Version 2.

3 Wiley Documentation

Wiley APA Manual of Style: A User’s Guide

Version date: 31 January 2019
Version Date Distribution Status and summary of changes
History
Version 01 June Journal copyediting • Updating supporting information
2.2 2018 level stakeholder • Using semicolon for back-to-back
group parentheses
• Numbered abstracts are allowed for some
society journals; display and block quotes
to be set in roman
Version 31 January Journal copyediting • 2.1 Article History: dates guideline
2.3 2019 level stakeholder • 2.4 Author Names: degree and job title
group update
• 2.5 Author Affiliations: China as country
name not to be used for Taiwan
• 2.7 Funding Information: placement
update
• 2.9 Abstract/Summary: updated
instructions
• 2.11 Title Page Footnotes: symbol, order,
and abbreviation update
• 2.15.1 Figure Legends: label in all caps
• 2.16.3 Table Footnotes: order update
• 2.21 Conflict of Interest: heading update
• 2.23 ORCID ID: whole section added
• 2.24 Endnotes/Page Footnotes: updated
instructions
• 2.26 Author Biography: standard style for
author names and headings
• 2.27 Supporting Information: updated
citation style and standard text
• 2.28 How to Cite: whole section added
• 2.31.8 Slash: APA 6th ed. style to be
followed in all cases and not journal style
• 3.2.16 Numbers (Decimal Fractions): no
leading zero before decimal fractions with
correlations, proportions, levels of
statistical significance
• 3.2.18 General Rules (Probability):
lowercase italics for p values in accordance
with APA 6th ed.; manufacturer
information update
• 4.2.5 Scientific and Mathematical Content:
updated equation citation style;
information about confidence intervals
added

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Contents
PREFACE .............................................................................................................................................................................. 4
1 STRUCTURING AND XML TAGGING ................................................................................................................. 4
2 MECHANICAL EDITING ......................................................................................................................................... 5
2.1 Article History................................................................................................................................................... 5
2.2 Article Category................................................................................................................................................ 5
2.3 Article Title......................................................................................................................................................... 5
2.4 Author Names (Byline) ................................................................................................................................. 6
2.5 Author Affiliation ............................................................................................................................................. 6
2.6 Author Correspondence ............................................................................................................................... 7
2.7 Funding Information ...................................................................................................................................... 7
2.8 Handling Editor ................................................................................................................................................ 9
2.9 Abstract/Summary ......................................................................................................................................... 9
2.10 Keywords (If Applicable) ........................................................................................................................... 10
2.10.1 Keyword Style in Articles Without Abstract............................................................................. 10
2.11 Title Page Footnotes ..................................................................................................................................... 10
2.12 Copyright Line ................................................................................................................................................ 11
2.13 Running Head.................................................................................................................................................. 11
2.14 Heading Levels................................................................................................................................................ 11
2.15 Figures ................................................................................................................................................................ 12
2.15.1 Figure Legends ....................................................................................................................................... 12
2.15.2 Parts of Figures ...................................................................................................................................... 12
2.15.3 Figure Citations in Text ....................................................................................................................... 13
2.16 Tables .................................................................................................................................................................. 13
2.16.1 Table Legends......................................................................................................................................... 13
2.16.2 Table Body ............................................................................................................................................... 14
2.16.3 Table Footnotes ..................................................................................................................................... 14
2.16.4 Table Citations in Text ....................................................................................................................... 14
2.17 Lists ..................................................................................................................................................................... 15
2.17.1 Display Lists ........................................................................................................................................... 15
2.17.2 Run-in Lists ............................................................................................................................................ 15
2.18 Enunciations (Math Statements) ............................................................................................................ 15
2.19 Additional Section: Significance Boxes ................................................................................................. 16
2.20 Acknowledgments ......................................................................................................................................... 16
2.21 Conflict of Interests/Disclosure of Interests ...................................................................................... 16
2.22 Author Contributions ................................................................................................................................... 17
2.23 ORCID ID ........................................................................................................................................................... 17
2.24 Endnotes/Page Footnotes ......................................................................................................................... 17
2.25 References ........................................................................................................................................................ 18
2.25.1 Citing References in Text .................................................................................................................. 18
2.25.2 Reference List ........................................................................................................................................ 19
2.26 Author Biography/Biosketch (If Applicable)..................................................................................... 26
2.27 Supporting Information .............................................................................................................................. 27
2.28 How to Cite ....................................................................................................................................................... 27
2.29 Appendix ........................................................................................................................................................... 28
2.30 Graphical Abstract......................................................................................................................................... 29
2.31 Punctuation ...................................................................................................................................................... 29
2.31.1 Spacing After Punctuation Marks.................................................................................................. 29
2.31.2 Period ....................................................................................................................................................... 29

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2.31.3 Comma ..................................................................................................................................................... 30

2.31.4 Colon ......................................................................................................................................................... 30
2.31.5 Dashes ...................................................................................................................................................... 30
2.31.6 Quotation Marks................................................................................................................................... 30
2.31.7 Parentheses, Brackets, and Braces ............................................................................................... 31
2.31.8 Slash (Virgule, Solidus)...................................................................................................................... 31
2.32 Additional Rules ............................................................................................................................................. 31
3 COPYEDITING LEVEL 1 ....................................................................................................................................... 32
3.1 Mechanical Editing........................................................................................................................................ 32
3.2 Copyediting ...................................................................................................................................................... 32
3.2.1 Verbs ......................................................................................................................................................... 32
3.2.2 Tense ......................................................................................................................................................... 32
3.2.3 Subject and Verb Agreement .......................................................................................................... 32
3.2.4 Pronouns ................................................................................................................................................. 33
3.2.5 Adverbs .................................................................................................................................................... 33
3.2.6 Relative Pronouns and Subordinate Conjunctions ................................................................ 34
3.2.7 Parallel Construction.......................................................................................................................... 35
3.2.8 Comma ..................................................................................................................................................... 36
3.2.9 Semicolon ................................................................................................................................................ 36
3.2.10 Colon ......................................................................................................................................................... 37
3.2.11 Slash .......................................................................................................................................................... 37
3.2.12 Hyphenation .......................................................................................................................................... 37
3.2.13 Capitalization......................................................................................................................................... 39
3.2.14 Italics ......................................................................................................................................................... 41
3.2.15 Abbreviations........................................................................................................................................ 41
3.2.16 Numbers .................................................................................................................................................. 42
3.2.17 Scientific Abbreviations .................................................................................................................... 43
3.2.18 General Rules ......................................................................................................................................... 44
3.2.19 Gene Names ............................................................................................................................................ 44
4 COPYEDITING LEVEL 2 ....................................................................................................................................... 45
4.1 Mechanical Editing........................................................................................................................................ 45
4.2 Copyediting ...................................................................................................................................................... 45
4.2.1 Preferred Spelling................................................................................................................................ 45
4.2.2 Misplaced and Dangling Modifiers ............................................................................................... 45
4.2.3 Grammar ................................................................................................................................................. 45
4.2.4 Usage ......................................................................................................................................................... 46
4.2.5 Scientific and Mathematical Content ........................................................................................... 46
4.2.6 Manuscript Components................................................................................................................... 47
5 COPYEDITING LEVEL 3 ....................................................................................................................................... 48
5.1 Mechanical Editing........................................................................................................................................ 48
5.2 Copyediting ...................................................................................................................................................... 48
5.2.1 Spelling..................................................................................................................................................... 48
5.2.2 Grammar ................................................................................................................................................. 48
5.2.3 Syntax ....................................................................................................................................................... 48
5.2.4 Usage ......................................................................................................................................................... 49
5.2.5 Scientific and Mathematical Content ........................................................................................... 49
5.2.6 Manuscript Components................................................................................................................... 49
APPENDIX ......................................................................................................................................................................... 50
Differences Between Original APA and Wiley APA ........................................................................................ 50
Frequently Asked Questions (FAQS).................................................................................................................... 52

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Preface
This manual has been prepared specifically for people who edit manuscripts to be published by
Wiley.
It contains the following sections:
Section 1: Structuring and XML Tagging
Section 2: Mechanical Editing. This presents the specific requirements for content editing and
formal style or mark-up.
Section 3: Copyediting Level 1. Copyediting includes elements of both mechanical and language
editing and also editing the scientific and mathematical content.
Section 4: Copyediting Level 2. This presents the specific requirements for language editing
pertaining to Level 2.
Section 5: Copyediting Level 3.
This knowledge has been collected in numerous excellent reviews of good editorial practice. We
would like to acknowledge the most important of these sources to which this manual owes a great
deal: the APA Manual of Style, 6th edition.
We look forward to receiving further suggestions to improve this manual.
This style manual does not pretend to be complete or neutral and might change according to the
APA Manual of Style or Wiley copyediting guidelines.

1 Structuring and XML Tagging

Structuring is the process in which the typesetter identifies the various elements in the article
and applies the electronic tagging (mark-up), including metadata, DOI, authors, affiliations,
headings, paragraphs, tables, figures, charts, links, and so on, according to WileyML 3G
specifications.
Structuring (NOT the technical or content style sheets within the journal-specific style sheet
[JSS]) and XML tagging of the manuscript according to WileyML 3G specifications have to be done
by the typesetter (i.e., Wiley production team/vendor).

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2 Mechanical Editing
Mechanical editing comprises the technical and content-related editing specifically mentioned in
the journal style sheet. Here are the rules that have to be followed for journals adhering to NJD-
APA style irrespective of their level of editing.

2.1 Article History

• History should be included only for the titles which have included this section in the old
layout. In such titles, received and accepted dates are mandatory; revised date is optional.
If the revised date is not provided, do not raise a query.
• Do not retain dates for Introduction articles.
• No period at the end of history dates.
• Standardized text: “Received”, “Revised”, “Accepted” (no “Published on” date).
For example:

2.2 Article Category

• For article category, follow existing journal style.

• The category name should be ranged left, ALL CAPS, and underlined.
• The category name should be placed above the article title.

Article with lengthy category Article with subtitle (subcategory)

2.3 Article Title

• Article titles are to be set in sentence case but capitalize proper nouns.
• Bold, roman, no end period.
• Capitalize the first word after a colon or em dash unless it is a lower-case abbreviation or
any other specified usage.
• Spell out numerals if they appear in the beginning of the title.
• Avoid the use of abbreviations in a title unless they include the name of a group that is
best known by its acronym (e.g., CONSORT statement).
• Non-English words not found in the recommended dictionaries (US English: Webster’s,
UK English: Concise Oxford English Dictionary) are to be italicized.

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For example:
Sexual dysfunction and response to medications in multiple sclerosis

2.4 Author Names (Byline)

• Title case, names in full, ranged left; do not use “and” or “&” between last two authors.
• Initials are spaced out.
• Degree to be included if present in existing journal style. Degree without periods; no
comma between author name and degree; more than one degree for the same author
should be separated with a comma.
For example:

• Job title to be included if present in existing journal style. No comma between author
name and job title; comma separator needed between a degree and job title.
Examples:
John Engler MPH, Postdoctoral Researcher
Ellen Kojima Research Assistant
• Use superscript numerals to indicate affiliations. If there is just one affiliation, then no
superscript numbers should be used.
• The superscript Arabic numbers should be closed up with the author surname.
• Asterisk should not be used to denote corresponding authors, but name, affiliation, and
email should be provided in the Correspondence section.

2.5 Author Affiliation

• Placement: below author names.

• Affiliations should be linked to author names with superscripted Arabic numerals.
• Roman, title case.
• Short address with Arabic numerals as links. ZIP code, PO box number, and street names
are not allowed.
• List department, institution, city, state (if US), or country (outside the USA).
• Traditionally, China is used to refer to mainland China (People’s Republic of China); in
case of Taiwan, ROC (Republic of China) should be retained. Exercise caution in making
any changes, and check with the author if in doubt.
• No country name for US papers.
• US state names should be spelled out in affiliations (e.g., Michigan) and abbreviated in the
corresponding address with postal abbreviations (e.g., MI).

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• UK: no full stops, same as in text.

• Provide city and country for authors whose affiliations are outside the USA, and include
province for authors from Canada or Australia.
For example:
1Department of Preventive Medicine, Baylor College of Medicine, Houston, Texas
2Department of Obstetrics, University of Utah, Salt Lake City, Utah
3Department of Dermatology, University Hospital, Ghent, Belgium
3Department of Endocrinology, University College London, London, UK

2.6 Author Correspondence

• The heading “Correspondence” should be set in bold and roman.

• Author name and address details in roman.
• Short address with email ID is enough. No phone and fax numbers required and to be
deleted.
• Provide country names other than USA.
• US state names should be spelled out in affiliations (e.g., Michigan) and abbreviated in the
correspondence address with postal abbreviations (e.g., MI). Full stop at the end of the
correspondence address before email.
• Email starts on a new line. Use “Email” without a hyphen.
• Use a semicolon to separate two email addresses of the corresponding author.
• For other categories (Editorial, Letter, etc.) follow the existing style for Correspondence
section.
For example:
Correspondence
John A. Doe, Department of Pediatrics, Baylor College of Medicine, 1 Baylor Plaza,
Houston, TX 77030.
Email: [email protected]
Correspondence
Patrick J. Gullane, MB, FRCS, University Health Network, University of Toronto, 200
Elizabeth St, Suite 8N-800, Toronto, ON M5G 2C4, Canada.
Email: [email protected]

2.7 Funding Information

• If funding information is supplied as a part of acknowledgments, then the funding agency

and grant number are to be tagged and displayed below the Correspondence section on
the first page.
• If funding information is supplied as a separate section, then the funding agency and grant
number(s) are to be tagged and the complete section has to be displayed below the

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Correspondence section on the first page.

• If the content is long and cannot be displayed below the Correspondence section on the
first page, then place it as a first page footnote.
• If funding information is supplied as “None” or something similar to that, then it need not
be displayed for PDF or HTML.
• For articles where we list the author names at the end of the article (Editorial, Letter,
Correspondence, etc.), funding information can be displayed in the same section as it is
supplied in the input.
• Section heading should be “Funding information” and should be set on an independent
line in bold roman and sentence case.
For example:

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2.8 Handling Editor

Place on the first page under Correspondence.

For example:

2.9 Abstract/Summary

• Follow existing journal style for whether the abstract should be structured, unstructured,
or list style.
• Either Abstract or Summary is allowed as heading.
• Unstructured abstract: Only one paragraph is allowed; there are no subsections.
• Please follow existing journal style.
• Abstract/Summary text in roman.
• Structured abstract subheadings in bold, followed by colon, title case.
• Reference citations are not allowed. Abbreviations in the abstract text are allowed; define
all abbreviations and acronyms on first occurrence and use abbreviations thereafter.
• Numerals: Use numerals for numbers 10 and above throughout the manuscript, except at
the beginning of a sentence.
• Genus and species names should be defined at first use as in text.
• Numbered abstracts are allowed for some society journals.
• JEL CLASSIFICATION heading in ALL CAPS and bold type, followed by colon.

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2.10 Keywords (If Applicable)

• Include keywords if journal style.

• The heading “KEYWORDS” should be set in all caps, bold, and roman.
• Placed under abstract.
• Set in lowercase (except for proper nouns, etc.); alphabetical order; separated by
commas; no end period; unjustified.
• Abbreviations are allowed.
• Chemical formulas beginning with symbols (e.g., δ13C, δ15N) are listed at the end of the
keywords; formulas starting with letters (e.g., C3) should be arranged alphabetically
among the other keywords; formulas starting with numerals (e.g., 13C) come at the
beginning of the keywords.
For example:
KEYWORDS
carbon cycle models, dynamical systems, radiocarbon, reservoir theory

2.10.1 Keyword Style in Articles Without Abstract

Correspondence
John A. Doe, Department of Pediatrics, Baylor College of Medicine, 1 Baylor Plaza,
Houston, TX 77030.
Email: [email protected]
Funding information
National Institute of Child Health and Human Development; CIHR, Grant/Award
Number: HOA-80072
KEYWORDS
breast cancer, cancer, caregivers, dyadic, oncology, qualitative, survivors

2.11 Title Page Footnotes

• Do not use symbols in title page footnotes except for deceased authors (dagger †).
• Footnote order:
- Abbreviations
- Equal contributions
- Paper presentation
- Deceased authors
• Abbreviations:
- Not all the journals use abbreviations lists.
- Unjustified style with the format: “Abbreviations: xx, xxxx; xx, xxxxx; xx, xxxx.”

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- Set in alphabetical order.

For example:
Abbreviations: ANA, anti-nuclear antibodies; APCs, antigen-presenting cells; cDCs,
conventional dendritic cells; DCs, dendritic cells; EAE, experimental autoimmune; IFN,
interferon; IL, interleukin; IRF, interferon regulatory factor; PD-1, programmed.

Myrtle Coe and Simon Foe contributed equally to this study.

This study was first presented at the...
†Died May 14, 2014.

2.12 Copyright Line

Copyright and catch line should be followed as below:

For example:

2.13 Running Head

• No short title.
• Author names: use only surnames, set in full caps.
• Single author: SURNAME.
• Two authors: SURNAME 1 AND SURNAME 2 (“AND” in small caps).
• More than two authors: SURNAME 1 ET AL. (“ET AL.” in roman and small caps).
• Lowercase particles in small caps (e.g., VAN KARGA).
• Miscellaneous categories (Editorial, Letter to the Editor, Correspondence): The article
category should be used as running head in full caps.

2.14 Heading Levels

Headings 1, 2, 3, and 4—unjustified style:

• Numbers and headings should be bold; dividing line should be roman.
• Heading 1: ALL CAPS.
• Headings 2, 3, 4, and 5: sentence case except proper nouns.
• Section numbers are not applicable for Headings 4 and 5.

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Heading Description Example

level
1 Numbered with
Arabic numbers
Bold
ALL CAPS

2 Numbered
Bold
Sentence case
(except for proper
nouns and
acronyms)
3 Numbered
Bold 2.2.1 | Screening of differentially expressed genes
Sentence case
(except for proper
nouns and
acronyms)
Free-standing
4 Unnumbered
Lightface Acceptance set
Italics
Sentence case
without end period
Free-standing
5 Unnumbered
Lightface Properties. There is considerable variability in phenotype
Italics in patients with missense mutations…
Sentence case with
end period
Run-on

2.15 Figures

• Figures should be placed close to their main citation.

2.15.1 Figure Legends

• Sentence case, roman, unjustified, no period at the end (except if integral part of title, as
abbreviation, etc.).
• Label in ALL CAPS and bold (FIGURE 1) without period.
• Abbreviations need to be redefined.
• Raise a query if any symbol in the artwork is not defined in the figure caption.

2.15.2 Parts of Figures

• Artwork: Use lowercase labels enclosed in parentheses. For example: (a), (b)

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• Captions: Use lowercase labels enclosed in parentheses.

For example: (a) Histological section of…. (b) Comparison of…
• Match the figure parts given in the legend with the parts given in the artwork.

2.15.3 Figure Citations in Text

• All figures must be cited in the text by number.

• The order of the main citations of figures in the text must be sequential.
• Insert missing citations and query the author.
• Spell out in full (even in parentheses).
For example:
Figure 1 shows…
As shown in Figures 2 and 3…
in the illustration (Figure 1).
…which are leiomyosarcomas (Figures 1 and 2).
• Figure parts: Use lowercase labels closed-up with the number, separated by comma
without space after the comma.
For example:
Figure 1a
Figure 1a-c
Figures 2b and 2d
Figure 1a,b
Figures 2d,s and 5d,e
Wrong: Figure 1(a); Fig. 1a; Figure 1a, b; Figure 2 a,b
• Citations to tables, figures, and equations from other sources should be lowercase and
contracted (e.g., table 1, fig. 3, eq. 5).

2.16 Tables

• Tables should be placed and cited in order of reference and in numerical order.

2.16.1 Table Legends

• Sentence case, roman, unjustified, left aligned, no period at the end (except if integral part
of title, as abbreviation, etc.).
• Label in ALL CAPS and bold (TABLE 1); use Arabic numerals for table numbers.
• Abbreviations need to be redefined.

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2.16.2 Table Body

• Column headings: initial caps, bold, roman; bottom aligned.

• Capitalize only the first letter of the first word of all headings (column heads, column
spanners, subheads, and table spanners) and word entries. Also, capitalize the first letter
of each word of all proper nouns and the first word following a colon or em dash.
• First column left aligned, numerical columns follow left alignment with decimal/operator
alignment, text columns left aligned.
• Each cell entry in sentence case.

2.16.3 Table Footnotes

• Justified; footnotes end with a period.

• All footnotes are placed above one another.
• Order of table footnotes:
- general notes,
- abbreviations and their definitions,
- linked table footnotes, and
- levels of probability.
• The heading “Note.” in italics is used for general statements. (This heading is not required
if there are only labelled and linked table footnotes.): Note. xxxxx.
• Abbreviations: Use the heading “Abbreviation” if only one abbreviation follows; use
“Abbreviations” if there are more. Abbreviations need to be redefined; list them in
alphabetical order, use semicolons as separators, and a period at the end.
• Use superscript letters for linked table footnotes (a, b, c, …); asterisks are used for levels
of probability.

For example:
Abbreviations: CI, confidence interval; OR, odd ratio.
aControls were matched to cases by age, sex, index date, and duration of recorded
history in the UK General Practice Research Database before the index date.

2.16.4 Table Citations in Text

• All tables must be cited in the text by number.

• The order of the main citations of tables in the text must be sequential.
• Insert missing citations and query the author.
• Spell out in full (even in parentheses).
For example:

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Table 1 shows…
As shown in Tables 2 and 3…
…text (Table 1).
…text (Tables 1 and 2).
• Citations to tables, figures, and equations from other sources should be lowercase and
contracted (e.g., table 1, fig. 3, eq. 5).

2.17 Lists

2.17.1 Display Lists

• Both numbered and bulleted lists are allowed.

• Provide end period.

Numbered List Bulleted List

1. Text. • Text.
2. Text. • Text.
3. Text. • Text.

2.17.2 Run-in Lists

• In text use lowercase alphabets within round parentheses.

For example:
(a) text, (b) text, and (c) text
• Use semicolons to separate three or more elements that have internal commas.
For example:
We tested three groups: (a) low scorers, who scored fewer than 20 points; (b) moderate
scorers, who scored between 20 and 50 points; and (c) high scorers, who scored more
than 50 points.

2.18 Enunciations (Math Statements)

• Should be set according to AMS style, regardless of referencing or copyediting style for
the journal.
• Should be indented on both sides.

Enunciation Title Number (if any) Text

Theorem (and Assertion, Axiom, etc.) Roman, bold Roman, bold Italics
Proof Italics Roman Roman
Definition (and Assumption, Example, etc.) Roman, bold Roman, bold Roman
Remark (and Answer, Case, Claim, etc.) Italics Roman Roman
Further elaboration and examples can be found on pages 31-35 of the AMS Style Guide.

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2.19 Additional Section: Significance Boxes

• Significance boxes should appear in all Original Articles.

• Follow style as for main text.
For example:

2.20 Acknowledgments

• Should be presented as a separate section.

• For journals using US spelling, it should be “Acknowledgment” or “Acknowledgments.”
• For journals using UK spelling, it should be “Acknowledgement” or “Acknowledgements.”
For example:

2.21 Conflict of Interests/Disclosure of Interests

• This section will not be used in all journals/articles, but when it is used, it should be
placed after the Acknowledgment section.
• Should be set in all caps.
• Section heading should be “CONFLICT OF INTEREST” or “CONFLICT OF INTERESTS.”
For example:
CONFLICT OF INTEREST
The author declares that there is no conflict of interest that could be perceived as
prejudicing the impartiality of the research reported.

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2.22 Author Contributions

• Retain if given by the author.

• Placement after Conflict of Interests/Disclosure of Interests before References.
For example:
AUTHOR CONTRIBUTIONS
Study concept and design: Fortes, Melchi, and Abeni. Analysis and interpretation of data:
Fortes, Mastroeni, and Leffondre. Drafting of the manuscript: Fortes. Critical revision of
the manuscript for important intellectual content: Mastroeni, Leffondre, Sampogna,
Melchi, Mazzotti, Pasquini, and Abeni. Statistical analysis: Fortes and Mastoeni. Obtained
funding: Pasquini and Abeni. Study supervision: Fortes, Melchi, and Abeni.
AUTHOR CONTRIBUTIONS
Yoon Kong Loke developed the original idea and the protocol, abstracted and analyzed
data, wrote the manuscript, and is the guarantor. Deirdre Price and Sheena Derry
contributed to the development of the protocol and prepared the manuscript.

2.23 ORCID ID

The ORCID ID logo will appear in the PDF with a hyperlink to the ORCID ID in the author byline
(check for the ORCID ID in the metadata; updated 23 Feb 2017). Copyeditors are not responsible
for inserting the ORCID logo.

2.24 Endnotes/Page Footnotes

• Existing journal style will be applied for body footnotes (whether bottom-of-the-page
footnotes or endnotes should be used).
• Endnotes:
- “ENDNOTE” (or “ENDNOTES” if there are more) is the standard heading text to be
used for endnotes. Do not use “NOTE” as the default heading text.
- Placement: before References.
For example:

• Both endnotes and bottom-of-the-page footnotes are cited by sequential superscript

Arabic numerals, following any punctuation mark except a dash. A footnote number that
appears with a dash—like this2—always precedes the dash.

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2.25 References

2.25.1 Citing References in Text

• One author: Gabriel (2000) and (Gabriel, 2000).

• Two authors: (Mathes & Severa, 2004) and Mathes and Severa (2004).

• Three to five authors (first occurrence): Waterman, Roman, and Rock (1993) and
(Waterman, Roman, & Rock, 1993).

• Three to five authors (subsequent occurrence): Waterman et al. (1993) and (Waterman
et al., 1993).

• Six or more authors: Smith et al. (1999) and (Smith et al., 1999).

• Authors with same surname: Among studies, we review M. A. Light and Light (2008) and
I. Light (2006).

• Anonymous author: on free care (“Study Finds,” 2007); (Anonymous, 1998).

• Several studies: (Miller, 1999; Shafranske & Mahoney, 1998).

• Secondary sources: Allport’s diary (as cited in Nicholson, 2003).

• Citing parts of a source: (Shimamura, 1989, Chapter 3).

• Personal communications: T. K. Lutes (personal communication, April 18, 2001).

• Sample reference list entry to an appealed case: Durflinger v. Artiles, 563 F. Supp. 322 (D.
Kan. 1981), aff’d, 727 F.2d 888 (10th Cir. 1984).

- Text citation: Durflinger v. Artiles (1981/1984).

• Sample reference to an unreported decision: Gilliard v. Oswald, No. 76-2109 (2d Cir. Mar.
16, 1977).

• Sample reference to a case appealed to a state supreme court: Compton v.

Commonwealth, 239 Va. 312, 389 S.E.2d 460 (1990).

• Sample reference to a case appealed to a state court of appeals: Texas v. Morales, 826
S.W.2d 201 (Tex. Ct. App. 1992).

• Sample references to cases decided by the US Supreme Court: Brown v. Board of Educ,
347 US 483 (1954).

• Sample reference for federal testimony: RU486: The Import Ban (1990).

• Sample reference for a full federal hearing: Urban America’s Need (1992).

18 © Wiley
 Version 2.3 Wiley Documentation

• Form for executive order: Executive Order No. 11,609 (1994).

• Patents: US Patent No. 123,445 (1988).

Table 2.1 Basic citation styles

Type of citation First citation Subsequent Parenthetical Parenthetical
in text citations in format, first format,
text citation in text subsequent
citations in text
One work by one Walker Walker (2007) (Walker, 2007) (Walker, 2007)
author (2007)
One work by two Walker and Walker and (Walker & Allen, (Walker & Allen,
authors Allen (2004) Allen (2004) 2004) 2004)
One work by Bradley, Bradley et al. (Bradley, (Bradley et al.,
three authors Ramirez, and (1999) Ramirez, & Soo, 1999)
Soo (1999) 1999)
One work by four Bradley, Bradley et al. (Bradley, (Bradley et al.,
authors Ramirez, Soo, (2006) Ramirez, Soo, & 2006)
and Walsh Walsh, 2006)
(2006)
One work by five Walker, Allen, Walker et al. (Walker, Allen, (Walker et al.,
authors Bradley, (2008) Bradley, 2008)
Ramirez, and Ramirez, & Soo,
Soo (2008) 2008)
One work by six Wasserstein Wasserstein et (Wasserstein et (Wasserstein et al.,
or more authors et al. (2005) al. (2005) al., 2005) 2005)
Groups (readily National NIMH (2003) (National (NIMH, 2003)
identified Institute of Institute of
through Mental Health Mental Health
abbreviation) as (NIMH, 2003) [NIMH], 2003)
authors
Groups (no University of University of (University of (University of
abbreviation) as Pittsburgh Pittsburgh Pittsburgh, Pittsburgh, 2005)
authors (2005) (2005) 2005)

• Unnumbered reference style.

• Indirect citations should be listed alphabetically.
• Use “and” for direct citations and “&” for indirect citations.

2.25.2 Reference List

• Arrange alphabetically.
• Retain the issue number in parentheses immediately after the volume number, if given in
author manuscript.
• DOI format should be changed to URL format.
• Note: APA references for "Op cit" and "Ibid" should follow Journal Style Sheet. If journal
style sheet does not contain any info, follow the APA style.

19 © Wiley
 Version 2.3 Wiley Documentation

Journal article Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of
Periodical, xx, pp–pp.
Journal article Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of
with DOI Periodical, xx, pp–pp. doi:xx.xxxxxxxxxx
Journal article Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C.,
with DOI, more Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG
than seven activation and attention last for more than 31 days and are more severe
authors with stress, dependence, DRD2 A1 allele, and depressive traits. Nicotine
and Tobacco Research, 6, 249–267. doi:10.1080/14622200410001676305
Journal article Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican
without DOI immigration in the United States and its implications for local law
enforcement. Law Enforcement Executive Forum Journal, 8(1), 73-82.
Journal article Guimard, P., & Florin, A. (2007). Les evaluations des enseignants en
without DOI, title grande section de matemelle sont-elles predictives des difficultes de
translated into lecture au cours preparatoire? [Are teacher ratings in kindergarten
English, print predictive of reading difficulties in first grade?]. Approche
version Neuropsychologique des Apprentissages chez I’Enfant, 19, 5–17.
Journal article Von Ledebur, S. C. (2007). Optimizing knowledge transfer by new
with DOI, employees in companies. Knowledge Management Research & Practice.
advance online Advance online publication. doi:10.1057/palgrave.kmrp.8500141
publication
In-press article Briscoe, R. (in press). Egocentric spatial representation in action and
posted in a perception. Philosophy and Phenomenological Research. Retrieved from
preprint archive http://cogprints.org/5780/1/ECSRAP. F07.pdf
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(5), 26–29.
Online magazine Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about
article the misuse of research. Monitor on Psychology, 39(6). Retrieved from
http://www.apa.org/monitor/
Newsletter Six sites meet for comprehensive anti-gang initiative conference. (2006,
article, no author November/December). OJJDP News @ a Glance. Retrieved from
http://www.nqrs.gov/html/ojjdp/news_at_glance/216684/topstory.html
Newspaper Schwartz, J. (1993, September 30). Obesity affects economic, social status.
article The Washington Post, pp. A1, A4.
Online Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The
newspaper New York Times. Retrieved from http://www.nytimes.com
article
Special issue or Haney, C., & Wiener, R. L. (Eds.). (2004). Capital punishment in the United
section in a States [Special issue]. Psychology, Public Policy, and Law, 10(4).
journal
Monographs as Ganster, D. C., Schaubroeck, J., Sime, W. E., & Mayes, B. T. (1991). The
part of journal nomological validity of the Type A personality among employed adults
issue [Monograph]. Journal of Applied Psychology, 76, 143–168.
doi:10.1037/0021-9010.76.1.143
Editorial without Editorial: “What is a disaster” and why does this question matter?
signature [Editorial]. (2006). Journal of Contingencies and Crisis Management, 14, 1–
2.

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Online-only Marshall-Pescini, S., & Whiten, A. (2008). Social learning of nut-cracking

supplemental behavior in East African sanctuary-living chimpanzees (Pan troglodytes
material in a schweinfurthii) [Supplemental material]. Journal of Comparative
periodical Psychology, 122, 186–194. doi:10.1037/0735-7036.122.2.186.supp
Abstract as Woolf, N. J., Young, S. L., Fanselow, M. S., & Butcher, L. L. (1991). MAP-2
original source expression in cholinoceptive pyramidal cells of rodent cortex and
hippocampus is altered by Pavlovian conditioning [Abstract]. Society for
Neuroscience Abstracts, 17, 480.
Abstract as Hare, L. R., & O’Neill, K. (2000). Effectiveness and efficiency in small
secondary source academic peer groups. Small Group Research, 31, 24–53. Abstract retrieved
from Sociological Abstracts database. (Accession No. 200010185)
Book Author, A. A. (1967). Title of work. Location: Publisher.
Author, A. A. (1997). Title of work. Retrieved from http://www.xxxxxxx
Author, A. A. (2006). Title of work. doi:xxxxx
Editor, A. A. (Ed.). (1986). Title of work. Location: Publisher.
Book chapter Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor,
B. Editor, & C. Editor (Eds.), Title of book (pp. xxx–xxx). Location:
Publisher.
Author, A. A., & Author, B. B. (1993). Title of chapter or entry. In A. Editor
& B. Editor (Eds.), Title of book (pp. xxx–xxx). Retrieved from
http://www.xxxxxxx
Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor,
B. Editor, & C. Editor (Eds.), Title of book (pp. xxx–xxx). doi:xxxxxxxx
Reference work Title of entry. (1998). In A. Editor (Ed.), Title of reference work (xx ed., Vol.
with no byline xx, pp. xxx–xxx). Location: Publisher.
Title of entry. (1998). In Title of reference work (xx ed., Vol. xx). Retrieved
from http://www.xxxxxxxxx
Electronic Shotton, M. A. (1989). Computer addiction? A study of computer dependency
version of print [DX Reader version]. Retrieved from
book http://www.ebookstore.tandf.co.uk/html/index.asp
Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A
guide to healing, recovery, and growth [Adobe Digital Editions version].
doi:10.1036/0071393722
Electronic-only O’Keefe, E. (n.d.). Egoism & the crisis in Western values. Retrieved from
book http://www.onlineoriginals.com/showitem.asp?itemlD=135
Electronic Freud, S. (1953). The method of interpreting dreams: An analysis of a
version of specimen dream. In J. Strachey (Ed. & Trans.), The standard edition of the
republished book complete psychological works of Sigmund Freud (Vol. 4, pp. 96–121).
Retrieved from http://books.google.com/books (Original work published
1900)
Several volumes Koch, S. (Ed.). (1959–1963). Psychology: A study of science (Vols. 1–6). New
in a multivolume York, NY: McGraw-Hill.
work
Electronic Strong, E. K., Jr., & Uhrbrock, R. S. (1923). Bibliography on job analysis. In
version of book L. Outhwaite (Series Ed.), Personnel Research Series: Vol. 1. Job analysis and
chapter in a the curriculum (pp. 140–146). doi:10.1037/10762-000
volume in a
series
Book chapter, Haybron, D. M. (2008). Philosophy and the science of subjective well-
print version being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being
(pp. 17–43). New York, NY: Guilford Press.

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Non-English Real Academia Española. (2001). Diccionario de la lengua española

reference book, [Dictionary of the Spanish language] (22nd ed.). Madrid, Spain: Author.
title translated
into English
Entry in an online Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford
reference work encyclopedia of philosophy (Fall 2007 ed.). Retrieved from
http://plato.stanford.edu/entries/behaviorism/
Entry in an online Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.).
reference work, Retrieved from http://www.m- w.com/dictionary/heuristic
no author or
editor
Technical and Author, A. A. (1998). Title of work (Report No. xxx). Location: Publisher.
research reports
Corporate author, US Department of Health and Human Services, National Institutes of
government Health, National Heart, Lung, and Blood Institute. (2003). Managing
report asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from
http://www.nNbi.nih.gov/health/prof/lung/asthma/asth_sch.pdf
Corporate author, American Psychological Association, Task Force on the Sexualization of
task force report Girls. (2007). Report of the APA Task Force on the Sexualization of Girls.
Retrieved from http://www.apa.org/pi/wpo/sexualization.html
Authored report, Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance
from institutions to poverty reduction in Tanzania (Research Report No. 06.3).
nongovernmental Retrieved from Research on Poverty Alleviation website:
organization http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_
Kessy_and_Urio.pdf
Report from McDaniel, J. E., & Miskel, C. G. (2002). The effect of groups and individuals
institutional on national decisionmaking: Influence and domination in the reading
archive policymaking environment (CIERA Report 3-025). Retrieved from
University of Michigan, Center for Improvement of Early Reading
Achievement website: http://www.ciera.org/library/reports/inquiry-
3/3-025/3-025.pdf
Website Sick, L. (Ed.). (2009). Record structure for APA databases. Retrieved from
reference http://www.apa.orgldatabasesltraininglrecord-structure.pdf
• There is no need to query for the accession date (delete if
provided).
• The retrieved date is not mandatory. Delete if provided.
• Available from is also used when one is taking data from a
commercial database/library/university (see Publication Manual
of the American Psychological Association, 6th edition, p. 208).
Issue brief Employee Benefit Research Institute. (1992, February). Sources of health
insurance and characteristics of the uninsured (Issue Brief No. 123).
Washington, DC: Author.
Symposium Contributor, A. A., Contributor, B. B., Contributor, C. C., & Contributor, D. D.
(Year, Month). Title of contribution. In E. E. Chairperson (Chair), Title of
symposium. Symposium conducted at the meeting of Organization Name,
Location.
Paper Presenter, A. A. (Year, Month). Title of paper or poster. Paper or poster
presentation or session presented at the meeting of Organization Name, Location.
poster session
Symposium Muellbauer, J. (2007, September). Housing, credit, and consumer
contribution expenditure. In S. C. Ludvigson (Chair), Housing and consumer behavior.
Symposium conducted at the meeting of the Federal Reserve Bank of

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Kansas City, Jackson Hole, WY.

Conference paper Liu, S. (2005, May). Defending against business crises with the help of
abstract retrieved intelligent agent based early warning solutions. Paper presented at the
online Seventh International Conference on Enterprise Information Systems,
Miami, FL. Abstract retrieved from
http://www.iceis.org/iceis2005/abstracts_2005.htm
Proceedings Herculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., & Lent, R. (2008).
published The basic nonuniformity of the cerebral cortex. Proceedings of the National
regularly online Academy of Sciences, USA, 105, 12593–12598.
doi:10.1073/pnas.0805417105
Proceedings Katz, I., Gabayan, K., & Aghajan, H. (2007). A multi-touch surface using
published in book multiple cameras. In J. Blanc-Talon, W. Philips, D. Popescu, & P.
form Scheunders (Eds.), Lecture Notes in Computer Science: Vol. 4678. Advanced
Concepts for Intelligent Vision Systems (pp. 97–108). Berlin, Germany:
Springer-Verlag. doi: 10.1007/978-3-540-74607-2_9
Doctoral Author, A. A. (2003). Title of doctoral dissertation or master’s thesis
dissertation or (Doctoral dissertation or master’s thesis). Retrieved from Name of
master's thesis database. (Accession or Order No.)
Unpublished Author, A. A. (1978). Title of doctoral dissertation or master’s thesis
dissertation or (Unpublished doctoral dissertation or master’s thesis). Name of
thesis Institution, Location.
Master's thesis, McNiel, D. S. (2006). Meaning through narrative: A personal narrative
discussing growing up
from a with an alcoholic mother (Master’s thesis). Available from ProQuest
commercial Dissertations and Theses database. (UMI No. 1434728)
database
Doctoral Adams, R. J. (1973). Building a foundation for evaluation of instruction in
dissertation, from higher education and continuing education (Doctoral dissertation).
an institutional Retrieved from http://www.ohiolink.edu/etd/
database
Doctoral Bruckman, A. (1997). MOOSE Crossing: Construction, community, and
dissertation, from learning in a networked virtual world for kids (Doctoral dissertation,
the web Massachusetts Institute of Technology). Retrieved from http://www-
static.cc.gatech.edu/~asb/thesis/
Doctoral Appelbaum, L. G. (2005). Three studies of human information processing:
dissertation, Texture amplification, motion representation, and figure-ground
abstracted in DAI segregation. Dissertation Abstracts International: Section B. Sciences and
Engineering, 65(10), 5428.
Doctoral thesis, Carlbom, P. (2000). Carbody and passengers in rail vehicle dynamics
from a university (Doctoral thesis, Royal Institute of Technology, Stockholm, Sweden).
outside the Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3029
United States
Reviews and peer Reviewer, A. A. (2000). Title of review [Review of the book Title of book, by
commentary A. A. Author]. Title of complete work, xx, xxx–xxx.
Review of a book Schatz, B. R. (2000, November 17). Learning by text or context? [Review of
the book The social Life of information, by J. S. Brown & P. Duguid]. Science,
290, 1304. doi:10.1126/science.290.5495.1304
Review of a video Axelman, A., & Shapiro, J. L. (2007). Does the solution warrant the
problem? [Review of the DVD Brief therapy with adolescents, produced by
the American Psychological Association, 2007]. PsycCRITIQUES, 52(51).

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doi:10.1037/a0009036

Review of a video [Review of the video game BioShock, produced by 2K Games, 2007]. (n.d.).
game, no author Retrieved from http://www.whattheyplay.com/products/bioshock-for-
xbox-360/?fm=3&ob=1 &t=0#166
Peer commentary Wolf, K. S. (2005). The future for Deaf individuals is not that bleak [Peer
on an article commentary on the paper “Decrease of Deaf potential in a mainstreamed
environment” by K. S. Wolf]. Retrieved from
http://www.personalityresearch.org/papers/hall.html#wolf
For a motion Producer, A. A. (Producer), & Director, B. B. (Director). (Year). Title of
picture motion picture [Motion picture]. Country of Origin: Studio.
Video American Psychological Association. (Producer). (2000). Responding
therapeutically to patient expressions of sexual attraction [DVD]. Available
from http://www.apa.org/videos/
Podcast Van Nuys, D. (Producer). (2007, December 19). Shrink rap radio [Audio
podcast]. Retrieved from http://www.shrinkrapradio.com/
Single episode Egan, D. (Writer), & Alexander, J. (Director). (2005). Failure to
from a television communicate [Television series episode]. In D. Shore (Executive
series producer), House. New York, NY: Fox Broadcasting.
Music recording LaVere, A. (2011). Often happens. On Stranger Me [CD]. Memphis, TN:
Archer Records.
Map retrieved Lewis County Geographic Information Services (Cartographer). (2002).
online Population density, 2000 US Census [Demographic map]. Retrieved from
http://www.co.lewis.wa.us/publicworks/maps/Demographics/census-
pop-dens_2000.pdf
Data set Pew Hispanic Center. (2004). Changing channels and crisscrossing cultures:
A survey of Latinos on the news media [Data file and code book]. Retrieved
from http://pewhispanic.org/datasets/
Measurement Friedlander, M. L., Escudero, V., & Heatherington, L. (2002). E-SOFTA:
instrument System for observing family therapy alliances [Software and training
videos]. Unpublished instrument. Retrieved from http://www.softa-
soatif.com/
Software Comprehensive Meta-Analysis (Version 2) [Computer software].
Englewood, NJ: Biostat.
Apparatus Eyelink II [Apparatus and software]. (2004). Mississauga, Ontario, Canada:
SR Research.
Unpublished Blackwell, E., & Conrod, P. J. (2003). A five-dimensional measure of drinking
manuscript with motives. Unpublished manuscript, Department of Psychology, University of
a university cited British Columbia, Vancouver, Canada.
Manuscript in Ting, J. Y., Florsheim, P., & Huang, W. (2008). Mental health help-seeking in
progress or ethnic minority populations: A theoretical perspective. Manuscript
submitted for submitted for publication.
publication
Unpublished raw Bordi, R., & LeDoux, J. E. (1993). [Auditory response latencies in rat
data from study, auditory cortex]. Unpublished raw data.
untitled work
Informally Mitchell, S. D. (2000). The import of uncertainty. Retrieved from
published or self- http://philsci- archive.pitt.edu/archive/00000162/
archived work

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Informally Kubota, K. (2007). “Soaking” model for learning: Analyzing Japanese

published or self- learning/teaching process from a socio-historical perspective. Retrieved
archived work, from ERIC database. (ED498566)
from ERIC
Letter from a Frank, L. K. (1935, February 4). [Letter to Robert M. Ogden]. Rockefeller
repository Archive Center (GEB series 1.3, Box 371, Folder 3877), Tarrytown, NY.
Letter from Zacharius, G. P. (1953, August 15). [Letter to William Rickel (W. Rickel,
private collection Trans.)]. Copy in possession of Hendrika Vande Kemp.
Collection of Allport, G. W. (1930–1967). Correspondence. Gordon W. Allport Papers
letters from an (HUG 4118.10). Harvard University Archives, Cambridge, MA.
archive
Unpublished Berliner, A. (1959). Notes for a lecture on reminiscences of Wundt and
papers, lectures Leipzig. Anna Berliner Memoirs (Box M50). Archives of the History of
from an archive American Psychology, University of Akron, Akron, OH.
or personal
collection
Archival/historical [Allport, A.?], [ca. 1937]. Marion Taylor today—by the biographer.
source for which Unpublished manuscript, Marion Taylor Papers. Schlesinger Library,
the author and/or Radcliffe College, Cambridge, MA.
date is known or
is reasonably
certain but not
stated on the
document
Archival source Subcommittee on Mental Hygiene Personnel in School Programs. (1949,
with corporate November 5–6). Meeting of Subcommittee on Mental Hygiene Personnel in
author School Programs. David Shakow Papers (M1360). Archives of the History
of American Psychology, University of Akron, Akron, OH.
Interview Smith, M. B. (1989, August 12). Interview by C. A. Kiesler [Tape recording].
recorded and President’s Oral History Project, American Psychological Association. APA
available in an Archives, Washington, DC.
archive
Transcription of a Sparkman, C. F. (1973). An oral history with Dr. Colley F.
recorded Sparkman/lnterviewer: Orley B. Caudill. Mississippi Oral History Program
interview, no (Vol. 289), University of Southern Mississippi, Hattiesburg.
recording
available
Newspaper Psychoanalysis institute to open. (1948, September 18). [Clipping from an
article, historical, unidentified Dayton, OH newspaper]. Copy in possession of author.
in an archive or
personal
collection
Historical Sci-Art Publishers. (1935). Sci-Art Publications [Brochure]. Cambridge,
publication of MA: Author. A. A. Roback Papers (HUGFP 104.50, Box 2, Folder
limited “Miscellaneous Psychological Materials”). Harvard University Archives,
circulation Cambridge, MA.
Photographs [Photographs of Robert M. Yerkes]. (ca. 1917–1954). Robert Mearns
Yerkes Papers (Box 137, Folder 2292). Manuscripts and Archives, Yale
University Library, New Haven, CT.
Message posted Rampersad, T. (2005, June 8). Re: Traditional knowledge and traditional
to a newsgroup, cultural expressions [Online forum comment]. Retrieved from
online forum, or http://www.wipo.int/roller/comments/ipisforum/Weblog/theme_eight_how
discussion group _can_cultural#comments

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Message posted Smith, S. (2006, January 5). Re: Disputed estimates of IQ [Electronic
to an electronic mailing list message]. Retrieved from
mailing list http://tech.groups.yahoo.com/group/ForensicNetwork/message/670
Blog post PZ Myers. (2007, January 22). The unfortunate prerequisites and
consequences of partitioning your mind [Web log post]. Retrieved from
http://scienceblogs.com/pharyngula/2007/01/the_unfortunate_prerequi
sites.php
Video blog post Norton, R. (2006, November 4). How to train a cat to operate a light switch
[Video file]. Retrieved from
http://www.youtube.com/watch?v=Vja83KLQXZs
Sample reference Durflinger v. Artiles, 563 F. Supp. 322 (D. Kan. 1981), aff’d, 727 F.2d 888
list entry to an (10th Cir. 1984).
appealed case
Sample reference Mental Health Systems Act, 42 U.S.C. § 9401 (1988).
to a statute
Sample reference Mental Care and Treatment Act, 4 Kan. Stat. Ann. §§ 59-2901-2941 (1983
to a statute in a & Supp. 1992).
state code
Sample reference Americans With Disabilities Act of 1990, 42 U.S.C.A. § 12101 et seq. (West
to a statute in a 1993).
federal code
Sample reference RU486: The import ban and its effect on medical research: Hearings before
for federal the Subcommittee on Regulation, Business Opportunities, and Energy, of the
testimony House Committee on Small Business, 101st Cong. 35 (1990) (testimony of
Ronald Chesemore).
Sample reference Urban America’s need for social services to strengthen families: Hearing
for a full federal before the Subcommittee on Human Resources of the Committee on Ways
hearing and Means, House of Representatives, 102d Cong. 1 (1992).
Sample reference Equitable Health Care for Severe Mental Illnesses Act of 1993, H.R. 1563,
to unenacted 103d Cong. (1993).
federal bills
Form for Exec. Order No. 11,609, 3 C.F.R. 586 (1971–1975), reprinted as amended in
executive order 3 U.S.C. 301 app. at 404–07 (1994).
Patents Smith, I. M. (1988). US Patent No. 123,445. Washington, DC: US Patent and
Trademark Office.

2.26 Author Biography/Biosketch (If Applicable)

• An author biography should be set after any appendix or, if there is no appendix, after the
References.
• The heading “AUTHOR BIOGRAPHY” for one biography and “AUTHOR BIOGRAPHIES”
for more than one should be set in bold and all caps.
• Author’s photographs should be included if journal style.
• Author name in bold and roman (not in small caps or all caps). Spell out first name and
surname, and use initials for middle names.
For example: Jay W. Smith
• A few titles use the terminology “Biosketch” instead of Biography. This section can be
styled similar to Biography:

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2.27 Supporting Information

• Supporting information should be placed at the end of the article after the References.
• Caption not required as general style, instead insert this standard text:
SUPPORTING INFORMATION
Additional supporting information may be found online in the Supporting Information
section at the end of this article.
• Text citations for supporting information: Figure S1, Table S1, Data S1, etc.
Note: Caption for supporting information is displayed based on journal requirement.

2.28 How to Cite

• The “How to cite” section must be included in all journals for the main article types:
Original article (and similar article types); Review article (and similar article types);
Short communication; Commentary.
• This section would be automatically generated/manually developed by the typesetters.
• Place it after the Supporting Information section.
• Use the standard format below for the articles which have this section:
- Include up to six author names. For more than six authors, display first three authors
and then add et al. (for example: Hudson LN, Newbold T, Contu S, et al.).

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- No “and” before the last author name.

- Journal titles are abbreviated and italicized (with the exception of single- and double-
word journal names).
- No end period after the DOI URL.
- Hyphenated given names (e.g., Yi-Lei Fan and Feng-zhi Zhang):
If the name after the hyphen starts with a capital, it should be included in the initials;
otherwise, only the first capital letter will be included. For example:
Abbreviate “Yi-Lei Fan” as “Fan, YL.”
Abbreviate “Feng-zhi Zhang” as “Zhang, F” and NOT as “Zhang, F-z.”
- List authors’ surnames followed by closed-up initials without periods, and use a
comma as a separator between the author names (e.g., “Hudson LN, Newbold T, Contu
S”).
- The article title is presented in sentence case; the word after a colon should be
capitalized.

Articles without an e-locator:

The DOI is set in https://-URL format after the page range (in black without underlining).
For example:
How to cite this article: Tritschler M, Retschnig G, Yañez O, Williams GR, Neumann P.
Host sharing by the honey bee parasites Lotmaria passim and Nosema ceranae. Ecology
and Ecology. 2017;2:1–9. https://doi.org/10.1002/ece3.2796
Articles with an e-locator:
The DOI appears in https://-URL format after the page range (in blue with underlining).
For example:
How to cite this article: López JM, Fortuny G, Puigjaner D, Herrero J, Marimon F,
Garcia–Bennett J. Effects of walking in deep venous thrombosis: A new integrated solid
and fluid mechanics model. Int J Numer Method Biomed Eng. 2016;32:e2819.
https://doi.org/10.1002/cnm.2819

2.29 Appendix

• Placement: after References and “How to cite”.

• Heading: ALL CAPS.

For example:

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2.30 Graphical Abstract

• Refer to metadata or transmittal sheet for graphical image and text info.
• Graphical abstract, if given, should be included and kept as in manuscript.
• Query: If GTOC text is not given and GTOC figure is given.
• No Query: If GTOC text is given and GTOC figure is not given.

2.31 Punctuation

Punctuation establishes the cadence of a sentence, telling the reader where to pause (comma,
semicolon, and colon), stop (period and question mark), or take a detour (dash, parentheses, and
brackets).

2.31.1 Spacing After Punctuation Marks

Insert one space after

• commas, colons, and semicolons;
• periods that separate parts of a reference citation; and
• periods of the initials in personal names (e.g., J. R. Zhang).
Exception:
Do not insert a space after internal periods in abbreviations (e.g., a.m., i.e.,), including
identity-concealing labels for study participants (F.I.M.), or around colons in ratios.

2.31.2 Period

Use a period to end a complete sentence. Periods are used with abbreviations as follows:

Use periods with Do not use periods with

Initials of names (J. R. Smith) Abbreviations of state names (NY; OH;
Washington, DC) in reference list entries or in
vendor locations (e.g., for drugs and
apparatus described in the Method section)
Abbreviation for United States when it is used Capital letter abbreviations and acronyms
as an adjective (US Navy) (APA, NDA, NIMH, IQ)

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Identity-concealing labels for study Abbreviations for routes of administration

participants (F.I.M.) (icv, im, ip, iv, sc)
Latin abbreviations (a.m., cf., i.e., vs.) Web addresses in text or in the reference list
(http://www.apa.org)
Reference abbreviations (Vol. 1, 2nd ed., p. 6, Metric and nonmetric measurement
F. Supp.) abbreviations (cd, cm, ft, hr, kg, lb, min, ml, s)
Exception: The abbreviation for inch (in.) takes a period because without the period it could be
misread

2.31.3 Comma

Use a comma Do not use a comma

To set off the year in exact dates (April 18, To separate parts of measurement (8 years 2
1992, was the correct date) months; 3 min 40 s)
To set off the year in parenthetical reference
citations (Patrick, 1993; Kelsey, 1993,
discovered …)
To separate groups of three digits in most
numbers of 1,000 or more

2.31.4 Colon

Use a colon
In ratios and proportions
In references between place of publication and publisher

2.31.5 Dashes

Em Dash
An em dash is longer than a hyphen or an en dash and is used to set off an element added to
amplify or to digress from the main clause (e.g., Studies—published and unpublished—are
included). Use no space before or after an em dash.
En Dash
Number ranges use an en dash (e.g., 1–9). Use no space before or after an en dash.

2.31.6 Quotation Marks

• Use single quotation marks inside double quotation marks.

For example
Miele (1993) found that “the ‘placebo effect,’ which had been verified in previous
studies, disappeared when [only the first group’s] behaviors were studied in this
manner” (p. 276).
• Place periods and commas inside quotation marks; place other punctuation marks
outside quotation marks unless they are part of the quoted material.

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• Do not use quotation marks to enclose block quotations. Do use double quotation marks
to enclose any quoted material within a block quotation.

2.31.7 Parentheses, Brackets, and Braces

For Text: Use ( ) first, then ([ ]).

Exception:
Do not use brackets if the material can be set off easily with commas without
confounding meaning.
For Equations: Use ( ) first, then [( )], and finally {[( )]}.

2.31.8 Slash (Virgule, Solidus)

Use a slash (also called a virgule, solidus) Do not use a slash

to indicate per to separate units of more than once to express compound units.
measurement accompanied by a numerical Use centered dots and parentheses as needed
value. For example: to prevent ambiguity. For example:
0.5 deg/s
7.4 mg/kg
not

nmol/hr/mg
to set off English phonemes. For example:
/o/

2.32 Additional Rules

• Check if SI units are styled correctly (e.g., kg not kgs or Kg/Kgs, “K” for kelvin — not °K,
mol as unit —not mole, etc.).
• Letter "M" in Molar is capitalized.
• Follow journal style sheet for solidus/ negative indices.
• Journal-specific scientific notations (e.g., df, F, AUC, ppm, cfu, Pa, Da, t1/2, Å).
• Format the author queries in accordance with Wiley style.
• Check and correct the data integrity of the file (e.g., raised text versus superscript, special
character coding, font calls, fixed thin spaces, units, nonbreaking hyphens, quotation
marks/apostrophes, and single/double quotation marks).
• Edit for mechanical aspects of journal style (e.g., ANOVA, Figure 1/Figure 1a, numbers in
words or figures, and list style).
• Perform the tasks mentioned in the technical style sheet of JSS.
• Correct formatting for URLs and e-mail addresses.
• Graphics sizing plus relabeling (if necessary).

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3 Copyediting Level 1
Copyediting Level 1 (CE1) includes both mechanical editing and copyediting according to the
following points along with structuring and XML tagging. The following points are considered to
constitute the base level of language editing and should be followed for all Wiley APA journals.

3.1 Mechanical Editing

Refer to section 2.

3.2 Copyediting

3.2.1 Verbs

Verbs are vigorous, direct communicators. Use the active rather than the passive voice, and select
tense or mood carefully.
Prefer the active voice.
Preferred: We conducted the survey in a controlled setting.
Undesirable: The survey was conducted in a controlled setting.

3.2.2 Tense

Check for proper tense.

Correct: Sanchez (2000) presented similar results.
Incorrect: Sanchez (2000) presents similar results.

Correct: Since that time, several investigators have used this method.
Incorrect: Since that time, several investigators used this method.

3.2.3 Subject and Verb Agreement

A verb must agree in number (i.e., singular or plural) with its subject, regardless of intervening
phrases that begin with such words as together with, including, plus, and as well as.
Correct: The percentage of correct responses as well as the speed of the responses increases with
practice.
Incorrect: The percentage of correct responses as well as the speed of the responses increase with
practice.
Correct: The data indicate that Terrence was correct.
Incorrect: The data indicates that Terrence was correct.

Correct: The phenomena occur every 100 years.

Incorrect: The phenomena occurs every 100 years.

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APA prefers Merriam-Webster’s Collegiate Dictionary (2005) when in doubt about the plural
form of nouns of foreign origin. For examples of agreement of subject and verb with collective
nouns, see the APA Style website (www.apastyle.org).

3.2.4 Pronouns

Pronouns replace nouns. Each pronoun should refer clearly to its antecedent and should agree
with the antecedent in number and gender. A pronoun must agree in number (i.e., singular or
plural) with the noun it replaces.
Correct: Neither the highest scorer nor the lowest scorer in the group had any doubt about his or
her competence.
Incorrect: Neither the highest scorer nor the lowest scorer in the group had any doubt about their
competence.
Use who for human beings; use that or which for nonhuman animals and for things.
Correct: The students who completed the task successfully were rewarded.
Incorrect: The students that completed the task successfully were rewarded.

For more information, please refer to the Publication Manual of the American Psychological
Association, 6th edition, section 3.2, p. 79.

3.2.5 Adverbs

Adverbs can be used as introductory or transitional words. Adverbs modify verbs, adjectives, and
other adverbs and express manner or quality. Some adverbs, however—such as fortunately,
similarly, certainly, consequently, conversely, and regrettably—can also be used as introductory or
transitional words as long as the sense is confined to, for example, “it is fortunate that” or “in a
similar manner.” Use adverbs judiciously as introductory or transitional words. Ask yourself
whether the introduction or transition is needed and whether the adverb is being used correctly.
Some of the more common introductory adverbial phrases are importantly, more importantly,
interestingly, and firstly. Although importantly is used widely, whether its adverbial usage is
proper is debatable. Both importantly and interestingly can often be recast to enhance the
message of a sentence or simply be omitted without a loss of meaning.
Correct: More important, the total amount of available long-term memory activation, and not the
rate of spreading activation, drives the rate and probability of retrieval.
Correct: Expressive behavior and autonomic nervous system activity also have figured
importantly…
Incorrect: More importantly, the total amount of available long-term memory activation, and not
the rate of spreading activation, drives the rate and probability of retrieval.
Correct: First, we hypothesized that the quality of the therapeutic alliance would be rated
higher….
Incorrect: Firstly, we hypothesized that the quality of the therapeutic alliance would be rated
higher….
Another adverb often misused as an introductory or transitional word is hopefully. Hopefully
means “in a hopeful manner” or “full of hope”; hopefully should not be used to mean “I hope” or

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“it is hoped.”
Correct: I hope this is not the case.
Incorrect: Hopefully, this is not the case.
Note: Exercise caution to change native speakers’ usage and consider the author’s preference.
Double check against the journal style sheet and with the author.

3.2.6 Relative Pronouns and Subordinate Conjunctions

Relative pronouns (who, whom, that, which) and subordinate conjunctions (e.g., since, while,
although) introduce an element that is subordinate to the main clause of the sentence and reflect
the relationship of the subordinate element to the main clause.
Relative Pronouns
That versus which
That clauses (called restrictive) are essential to the meaning of the sentence:
The materials that worked well in the first experiment were used in the second experiment.
Which clauses can merely add further information (nonrestrictive) or can be essential to the
meaning (restrictive) of the sentence.
Restrictive: The cards that worked well in the first experiment were not useful in the second
experiment. (Only those cards that worked well in the first experiment were not useful in the
second; prefer that.)
Nonrestrictive: The cards, which worked well in the first experiment, were not useful in the
second experiment. (The second experiment was not appropriate for the cards.)
Subordinate Conjunctions
While versus since
Some style authorities accept the use of while and since when they do not refer strictly to time;
however, words like these, with more than one meaning, can cause confusion.
While versus although, and, or but
Use while to link events occurring simultaneously; otherwise, use although, and, or but in place of
while.
Precise: Although these findings are unusual, they are not unique.
Imprecise: While these findings are unusual, they are not unique.
Since versus because
Since is more precise when it is used to refer only to time (to mean “after that”); otherwise,
replace it with because.
Precise: Data for two participants were incomplete because these participants did not report for
follow-up testing.
Imprecise: Data for two participants were incomplete since these participants did not report for
follow-up testing.

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3.2.7 Parallel Construction

To enhance the reader’s understanding, present parallel ideas in parallel or coordinate form.
Make certain that all elements of the parallelism are present before and after the coordinating
conjunction (i.e., and, but, or, nor).

Correct: The results show that such changes could be made without affecting error rate and that
latencies continued to decrease over time.

Incorrect: The results show that such changes could be made without affecting error rate and
latencies continued to decrease over time.

Between and and

Correct: We recorded the difference between the performance of subjects who completed the first
task and the performance of those who completed the second task.
[The difference is between the subjects’ performances, not between the performance and the
task.]

Incorrect: We recorded the difference between the performance of subjects who completed the
first task and the second task.

Both and and

Correct: The names were difficult both to pronounce and to spell. Incorrect: The names were both
difficult to pronounce and spell.

Neither and nor, either and or

Correct: Neither the responses to the auditory stimuli nor the responses to the tactile stimuli were
repeated.

Incorrect: Neither the responses to the auditory stimuli nor to the tactile stimuli were repeated.

Not only and but also

Correct: It is surprising not only that pencil-and-paper scores predicted this result but also that
all other predictors were less accurate.
Incorrect: It is not only surprising that pencil-and-paper scores predicted this result but also that
all other predictors were less accurate.

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3.2.8 Comma

Use a comma Do not use a comma

Between elements (including before and and Before an essential or restrictive clause (The
or) in a series of three or more items switch that stops the recording device also
controls the light)
To set off a nonessential or nonrestrictive Between the two parts of a compound
clause. predicate.
For example: Correct:
Switch A, which was on a panel, controlled the All subjects completed the first phase of the
recording device. experiment and returned the following week
for Phase 2.
Incorrect:
All subjects completed the first phase of the
experiment, and returned the following week
for Phase 2
To separate two independent clauses joined
by a conjunction (Cedar shavings covered the
floor, and paper was available for shredding
and nest building)
To separate groups of three digits in most
figures of 1,000 or more

3.2.9 Semicolon

Use a semicolon:
• To separate two independent clauses that are not joined by a conjunction.
For example: The participants in the first study were paid; those in the second were
unpaid.
• To separate elements in a series that already contain commas. (See Publication Manual of
the American Psychological Association, 6th edition, section 3.04 for the use of semicolons
in numbered or lettered series.)
For example: The color order was red, yellow, blue; blue, yellow, red; or yellow, red, blue
(Davis & Hueter, 1994; Pettigrew, 1993).
age, M = 34.5 years, 95% CI [29.4, 39.6]; years of education, M = 10.4 [8.7,12.1]; and
weekly income, M = 612 [522, 702]; …
Certain adverbs, when used to join two independent clauses, should be preceded by a
semicolon, rather than a comma. These transitional adverbs include however, thus,
hence, indeed, accordingly, besides, therefore, and sometimes, then. A comma usually
follows the adverb but may be omitted if the sentence seems just as effective without it.
For example: The accuracy of Jesse’s watch was never in question; besides, he was an
expert at intuiting the time of the day from the position of the sun and stars.
Kallista was determined not to miss anything on her voyage; accordingly, she made an
appointment with her ophthalmologist.

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3.2.10 Colon

Use a colon Do not use a colon

Between a grammatically complete After an introduction that is not an
introductory clause and a final phrase or independent clause or complete sentence.
clause. For example: Freud (1930/1961) For example:
wrote of two urges: an urge toward union The formula is ri = ai + e.
with others and an egoistic urge toward The instructions for the task were
happiness. Your group’s task is to rank the 15
They have agreed on the outcome: Informed items in terms of their importance for the
participants perform better than do crew’s survival
uninformed participants

3.2.11 Slash

Use a slash (also called a virgule, solidus) Do not use a slash

To clarify a relationship in which a When a phrase would be clearer.
hyphenated compound is used. For example:
For example: Each child handed the ball to her mother or
the classification/similarity-judgment guardian.
condition Not:
Each child handed the ball to her
mother/guardian.

3.2.12 Hyphenation

Compound words take many forms; that is, two words may be written as (a) two separate words;
(b) a hyphenated word; or (c) one unbroken, “solid” word. Choosing the proper form is
sometimes frustrating. For example, is follow up, follow-up, or followup the form to be used? The
dictionary is an excellent guide for such decisions, especially for nonscientific words (the term is
follow-up when functioning as a noun or adjective but follow up when functioning as a verb).
When a compound can be found in the dictionary, its usage is established and it is known as a
permanent compound (e.g., high school, caregiver, and self-esteem). Dictionaries do not always
agree on the way a compound should be written (open, solid, or hyphenated); APA follows
Webster's Collegiate in most cases. Compound terms are often introduced into the language as
separate or hyphenated words, and as they become more commonplace, they tend to fuse into a
solid word. For example, the hyphen was dropped from life-style in the 11th edition of Webster's
Collegiate, and data base is now database.
There is another kind of compound—the temporary compound—which is made up of two or more
words that occur together, perhaps only in a particular paper, to express a thought. Because
language is constantly expanding, especially in science, temporary compounds develop that are
not yet listed in the dictionary. If a temporary compound modifies another word, it may or may
not be hyphenated, depending on (a) its position in the sentence and (b) whether the pairing of a
compound with another word can cause the reader to misinterpret meaning. The main rule to
remember is that if a temporary compound precedes what it modifies, it may need to be
hyphenated, and if it follows what it modifies, it usually does not. If a compound is not in the
dictionary, follow the general principles of hyphenation given below.
Note: Exercise caution for scientific terms and terminology and author’s preference for
hyphenation. Double check against the journal style sheet and with the author.

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Follow Merriam-Webster’s Collegiate Dictionary.

Rule Example
Hyphenate
A compound with a participle when it role-playing technique
precedes the term it modifies anxiety-arousing condition water-deprived
animals
A phrase used as an adjective when it trial-by-trial analysis to-be-recalled items
precedes the term it modifies all-or-none questionnaire

An adjective-and-noun compound when it high-anxiety group middle-class families

precedes the term it modifies low-frequency words

A compound with a number as the first two-way analysis of variance six-trial

element when the compound precedes the problem
term it modifies 12th-grade students 16-s interval

A fraction used as an adjective two-thirds majority

Do not hyphenate
A compound including an adverb ending in ly widely used text
relatively homogeneous sample randomly
assigned participants
A compound including a comparative or better written paper
superlative adjective less informed interviewers
higher scoring students higher order learning

Chemical terms sodium chloride solution

amino acid compound
Foreign phrases used as adjectives or adverbs a posteriori test
post hoc comparisons
fed ad lib [but hyphenate the adjectival form:
ad-lib feeding; see Webster’s Collegiate]
A modifier including a letter or numeral as the Group B participants Type II error
second element Trial 1 performance

Common fractions used as nouns one third of the participants

Use en dash for equal weightage (e.g., water–
oil combination)
Use hyphen for adjectival units: 4.6-cm long, a
7-kg weight

Prefixes and Suffixes That Do Not Require Hyphens

Prefix or suffix Example Prefix or suffix Example

able retrievable mini minisession
after aftereffect multi multiphase
anti antisocial non nonsignificant
bi bilingual over overaggressive
cede intercede phobia agoraphobia

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co coworker post posttest

counter counterbalance pre preexperimental
equi equimax pro pro war
extra extracurricular pseudo pseudoscience
gram cardiogram quasi quasiperiodic
infra infrared re reevaluate
inter interstimulus semi semidarkness
intra intraspecific socio socioeconomic
like wavelike sub subtest
macro macrocosm super superordinate
mega megawatt supra supraliminal
meta metacognitive ultra ultrahigh
meter micrometer un unbiased
micro microcosm under underdeveloped
mid midterm
Exceptions: Use a hyphen in meta-analysis and quasi-experimental

Prefixed Words That Require Hyphens

Occurrence Example
Compounds in which the base word is pro-Freudian
capitalized a number an abbreviation more post-1970
than one word pre-UCS trial
non-achievement-oriented students
All self- compounds, whether they are self-report technique
adjectives or nouns the test was self-paced
self-esteem
Words that could be misunderstood re-pair [pair again]
re-form [form again]
un-ionized
Words in which the prefix ends and the base meta-analysis
word begins with the same vowel anti-intellectual
co-occur

3.2.13 Capitalization

Capitalize
• Words beginning a sentence.
• The first word after a colon.
• Major words in titles and headings.
- Conjunctions, articles, and short prepositions are not considered major words;
however, capitalize all words of four letters or more. Capitalize all verbs (including
linking verbs), nouns, adjectives, adverbs, and pronouns. When a capitalized word is
a hyphenated compound, capitalize both words. Also, capitalize the first word after a
colon or a dash in a title.
• In table headings and figure captions, only the first word and proper nouns.

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• References to titles of sections within the same article.

• Proper nouns and adjectives and words used as proper nouns.
• Names of university departments if they refer to a specific department within a specific
university and complete names of academic courses if they refer to a specific course.
• Trade and brand names of drugs, equipment, and food.
• Nouns followed by numerals or letters that denote a specific place in a numbered series.
For example:
On Day 2 of Experiment 4
• Complete titles of published and unpublished tests.
• Names of derived variables within a factor or principal components analysis.
- The words factor and component are not capitalized unless followed by a number.
For example:
Mealtime Behavior (Factor 4)
Factors 6 and 7
• Abbreviations beginning a sentence.
For example:
p-Endorphins
Do Not Capitalize
• In titles of books and articles in reference lists, capitalize only the first word, the first word
after a colon or em dash, and proper nouns. Do not capitalize the second word of a
hyphenated compound (see the Publication Manual of the American Psychological
Association, 6th edition, section 4.15).
• Do not capitalize nouns that denote common parts of books or tables followed by
numerals or letters.
• Do not capitalize names of laws, theories, models, statistical procedures, or hypotheses.
• Do not capitalize nouns that precede a variable.
For example:
trial n and item x
• Do not capitalize shortened, inexact, or generic titles of tests.
For example:
a vocabulary test
• Do not capitalize names of conditions or groups in an experiment.
• Do not capitalize effects or variables unless they appear with multiplication signs.

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3.2.14 Italics

Use italics for Do not use italics for

Genera, species, and varieties Foreign phrases and abbreviations common in

English
Introduction of a new, technical, or key Chemical terms (NaCl, LSD)
term or label
A letter, word, or phrase cited as a Trigonometric terms
linguistic example
Words that could be misread Nonstatistical subscripts to statistical symbols or
mathematical expressions
Letters used as statistical symbols or Greek letters
algebraic variables
Some test scores and scales Mere emphasis. (Italics are acceptable if emphasis
might otherwise be lost; in general, however, use
syntax to provide emphasis)
Anchors of a scale

3.2.15 Abbreviations

• Spell it out in the first occurrence in abstract and text and abbreviate it thereafter.
• APA Style permits the use of abbreviations that appear as word entries (i.e., that are not
labeled “abbr”) in Merriam-Webster’s Collegiate Dictionary (2005). Such abbreviations
do not need explanation in text. For example: IQ; REM; ESP; AIDS; HIV; NADP; ACTH
• Use the following standard Latin abbreviations only in parenthetical material; in
nonparenthetical material, use the English translation of the Latin terms; in both cases,
include the correct punctuation that accompanies the term:

cf. compare i.e., that is,

e.g., for example, viz., namely,
, etc., and so forth vs. versus, against

Abbreviate the following

• hr, hour
• min, minute
• ms, millisecond
• ns, nanosecond
• s, second
• %, percentage (use the word percentage when a number is not given)
• Volume: Liter for standalone → L (always). For example: 5 L and 6 ml
• Temperature: 3–4°C (degrees Celsius, no space before °C)
• Measures of currency: $55.60

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Common Abbreviations for Units of Measurement

3.2.16 Numbers

Use numerals to express:

• numbers 10 and above (e.g., 12 cm wide)
• numbers that immediately precede a unit of measurement (e.g., a 5-mg dose)
• numbers that represent statistical or mathematical functions (e.g., multiplied by 5)
• numbers that represent time, dates, ages, scores and points on a scale, exact sums of
money, and numerals as numerals (e.g., 1 hr 34 min)
• numbers that denote a specific place in a numbered series (e.g., row 5)
Use words to express:
• numbers zero to nine
• any number that begins a sentence, title, or text heading
• common fractions (e.g., one fifth of the class)
• universally accepted usage (e.g., the Twelve Apostles)
Use a combination of numerals and words to express back-to-back modifiers:
• 2 two-way interactions
• ten 7-point scale

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Ordinal Numbers
For example:
Second-order factor
The fourth graders
The first item of the 75th trial
The first and third groups
Spell out ordinal that appears before a numeral
Decimal Fractions
• Use a zero before the decimal point with numbers that are less than 1 when the statistic
can exceed 1.
0.23 cm
Cohen’s d = 0.70
0.48 s
• Do not use a zero before a decimal fraction when the statistic cannot be greater than 1
(e.g., correlations, proportions, and levels of statistical significance: p, beta, alpha).
r(24) = –.43
p = .028
Plurals of Numbers
To form the plurals of numbers, whether expressed as figures or as words, add s or es alone,
without an apostrophe.
For example:
fours and sixes; 1950s; 10s and 20s
Time and Date
• Date: April 18, 1992
• Time: 8:30 p.m., 12:30 a.m.

3.2.17 Scientific Abbreviations

• Do not repeat abbreviated units of measure when expressing multiple amounts: 16–30
kHz.
• Write out abbreviations for units that are not accompanied by numeric values (e.g.,
measured in centimeters, several kilograms).
• Units of time. To prevent misreading, do not abbreviate the following units of time, even
when they are accompanied by numeric values: day; week; month; year.
• Routes of administration: You may abbreviate a route of administration when it is
paired with a number-and-unit combination. Preferred style for APA is no periods: icv =
intracerebral ventricular, im = intramuscular, ip = intraperitoneal, iv = intravenous, sc =
subcutaneous, and so on.

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For example:
anesthetized with sodium pentobarbital (90 mg/kg ip)
But:
the first of two subcutaneous injections [not sc injections)

3.2.18 General Rules

• Spelling errors: plain spelling errors in normal English words are to be corrected.
• Indefinite and definite articles must be corrected.
• Italicize the genus and species name. Mycobacterium avium (Genus species) in article
title, at first mention in Abstract, main text, but M. avium thereafter.
• Fundamental errors in syntax must be corrected.
• Incorrect word inflection must be corrected.
• Genes italic, proteins roman.
• The order of the manuscript should be Introduction, Methods, Results, Discussion and
conclusion.
• Probability: lowercase italic p.
• Use a semicolon in place of back-to back parentheses.
• Display and block quotes to be set in roman.
• Equipment, Devices, and Reagents: Information regarding the manufacturer or
supplier is important, and authors should include this information in parentheses after
the nonproprietary name or description; however, the inclusion of the location of the
manufacturer is not required because whoever desires more specific details can easily
find them online.

3.2.19 Gene Names

• If the author defines a gene symbol, keep the definition.

• If a gene symbol is used only once or twice, there is no need to define the symbol.
• If the symbol is defined, always keep the symbol as well as the definition even if the
symbol is used only once (because some genes are better known by the symbol).
• Do not define gene symbols when there is no good definition.

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4 Copyediting Level 2
This level constitutes the standard copyediting level. Some journals have much more
comprehensive style sheets, or guides, than others, so this level covers a range of editing that is
dependent on the extent of the rules and the level of editorial office expectations. The CE2
specifications are composed of CE1 rules and other additional copyediting tasks mentioned
below.

4.1 Mechanical Editing

Refer to section 2.

4.2 Copyediting

4.2.1 Preferred Spelling

American English: Merriam-Webster’s Collegiate Dictionary (2005).

Spelling of psychological terms should conform to the APA Dictionary of Psychology.
Exception:
For APA-style journals whose title is a UK spelling, allow UK spelling for such titles to avoid
iterations.

4.2.2 Misplaced and Dangling Modifiers

Misplaced Modifiers
Ambiguously or illogically modify a word. You can eliminate misplaced modifiers by placing an
adjective or an adverb as close as possible to the word it modifies.
Correct: Based on this assumption, the model….
Incorrect: Based on this assumption, we developed a model….
Correct: These data provide only a partial answer.
Incorrect: These data only provide a partial answer.
Dangling Modifiers
Dangling modifiers have no referent in the sentence. Many of these result from the use of the
passive voice. Dangling modifiers can be avoided by using the active voice.
Correct: Mulholland and Williams (2000) found that this group performed better, a result that is
congruent with those of other studies. [The result, not Mulholland and Williams, is congruent.]
Incorrect: Congruent with other studies, Mulholland and Williams (2000) found that this group
performed better.

4.2.3 Grammar

• Articles are employed according to standard rules of usage.

• Basic agreement in subject-verb, person, and number is checked.

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• Inconsistencies in active/passive voice, first/third person, present/past tense should be

corrected; idiom/style should be corrected.
• Definite/indefinite articles.

4.2.4 Usage

Commonly misused terms are corrected; many gender-specific terms have a neutral equivalent
(e.g., mankind/humankind).

4.2.5 Scientific and Mathematical Content

• Equations:
- Centered to column width; line space above and below.
- Equations to be numbered sequentially as (1), (2), (3), etc. Other numbering
variations such as Eqn. (1), (Eqn. 1), Eq. 1, etc. are not to be used.
- Equation numbers should be set flush right within parentheses.
- For in-text citations follow this pattern:
Equation (1) shows…
Equations (2) and (3) suggest…
As shown in Equations (5) and (6) (not eq or Eq.)
…in the illustration (Equation 1).
For example:

- Citations to tables, figures, and equations from other sources should be lowercase and
contracted (e.g., table 1, fig. 3, eq. 5).
• Check for mathematical operators, editing inline/displayed mathematical and chemical
formulas; treatment of numbers, spaces, and symbols.
• Punctuated, single-letter variables italic; two- or more-letter variables roman; anything
that qualifies a variable is roman (e.g., TN [Neel temperature]).
• Close up the mathematical operators with single value (~XX or +XX, etc.).
• Symbols representing variables and scalars should be italicized (e.g., a + b = c).

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• Arrays and vectors should be in boldface.

• Differential d in italic.
• Greek symbols as variables should be in italics (e.g., α = .5).
• Uppercase Greek symbols should be roman (e.g., Δ). Symbols for vectors and matrices
(V, X) should be boldface.
• All other statistical symbols (N, Mx, df, SSE, MSE, t, F) should be italic.
• When reporting confidence intervals, use the format 95% CI [LL, UL], where LL is the
lower limit of the confidence interval and UL is the upper limit.
When a sequence of confidence intervals is repeated in a series or within the same
paragraph and the level of confidence (e.g., 95%) has remained unchanged, and the
meaning is clear, no need to repeat the 95% CI. Every report of a confidence interval must
clearly state the level of confidence. A sentence might then read, in part,
95% CIs [5.62, 8.31], [−2.43, 4.31], and [−4.29, −3.11], respectively
When a confidence interval follows reporting of a point estimate, the units of
measurement should not be repeated:
M = 30.5 cm, 99% CI [18.0, 43.0]
(See APA Manual of Style, 6th edition, section 4.44.)
• Check for styling of variables and notions in equations (italics, boldface, roman, etc.).
• Linearization and display formats wherever required (convert inline equation into
display equation and vice versa).
• Manipulation of spaces within equations and conditions (em space, en space, thin space,
etc.).
• Identifying and styling mathematical symbols (summation, product, subset, much less
than, much greater than, partial differential, Delta, etc.).
• Mathematical content—formatting of variables, constants, vectors, matrices; consistency;
linear/nonlinear equations; mathematical operators, etc.

4.2.6 Manuscript Components

• Every citation in text should have a counterpart; verify the appropriateness of all section
and head levels; complete reference check; check that reference callouts in the text match
the actual number of authors and also the listed references; a close reading and editing of
tables is performed; figure legends are to be checked against figures; making or
recommending changes for sense, clarity, or consistency and query the author to verify
the changes were made.
• Query for all drug dosages; this can be done as a blanket query.
• Although it is not the responsibility of the copyeditor to check whether text, tables, or
illustrations require permission to reprint, if there are strong indications that an element
of the article could have been published previously elsewhere but there is no indication
that permission to reproduce has been obtained, it is reasonable to add a query pointing
out that the author should have obtained permission to reproduce the material.

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5 Copyediting Level 3
This is a level of copyediting that requires extremely experienced copyeditors who can produce
results of a noticeable greater breadth than is required for CE2 editing. Style sheets, or guides, for
CE3 journals are lengthy and complex. The CE3 specifications include CE1 rules and other
additional editing rules mentioned below.

5.1 Mechanical Editing

Refer to section 2.
In addition, the copyeditor is expected to apply high-level discipline-specific rules for
abbreviations and nomenclature.

5.2 Copyediting

5.2.1 Spelling

Spellings of trade and nonproprietary drug and equipment names, medical and nonmedical
terms, and specialty-specific phrases; US/UK spellings; non-English words and terms with
diacritical marks and accents should be verified; PubMed or Google searches may be used to
verify usage and spelling of specialty-specific terms and phrases; eponyms should be checked and
used consistently; different spellings may be used for noun/adjective word forms; and the style
for statistical terms and tests should be consistent in text, tables, and figures throughout the
journal. Other sources, generally databases for international standards, are used for verification,
as specified in the style manual.

5.2.2 Grammar

• Articles are employed according to standard rules of usage.

• Basic agreement in subject-verb, person, and number to be checked.
• Inconsistencies in active/passive voice, first/third person, present/past tense should be
corrected; idiom/style should be corrected.
• Definite/indefinite articles.

5.2.3 Syntax

• Redundancies are queried or eliminated; run-on sentences are shortened or broken up or

the author is queried to rewrite the sentence; dangling modifiers are fixed. Text is
rephrased to achieve parallel structure; rephrase any awkward or infelicitous phrases to
achieve the greatest clarity; ask author to verify changes; and rephrase text for clarity
even if original does not contain a grammatical error.
• Parallel structure with compound verbs or participles.
• Reword the sentences for clarity and ask the author to verify the rephrasing.

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5.2.4 Usage

• Commonly misused terms are corrected; gender-specific terms have a neutral equivalent
(e.g., mankind/humankind).
• Correcting for ethical appropriateness and stereotypical language.

5.2.5 Scientific and Mathematical Content

• Refer to section 4.2.5.

• Content editing: Verify facts in articles using outside sources (e.g., references, Internet
searches, databases).

5.2.6 Manuscript Components

• Every citation in text should have a counterpart; verify the appropriateness of all section
and head levels; complete reference check; check that reference callouts in the text match
the actual number of authors and also the listed references; perform a close reading and
editing of tables; and make or recommend changes for sense, clarity, or consistency,
including reorganizing the tables.
• Can edit tables to save space (e.g., several heads can be combined into one in a virgule
construction to save space [Study/Y/%]).
• Query for all drug dosages; this can be done as a blanket query.
• Should clarify language as much as possible, whether or not an indisputable error has
occurred. The author is asked to verify all changes.
• Read the abstract content against the article content to ensure that the abstract correctly
reflects the article’s thesis, methods, and conclusion. The copyeditor may also edit the
article title on the basis of content and query.
• Revision of poor writing that is a result of an author’s lack of familiarity with English is
undertaken.
• Check whether text, tables, or illustrations require permission to reprint, if there are
strong indications that an element of the article could have been published previously
elsewhere but there is no indication that permission to reproduce has been obtained, it
is reasonable to add a query pointing out that the author should have obtained
permission to reproduce the material.

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APPENDIX

Differences Between Original APA and Wiley APA

Original APA Wiley APA

Article title Article title set in title case Article title set in sentence case

Author names Omit all titles and degrees Degrees and job titles to be
included if present in existing
journal style
Abstract • Heading: Abstract • Heading: either Abstract or
• Single paragraph Summary
• Follow existing journal style
for whether the abstract
should be structured,
unstructured, or list style
• Numbered abstracts are
allowed for some society
journals
Title page Sequence of author notes: Sequence of title page footnotes:
footnotes Affiliations, changes of affiliation, Abbreviations, equal
acknowledgments (including equal contributions, paper presentation,
contributions), special deceased authors,
circumstances, person to contact

No footnote symbols No footnote symbols, except for

deceased authors (dagger †)
For example:
Myrtle Coe and Simon Foe
contributed equally to this study.
This study was first presented at
the...
†Died May 14, 2014.

Heading levels Unnumbered Numbered and unnumbered

1 Centered, Bold, Title Case 1 NUMBERED, FLUSH LEFT,
BOLD, ALL CAPS
2 Flush Left, Bold, Title Case 2 Numbered, flush left, bold,
sentence case
3 3 Numbered, flush left, bold,
Indented, bold, sentence
sentence case
case
4 4 Unnumbered, flush left,
Indented, bold, italicized,
italicized, sentence case
sentence case, ending
with period.
5 5 Unnumbered, flush left,
Indented, italicized, sentence
italicized, sentence case,
case, ending with period.
ending with period, run-on.
Figure captions Label in italics followed by a period; Label in all caps and bold without a
caption ends with a period; period; caption does not end with
lowercase panel labels a period; lowercase panel labels

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For example: For example:

Figure X. (a) Histological section of… FIGURE 1 (a) Histological section
(b) Comparison of…. of… (b) Comparison of…
Table titles vs. The table title (in title case and The table caption (in sentence case
captions italics) follows the free-standing and roman) follows the table
table number on a new line number (in bold) run-on

For example: For example:

Table X TABLE X One-thousand-achene
Summary of Experimental Designs weight, actual, lost and potential
achene weight across 2014–2016
and different head orders
Table footnotes Three kinds of notes: Four kinds of notes:
General notes (including General notes
abbreviations and source Abbreviations
information) Specific notes
Specific notes Probability notes
Probability notes

Abbreviations in italics if they are in Use the heading “Abbreviations”.

italics in the table; equal sign Abbreviations set in roman;
between abbreviation and its full comma between abbreviation and
form its full form
For example: For example:
Note. Factor loadings greater than Note. Factor loadings greater than
.45 are shown in boldface. OR = odds .45 are shown in boldface.
ratio; CI = confidence interval; UWCB Abbreviations: OR, odds ratio; CI,
= unhealthy weight control confidence interval; UWCB,
behaviors. unhealthy weight control
an = 25. bThis participant did not behaviors.
complete the trials. an = 25. bThis participant did not

*p < .05. **p < .01. complete the trials.

*p < .05. **p < .01.
Enunciations Follow AMS style for enunciations
(math statements)
Acknowledgments Part of Author Note (third Acknowledgments to be set in a
paragraph) separate section

For UK journals, use

Always “Acknowledgment(s)” “Acknowledgement(s)”
Endnotes Placed after References Placed before References

Reference APA never uses “Ibid” and “op cit” “Op cit” and “Ibid” are allowed.
citations but consistently the author–date Follow journal style sheet. If the
citation format journal style sheet does not
contain any info, follow APA style
Author biography Only author notes are used (which For author biography, follow NJD
include affiliations, format (heading in bold, all caps;
acknowledgments, special full first name and surname,
circumstances, disclaimers, conflicts initials for middle names; names in
of interest, persons to contact) bold, roman, not in all caps or
small caps)

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Appendix Heading in title case without Heading in all caps and bold
emphasis (no boldface, no italics)

For example: For example:

Appendix APPENDIX
Degrees of Space before degree sign: No space before degree sign:
temperature 30 °C, 3071 °F 3–4°C
Spelling Should be conform to standard UK spelling is preferred for UK
American English (Merriam articles (Concise Oxford English
Webster’s Dictionary) Dictionary)
Manufacturer No instructions To be included (however, location
details is not required)

Frequently Asked Questions (FAQS)

1. What is the standard style and format for reference citation in abstracts?
Wiley: Replace reference citations with minimal publication details such as, year of
publication, abbreviated journal title, volume number and page range (use the surname
of the first author followed by et al. if there are more than two author names)
2. Use of owing to/because of/due to in this scenario: Do we have to differentiate between
these? As per our understanding: “He lost the first game because of carelessness”
(“because of” is modifying the main verb “lost”) and “The accident was due to bad
weather” (“due to” is preceded by the supporting verb “was”)
Wiley: Usually change “owing to” to “because of.” Use of “due to” is correct here.
3. Should we assume that introductory phrases or text always be followed by a comma?
(“In terms of homology, it…”; “In 1999,….”)
Wiley: Yes. Sometimes, the comma is needed for clarity, but that's not always the case.
And, in general, prefer to use them more often than not.
4. Should we insert commas around “however” and “therefore” (when used for an
emphasis or as intensifiers)? We follow the author in such cases; however, we do insert
a comma after these when they begin a sentence.
Wiley: Yes. Don't think it's something that should be a set rule. But it is sometimes more
situational.
5. Change "resulting" to "and this results" in the sentence "Rab5 and Rab10 reciprocally
recruit the other's GAP, resulting in demarcated domains in the Golgi–endosome
interface"
Wiley: OK to leave as is. Also either way is acceptable.
6. Myeloid and lymphoid lineages cells: This was edited to avoid double plurals to
''myeloid and lymphoid lineage cells''. Can this be explained?
Wiley: The remark to stet the original was not intended for that phrase; it was for the
phrase above it: "the 3D induction system–derived" because it looks like there was an en
dash there, though I suppose it could just be a space.
7. Infectious Disease Regional Centre: This is marked to set in lower case. Can all
organizations names also be lowercase?
Wiley: No, not all organization names should be lowercase. Addition of “an” before the
department name in this case makes it generic.

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8. In APA style, should ''western'' be lower case?

Wiley: We use lowercase "w" for western blotting (and lowercase "n" for northern
blotting) but uppercase "S" for "Southern" blotting because Southern is a person's name.
9. Since fabG is a gene it should be set in italics; however, FabG represents a protein and
hence set in roman. Here we follow the author for roman/italics. However, we raise a
blanket query to the author to check roman/italics.
Wiley: Try to understand the sentence in order to figure out whether the author means
a gene or a gene product (protein).
10. Is ca.to be used only with dates?
Wiley: We would only use it with dates; usually we use a ~ elsewhere.
11. Should all Greek letters be rendered in italics?
Wiley: According to IUPAC, italic and roman Greek letters have different meanings.
Ideally, Greek letters representing physical quantities or variables are set in italics and
Greek letters representing units and labels in roman. Vendors are expected to check
whether Greek letters representing variables are set in italics; if not raise an author
query.

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