify results & draw INFERENCES and CONCLUSIONS

-- emphasize any CONSEQUENCES (theoretical or practical)

-- combine “Results and Discussion” if discussion is brief & straightforward

-- Opening statement: support or nonsupport of original hypotheses (primary &

secondary); if nonsupport: offer post hoc explanations

-- compare & contrast with previous work: helps to CONTEXTUALIZE, CONFIRM,

and CLARIFY your conclusions

-- writing style: “Do not simply reformulate & repeat points already made; each new

statement should contribute to your interpretation & to the reader’s

understanding of the problem” (p. 35).

-- include: (a) sources of potential bias & other THREATS TO INTERNAL VALIDITY,

(b) imprecision of measures, (c) overall number of tests or overlap among

tests, (d) effect sizes observed, & (e) other LIMITATIONS or weaknesses of

the study

-- intervention: successful or not; discuss mechanism by which it was intended to

work (causal pathways) &/or alternative mechanisms; barriers to

implementation; fidelity to implementation (i.e., as planned vs. as

implemented)

-- discuss: alternative explanations, GENERALIZABILITY, or EXTERNAL VALIDITY

(include differences between TARGET POPULATION & ACCESSED SAMPLE);

characteristics of interventions that make them more or less applicable to

other circumstances, OUTCOMES measures (what & how) relative to others

used, length of time between intervention & outcome measurement,

incentives, COMPLIANCE RATES, & settings, & other CONTEXTual issues

-- Closing section: reasoned, self-contained & justifiable (vs. overstated)

commentary on IMPORTANCE of findings

(a) briefly return to importance of the problem (cf. introduction)

(b) discuss what larger ISSUES (transcending particulars of the subfield) might

hinge on findings

(c) state what PROPOSITIONS are confirmed or disconfirmed by the extrapolation

of findings to such overarching issues

-- the CORE CONTRIBUTRIONS of your study can be extracted from answering the following: (p. 36)

o   What is the theoretical, clinical, or practical SIGNIFICANCE of the OUTCOMES, & what is the BASIS for these interpretations?

o   If the findings are valid & replicable, what REAL-LIFE psychological phenomena might be EXPLAINED or MODELED by the results?

o   Are APPLICATIONS warranted on the basis of this research?

o   What PROBLEMS remain unresolved or arise anew because of these findings?

7. References (p. 35, Ch 6 & 7)

-- importance: acknowledge the work of previous scholars & provide a reliable way

to locate it

-- need not be exhaustive, but SUFFICIENT to support research need& ensure

          readers can place it in the context of previous research & theorizing

-- should be: accurate, complete, & useful (to investigators & readers)

-- NB: start list on new page, “References” appears in uppercase & lowercase

letters, centered; double-space all entries; use hanging indent format (i.e.,

first line set flush left & subsequent lines indented) (p. 37)

“… one purpose of listing references is to enable readers to retrieve and use the sources, most entries contain the following elements: author, year of publication, title, and publishing or retrieval data ….” (p. 193).

NB: “Give the name of the publisher in as brief a form as is intelligible. Write out the names of ASSOCIATIONS, CORPORTAIONS, and UNIVERSITY PRESSES, but omit superfluous terms, such as Publishers, Co., and Inc.,[PCI] which are not required to identify the publisher. Retrain the words Books and Press.” (p. 187)

-- Examples:

> Journal article with DOI (digital object identifier)

Herbst-Damm, K. L., &Kulik, J. A. (2005). Volunteer support, marital status, and the

          survival times of terminally ill patients. Health Psychology, 24, 225-229.

          doi:10.1037/0278-6133.24.2.225

> Journal article without DOI (when DOI is not available)

Sillick, T. J., &Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate

between perceived early parental love and adult happiness. E-Journal of

Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/

index.php/ejap

[NB: No retrieval date is needed. (p. 199)]

> Journal article with more than seven authors

Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. c., Asgaard,

G.,…Botros, N. (2004). Effects of …. (p. 198)

> Magazine article

Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing

          worker well-being: Occupational health psychologists convene to share their

          research on work, stress, and health. Monitor on Psychology, 39(9), 26-29.

> Online magazine article

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the

          misuse of research. Monitor on Psychology, 39(6). Retrieved from http://

          www.apa.org/monitor/

> Newsletter article, no author

Six sites meet for comprehensive anti-gang initiative conference. (2006,

          November/December).OJJDP News @ a Glance. Retrieved from http://

          ncjrs.gov/html/ojjdp/news_at_glance/216684/topstory.html

          [NB: Alphabetize works with no author by the first significant word in the title

          (in this case, “Six.”). In text, use a short title (or the full title if it is short)

enclosed in quotation marks for the parenthetical citation: (”Six Sites Meet,”

2006).

> Edited book

Editor, A. A. (Ed.).(1986). Title of work. Location: Publisher.

> Several volumes in a multivolume work

Koch, S. (Ed.) (2002). Perspectives on the community college: A journey of

discovery[Monograph]. Retrieved from http://eric.ed.gov/

          [NB: In the text, use the following parenthetical citation: (Koch, 1959-1963).]

> Book chapter, print version          

Haybron, D. M. (2008).Philosophy and the science of subjective well-being.In M.

          Eid&R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43).

          New York, NY: Guilford Press.

> Corporate author, task force report filed online

American Psychological Corporation, Task Force on the Sexualization of Girls.

(2007). Report of the APA Task Force on the Sexualization of Girls.Retrieved

fromhttp://www.apa.org/pi/wpo/sexualization.html

> Paper presentation or poster session

Presenter, A. A. (Year, Month).Title of paperor poster.Paper or poster session

          presented at the meeting of Organization Name, Location.

> Unpublished dissertation or thesis

Author, A. A. (1979).Title of doctoral dissertation or master’s thesis (Unpublished

doctoral dissertation or master’s thesis). Name of Institution, Location.

> Doctoral dissertation, abstracted in DAI (Dissertation Abstracts International)

Appelbaum, L. G. (2005). Three studies of human information processing: Texture

amplification, motion representation, and figure-ground segregation.

Dissertation Abstracts International: Section B. Sciences and Engineering,

65(10), 5428.

> Blog post

MiddleKid. (2007, January 22). Re: The unfortunate prerequisites and consequences

of partitioning your mind [Web log message]. Retrieved from http:// scienceblogs.com/pharyngula/2007/01/the_unfortunate_prerequisites.php

> Message posted to an electronic mailing list

Smith, S. (2006, January 6). Re: Disputed estimates of IQ [Electronic mailing list

          message]. Retrieved from http://tech.groups.yahoo.com/group/Forensic

          Network/message/670

 -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -  -

PS: Citing References in Text (pp. 174-179.)

-- General Rule: Give enough information for reader to locate entry in the reference list without difficulty (p 176).

-- APA uses the “author-date citation system” (p. 174)

-- alphabetical listing in reference list

-- “Each reference cited in text must appear in the reference list, and each entry in the reference list must be cited in text …. identical in spelling of author names and year” (p. 174).

-- Exception (text only reference): classical works e.g. Bible or Qur’an & personal communications

Guidelines for Citing References in Text:

A. One Work by One Author (pp. 174-175)

1. The author-date method does not include suffixes like “Jr.” or the month of publication.

2. If author’s name appears as part of the narrative, cite only the year of publication in parentheses.

Ex: “Reyes (2003) found that ….”

3. Otherwise, place both name & year, separated by comma, in parentheses.

Ex: Early onset results in a more persistent and severe course (Kessler, 2003).

4. If both year & author are already given in the text, do not add parentheses.

Ex: “In 2003, Reyes’ study showed that….”

5. Within a paragraph, when the name of the author is part of the narrative (as in Guideline 2 above), you need not include the year in subsequent NONPARENTHETICAL* references to a study; however, the year is to be included in all PARENTHETICAL** citations.

Ex: “Among epidemiological samples, Reyes (2003) found that….. Reyes* also found…. The study also showed …. (Reyes, 2003).**

6. However, when both the name and the year are in PARENTHESES (as in Guideline 3 above), include the year in subsequent citations within the paragraph.

Ex: “Early onset results in … (Reyes, 2003). Reyes (2003) also found….”

B. One Work by Multiple Authors (pp. 175-176)1.When a work has two authors, cite BOTH names EVERY TIME the reference occurs in text.2. When a work has three, four, or five authors, cite ALL authors the FIRST TIME the reference occurs; in SUBSEQUENT citations, include only the SURNAME of the first author followed by “et al.” (not italicized & with a period after al) & the year if it is the first citation of the reference within a paragraph.

3. Same as Guideline 5 above, except when shortened form will confuse two different sources (same first authors & same year) in which case, include surnames of authors as necessary to distinguish the two.

Ex: Reyes, Cruz, Menodza, et. al. (2013) and Reyes, Cruz, Salazar, et al. (2013)

4. In NONPARENTHETICAL citation, spell out “and” to precede the final name in a multiple-author citation, but use an ampersand (&) for PARENTHETICAL citation.

Ex: “as Ramos and Cruz (2013) demonstrated….”

     “as has been showed (Ramos & Cruz, 2013) ….”

5. When a work has six of more authors, cite only the surname of the first author followed by “et al.” and the year for the first and subsequent citations. (However, Guideline 3 above also applies.)

C. Others

1. Groups as Authors (p. 176)

a. The names of groups that serve as authors (e.g., corporations, associations, government agencies, & study groups) are usually SPELLED OUT.

b. However, if long and cumbersome & the name is familiar or readily understandable, you may abbreviate in the second & subsequent citations.

Ex: First citation in text – National Institute of Mental Health (NIMH, 2013)

      Subsequent citation in text – NIMH (2003)

2. Authors with same surname

a. Include first author’s INITIALS in ALL text citations, even if the year of publication differs.

Ex: Reyes, I. (2013). Psychology. Manila: Rex.

Reyes, M. (2010).Anthropology.Manila: Rex.

3. Work with no identified author

a. Cite in text the first few words of the reference list entry (usually the title) and the year.

b. Use DOUBLE QUOTATION marks around the title of an article, a chapter, or a web page and ITALICIZE the tile of a periodical, a book, a brochure or a report.

Ex: on free care (“Study Finds,” 2013)

the book College bound Seniors (2012)

4. Work with an anonymous author                                                                    a. Cite in text the word Anonymous followed by a comma and the date.

Ex: (Anonymous, 2013)

b. In the reference list, alphabetize the work by the word Anonymous.

Guidelines for Quoting and Paraphrasing (pp. 170-171)

A.Direct quotation of sources

1.When quoting, always provide the author, year, and specific PAGE (or paragraph number for nonpaginated material) in the text.

Ex: Robles et al. (2013) suggested that “therapists did not adequately respond to clients’ concerns” (p. 25).

2. If the quotation comprises FEWER THAN 40 WORDS, incorporate it into text and enclose the quotation with double quotation marks. (p. 170)

3. If the quotation comprises 40 OR MORE WORDS, display it in a freestanding BLOCK or text and omit the quotation marks. Start such a BLOCK QUOTATION on a new line and indent the block about a HALF INCH from the left margin (in the same position as a new paragraph). DOUBLE-SPACE the entire quotation. (p. 171).[Ex: …. the sheer magnitude of the assembly. (Santos, 1997, pp. 111-112)]

B. Paraphrasing material

You are encouraged to provide a PAGE (or paragraph number), especially when it would help an interested reader locate the relevant passage in a long or complex text (p. 171).

8. Appendices (pp. 38-40)

-- for content that would be distracting or inappropriate in the body

-- for materials that are relatively brief & easily presented in print format, e.g.,

(a) list of stimulus materials (e.g., those used in psycholinguistic research),

(b) list of articles as source data for meta-analysis but not directly referred to in

body,

(c) detailed demographic description of subpopulations, &

(d) other detailed &/or complex reporting items

-- Appendix A, Appendix B, etc. (vs. Appendix = if only one); provide a TITLE each

-- may include headings, subheadings, tables, figures, & displayed equations

-- number each appendix table & figure, preceded with the letter of the appendix,

e.g., Table A1

-- if one table constitutes an entire appendix, the centered appendix label & title

serve in lieu of a table number & title

-- center the title of the appendix, & use uppercase & lowercase letters; begin text

flush left, followed by indented paragraphs

-- NB: “Include an appendix or supplemental materials only if they help readers to

          understand, evaluate, or replicate the study or theoretical argument being

made. Be sure that all relevant ethical standards have been followed …,

including copyright protection, accurate representation of data, & protection

of human subjects (e.g., content of video clips if human images)” (p. 40).

Other Reminders:

1.    Re: Levels of Heading (p. 62)

Table 1. Format for Five Levels of Heading in APA Journals

LEVEL	FORMAT
1	Centered, Boldface, Uppercase and Lowercase Heading*
2	Flush Left, Boldface, Uppercase and Lowercase Heading
3	Indented, boldface, lowercase paragraph heading ending with a period.**
4	Indented, foldface, italicized, lowercase paragraph heading ending with a period.
5	Indented, italicized, lowercase paragraph heading ending with a period.

*This type of capitalization is also referred to as TITLE CASE.

**In a lowercase paragraph heading, the first letter of the first word is uppercase and the remaining words are lowercase.

2.    Re: Italics -- Italicize “letters used as statistical symbols or algebraic variables” (Ex: r = .84) and “some test scores and scales” (Ex: MMPI Scales: Hs, Pd) [p. 105].

3.    Re: Non-Italics -- However, do not italicize “foreign phrases and abbreviations common in English” (Ex: per se) [pp. 105-106] and words for “mere emphasis” (Ex: It is important to bear in mind….) [p. 106].

4.    Re: Publication Info – “The names of U.S. states and territories are abbreviated in the reference list and in the Method section (suppliers’ locations); use the official two-letter U.S. Postal Service abbreviations. To cite locations outside the US, spell out the city and the country names. However, if you are publishing outside the US or for an international readership, check your institution’s or publisher’s specific style guidelines for writing out or abbreviating state, province, territory, and country names” (p. 187).

Appendix A. Table Checklist (p. 150)

>Is the table necessary?

>Does it belong in the print version of the article, or can it go in an online supplement file?

>Are all comparable tables in the manuscript consistent in presentation?

>Is the title brief but explanatory?

>Does every column have a column had?

>Are all abbreviations explained, as well as special use of italics, parentheses, dashes, boldface, and special symbols?

>Are the notes in the following order: general note, specific notes, probability note?

>Are all vertical rules eliminated?

>Are confidence intervals reported for all major point estimates? Is the confidence level – for example, 95% -- stated, and is the same level of confidence used for all tables and throughout the paper?

>If statistical significance testing is used, are all probability level values correctly identified? Are asterisks attached to the appropriate table entries only when needed (as opposed to stating exact probabilities)? When used, is a probability level assigned the same number of asterisks in all tables in the same paper?

>If all or part of a copyrighted table is reproduced or adapted, do the table notes give full credit to the copyright owner? Have you received written permission for reuse (in print and electronic form) from the copyright holder and sent a copy of that written permission to the journal editor with the final version of your paper?

>Is the table referred to in text?

Appendix B. Checklist of Manuscript Submission (pp. 241-243)

>Format

-Have you checked the journal’s website for instructions to authors regarding specific formatting requirements for submission (8.03)?

-Is the entire manuscript – including quotations, references, author note, content footnotes, and figure captions – double-spaced (8.03)? Is the manuscript neatly prepared (8.03)?

-Are the margins at least 1 in. (2.544 cm; 8.03)?

-Are the title page, abstract, references, appendixes, author note, content footnotes, table, and figures on separate pages )with only one table or figure per page)? Are the figure captions on the same page as the figure? Are manuscript elements ordered in sequence, with the text pages between the abstract and the references?

-Are all pages numbered in sequence, starting with the title page (8.03)?

>Title Page and Abstract

-Is the title no more than 12 words (2.01)?

-Does the byline reflect the institution or institutions where the work was conducted (2.02)?

-Does the title page include the running head, article title, byline, and date, and author note (8.03)? (Note, however, that some publishers prefer that you include author identification information only in the cover letter. Check with your publisher and follow the recommended format.)

-Does the abstract range between 150 and 250 words (2.04)? (Note, however, that the abstract word limit changes periodically. Check http://apa.org/journals for updateto the APA abstract word limit.)

>Paragraphs and Headings

-Is each paragraph longer than a single sentence but not longer than one manuscript page (3.08)?

-Doe the levels of headings accurately reflect the organization of the paper (3.02-3.03)?

-Do all headings of the same level appear in the same format (3.02-3.03)?

>Abbreviations

-Are unnecessary abbreviations eliminated and necessary ones explained (4.22-4.23)?

-Are abbreviations in tables and figures explained in the table notes and figure captions or legends (4.23)?

>Mathematics and Statistics

-Are Greek letters and all but the most common mathematical symbols identified in the manuscript (4.45-4.49)?

-Are all non-Greek letters that are used as statistical symbols for algebraic variables in italics (4.45)?

>Use of Measurement

-Are metric equivalents for all nonmetric units provided (except measurements of time, which have no metric equivalents; see 4.39)?

-Are all metric and nonmetric units with numeric values (except some measurements of time) abbreviated (4.27, 4.40)?

>References

-Are references cited both in text and in the reference list (6.11-6.21)?

-Do the text citations and reference list entries agree both in spelling and in date (6.11-6.21)?

-Are the journal titles in the reference list spelled out fully (6.29)?

-Are the references (both in parenthetical text citations and in the reference list) ordered alphabetically by the authors’ surnames (6.16, 6.25)?

-Are inclusive pate numbers for all articles or chapters in books provided in the reference list (7.01, 7.02)?

-Are references to studies included in your meta-analysis preceded by an asterisk (6.26)?

>Notes and Footnotes

-Is the department affiliation given for each author in the author note (2.03)?

-Does the author note include both the author’s current affiliation if it is different from the byline affiliation and a current address for correspondence (2.03)?

-Does the author note disclose special circumstances about the article (portions presented at a meeting, student paper as basis for the article, report of a longitudinal study, relationship that may be perceived as a conflict of interest; 2.03)?

-In the text, area all footnotes indicated, and are footnote numbers correctly located (2.12)?

>Tables and Figures

-Does every table column, including the stub column, have a heading (5.13, 5.19)?

-Have all vertical table rules been omitted (5.19)?

-Are all tables referred to in the text (5.19)?

-Are the elements in the figures large enough to remain legible after the figure haws been reduced to the width of a journal column or page (5.22, 5.25)?

-Is lettering in a figure no smaller than 8 points and no larger than 14 points (5.25)?

-Are the figures being submitted in a file format acceptable to the publisher (5.30)?

-Has the figure been prepared at a resolution sufficient to produce a high-quality image (5.25)?

-Are all figures numbered consecutively with Arabic numerals (5.30)?

-Are all figures and tables mentioned in the test and numbered in the order in which they are mentioned (5.05)?

>Copyright and Quotations

-Is written permission to use previously published text, tests or portionsof tests, tables, or figures enclosed with the manuscript (6.10)?

-Are page or paragraph numbers provided in text for all quotations (6.03, 6.05)??

>Submitting the Manuscript

-Is the journal editor’s contact information current (8.03)?

-Is a cover letter included with the manuscript? Does the letter?

--include the author’s postal address, e-mail address, telephone number, and fax number for future correspondence?

--state that the manuscript is original, not previously published, and not under concurrent consideration elsewhere?

--inform the journal editor of the existence of any similar published manuscripts written by the author (8.03, Figure 8.1)?

--mention any supplemental material you are submitting for online version of your article?

PS: For a sample per part, consult:www.apastyle.org