Review of Decision processes.

Reviews the book "Decision processes", edited by R. M. Thrall, C. H. Coombs, and R. L. Davis (see record 1955-00120-000). This volume is a collection of papers from the University of Michigan summer seminar at Santa Monica. California, in 1952. This seminar, devoted to decision processes, had as participants mathematicians, statisticians, psychologists, economists, and philosophers. Most of Part I of this volume is devoted to a discussion of alternative decision criteria. Part II of this volume is concerned with learning theory. Part III is concerned with the utility function. Part IV contains a discussion of certain experimental studies of certain game situations. On the whole, this is a very important volume for decision theorists, but most of them wrote it, or were at least present at the seminar. Its value to working psychologists and economists is less clear. Most of these are working papers, theories about how one might build a theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social Learning and Clinical Psychology.

Reviews the book "Social learning and clinical psychology," by Julian B. Rotter (see record 2005-06617-000). The stated purpose of this book is to arrive at a systematic theory from which may be drawn specific principles for actual clinical practice, and to illustrate some of the more important applications of the theory to the practice. The first three chapters represent for the most part a clear and incisive introduction to the major purpose of the book, chapters which can be read with profit by all clinical psychologists. The next four chapters, which represent the bulk of the book, contain the aims and concepts of Rotter's social learning position as well as the ways in which it differs from other approaches. Rotter's discussion and evaluation of psychoanalytic theory is amazingly superficial and, to the unwary graduate student, misleading. First, it represents one of the few attempts to formulate and apply a learning theory to clinical phenomena and problems-the more such courageous attempts we have, the better will we be able to evaluate the adequacy of such theories. Second, Rotter's formulations have generated a relatively large number of studies at The Ohio State University-a tribute not only to Rotter's effectiveness as a teacher but a reflection of the fruitfulness of the formulations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of human possibility and constraint.

Reviews the book, The psychology of human possibility and constraint by Jack Martin and Jeff Sugarman (see record 1999-02336-000). The way to read this little book is to share in the authors' concern for understanding individuals and for vindicating psychology as a discipline concerned with the psychological development of individuals. Apart from its unsettling philosophical overexcitability, there is a notable distortion in the authors' efforts to understand individual transcendence, namely, a near total failure to deal with values, moral growth, and individual freedom. Human development is understood procedurally, in historical context of course, but as culminating in a "theory" of self and others. This lingering rationalist bias is in part due to their philosophical borrowings, but it also betrays the functionalist stance so characteristic of our contemporary focus on usefulness. For all that, this is an engaging book, one I recommend for advanced undergraduate and graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The achievement motive.

Reviews "The achievement motive," by D. C. McClelland, J. W. Atkinson, R. A. Clark, and E. L. Lowell (see record 2006-09558-000). This book is primarily a progress report on a program of research which thus far has shown very promising results. The authors have worked out a scheme for measuring the achievement motive under standardized conditions, thus making available for controlled study one of the most important human strivings. The device for measuring the achievement motive is derived from the Thematic Apperception Test: subjects are asked to write stories in response to four pictures. The scoring scheme has been worked out with great care and is both efficient and reliable. This basic experiment was repeated with several different groups, including a group of Navaho boys. In their theory of motivation the authors are strongly influenced by Hebb: "our own theory in many respects picks up where he leaves off." Their system, moreover, follows Young's lead in basing motives on affective arousal. All motives are learned; what is unlearned is affect, which occurs whenever stimuli or situations produce a significant change in the organism's adaptation level. Changes in adaptation level, with their accompanying affect, become the basis for learning motives. These few sentences must suffice here to indicate the general nature of the theory, which though still tentative is worked out in considerable detail with abundant reference to current research. To me it seems an important broadening of the concept of motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Metacognition, cognition, and human performance.

Reviews the book, Metacognition, cognition, and human performance by D. L. Forrest-Pressley, G. E. Mackinnon, and T. Gary (1985). The present book can be divided into three broad areas--metacognition and reading; metacognition and selected instructional variables; and metacognition and selected learning problems. While this book can be criticized for lacking organization and a helpful focusing overview by the editors, it must be commended for providing a source of some practical implications for the concept of metacognition in applied situations by people who obviously know their fields and their topics. This reviewer recommends Metacognition, cognition, and human performance as valuable reading for anyone involved with metacognition and instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Metacognition, cognition, and human performance.

Reviews the book, Metacognition, cognition, and human performance edited by D. L. Forrest-Pressley, G. E. MacKinnon, and T. Gary Waller (1985). This collection is the second of two volumes devoted to metacognition, cognition, and human performance. In volume 1 emphasis was placed on basic theoretical issues in metacognition; volume 2 deals with the application of metacognitive principles to the fields of education and clinical remediation. Overall, I found the volume quite informative and indeed enjoyable. All contributions were of excellent quality, and presented active engaging research in the field, with the authors borrowing extensively from their own and their students' work. The research reported is permeated by vitality, ingenuity of methodology, and, to varying degrees, good linkages to other areas such as developmental, social, and cognitive psychology, social learning theory, and educational theory. This reviewer, however, was disappointed by the obvious omission of Piagetian theory from the theoretical conceptualizations of the various sub-areas of metacognition offered here. A second concern I had was with the relative lack of cohesiveness in the volume, with the inevitable repetitions across chapters. Although the editors' preface provides a summary of each chapter, it does not attempt to integrate the volume. Thus we end up with a collection of papers in the field but know little about how they fit in the overall scheme of things metacognitive. The volume will certainly be of value to basic researchers in cognitive, social, and developmental psychology. It would also be of particular relevance to child clinical psychologists, special educators, and teachers for the wealth of ideas it provides for implementation not only with LD but also with socio-affectively disturbed, mentally retarded, and culturally disadvantaged children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The body.

Reviews the book, The body by Donn Welton (1999). Over the last century, the nature and meaning of human embodiment has emerged as one of the more significant areas of philosophical and psychological inquiry. From at least the time of Edmund Husserl, many thinkers in the Continental tradition have striven to re-conceptualize the body and its relationship to self and other in such a way as to avoid the pitfalls of more traditional, reductionistic attempts that view the body solely in physical or biological terms. In this helpful volume, part of Blackwell’s Readings in Continental Philosophy series, Welton has brought together for the first time many of the foundational twentieth-century writings on the concept of embodiment. This book provides not only a cluster of theories articulated by philosophers seeking to move beyond the inherent limitations and contradictions of Modern philosophy, but also new appropriations and insights from psychoanalysis, social history, literary theory, and gender theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The adaptive design of the human psyche.

Reviews the book, The adaptive design of the human psyche by Malcolm Owen Slavin and Daniel Kriegman (see record 1992-98703-000). The adaptive design of the human psyche offers an evolutionary perspective on the mind. Reasoning from natural selection, it holds that over the estimated 50 million years or 10 million generations since man parted company from the chimpanzee, deep psychological structures evolved that enhanced man's chances for survival and procreation. These structures are considered in the context of current psychoanalytic theoretical models, which the authors see as being organized around two divergent paradigms: the classical and relational models. After identifying the deep structures and their implications for both models, the authors attempt a synthesis compatible with the deep structures. The authors make a novel contribution to psychoanalytic thought, and their arguments should serve as a corrective for elements of both the classical and relational theories. In their enthusiasm, however, they appear to be earned away when they discuss certain clinical concepts and reach conclusions that are quite incongruent with clinical experience. In summary, The adaptive design of the human psyche makes an important contribution as a corrective for certain extreme tenets of existing theories and presents valuable perspectives on the phenomena of altruism and parent-offspring conflict. The work is hurt, however, by the authors' failure to acknowledge the nature of real psychopathology in pressing their conceptualization of an evolved adaptive design of the psyche. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Technology as symptom and dream.

Reviews the book, Technology as symptom and dream by Robert D. Romanyshyn (see record 1990-97140-000). This book is an empassioned call to reexamine the history of technology and to remember the desire that propelled it. Faced with the atom bomb and space flight, we can no longer ignore, Romanyshyn argues, the possibility of the final destruction of our planet. True to his vocation as a psychologist, Romanyshyn finds that the path toward preventing the suicide of mankind lies in re-examining, reflecting and retelling the story of our past and in understanding how it shapes our present and our future. He offers us a shift in perspective: maybe we have misunderstood what technology is all about. "Perhaps technology has been part of the earth's long history of coming to know itself, and perhaps in that effort we have been its servant. (...) On a dry African plain, in the silence of the early morning, one can still imagine technology as vocation, as the earth's call to become its agent and instrument of awakening. But in the shadows imagination falters and technology seems less the earth's way of coming to know itself and more the earth's way of coming to cleanse itself of us" (p. 3). Romanyshyn's book is biased, but biased in a positive way: he refuses the detached view of the uninvolved observer. The book speaks with passionate insight for the abandoned body and the repressed soul. Informed by the phenomenological critique of the scientific attitude, Romanyshyn attempts to recover the cultural history of consciousness and the lived body. He weaves a fascinating story that resonates with profound echoes from the past. He challenges the reader's presuppositions and our habitual modern ways of conceptualizing space, body and self. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Modern learning theory. A critical analysis of five examples.

Reviews the book "Modern learning theory. A critical analysis of five examples," by William K. Estes et al. (see record 2004-21803-000). This book is the product of the Dartmouth summer conference on learning theory, held in the summer of 1950 under the auspices of the Social Science Research Council, with funds supplied by the Carnegie Corporation. Each of the five sections is devoted to one learning theorist. The authors have followed a guiding outline for evaluating each theory, including a discussion of the structure of the theory, methodological characteristics, and, finally, an over-all appraisal of empirical content and adequacy. The issues raised in the book will undoubtedly be challenged and discussed separately by those friendly to the various theories. The critical task which the authors set themselves was admirably done, and we may be thankful for it. The homogeneity in conception of what constitutes a good theory reflects in part the homogeneity of background of those who found it congenial to meet together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Stochastic models for learning.

Reviews the book "Stochastic models for learning" by R. R. Bush and F. Mosteller (see record 1955-15028-000). This contribution to learning theory analyzes the results of many learning experiments in terms of a probabilistic hypothesis after setting up a general theoretical model from which specific models to fit particular results can be derived. While this book is not an applied book except in the sense that mathematical techniques of much power are applied to basic psychological problems, it represents a distinct advance in the scientific analysis of learning data. Ultimately applied psychology may benefit from the methods so developed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social learning and clinical psychology.

Reviews the book, Social learning and clinical psychology by Julian B. Rotter (1954). Social Learning and Clinical Psychology is in effect two books in one, a trenchant and forceful evaluation of just what clinicians are doing, and a formulation of a behavior theory which strives to provide a more secure groundwork upon which meaningful clinical practice may be based. The theory, admittedly tentative and incomplete, represents a genuine contribution to the clarification of thinking about clinical problems. The book falls rather naturally into three distinct sections. Chapters I through IV present a detailed survey of the current functions and problems faced by the working clinical psychologist from a theoretical and technical point of view. The middle section of the book comprises the author's unique contribution, a "social learning theory of personality." The third section of this book, while broadest in scope, is somewhat disappointing. Here Rotter attempts to relate his four classes of variables, the subject's behavior, expectation of reinforcement, the value of external reinforcements, and the psychological situation, to the vast panoply of theoretical approaches, clinical instruments, and psychotherapeutic techniques which are involved in the clinician's functioning. On the whole, then, this book is an impressive achievement. Despite a few shortcomings, there is much to be learned from this book by those who are willing to read it carefully and reflectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A secure base: Parent-child attachment and healthy human development.

Reviews the book, A secure base: Parent-child attachment and healthy human development by John Bowlby (see record 1988-98501-000). This volume consists of nine lectures given over the last decade by the author, an eminent child researcher and psychoanalyst. Seven of the lectures have been published elsewhere. Each lecture, slightly rewritten in chapter form, further illuminates specific aspects and implications of Bowlby's theory of attachment. These include: the relationship between family violence and early attachment experiences; the central features of sensitive, caring parenting and the unique roles of fathers; the origins of depression in childhood experience; and the relationship between attachment theory and the therapeutic process. The reviewer believes that the book should serve as "a secure base" for those eclectic therapists seeking to integrate and extend Bowlby's ideas in their clinical work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Evolution, culture and the human mind.

Reviews the book, Evolution, culture and the human mind edited by M. Schaller, et al. (see record 2009-20004-000). This current volume, Evolution, culture and the human mind, follows the lead of Wundt where an attempt is made to provide a synthesis of theory and data across psychological subfields into a holistic framework. Norenzayan, Schaller, and Heine begin the volume with an overview of the scope and themes that arose from their 2004 conference at the University of British Columbia on “Mind, Culture and Evolution.” Explicit throughout this volume is an effort to bridge the “yawning chasm” between perspectives of evolutionary determinism and cultural constructionism. In doing so, there is interest in providing a rigorous multidisciplinary scientific effort to solve this foundational problem for psychology. As such this volume provides an interesting and insightful examination of the evolution of consciousness, cognition, decision-making, actions, and cultural norms in terms of collective consequences and genetic mechanisms. The volume is divided into three sections where several dialectical themes (theory/data, top-down/bottom-up, ecological/social, diversification/integration) are woven throughout. Overall the volume offers nice flow from one collection of essays to the next as themes are picked up and let go, only to return later on. This volume shows a dominance of natural science (cross-cultural) inclinations where some readers may call for more voice given to phenomenological and hermeneutical (cultural) human science contributions. Other critics may challenge the reliance upon correlational, comparative, and post hoc data to bolster claims of causality in support of various theoretical suppositions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Attachment in psychotherapy.

Reviews the book, Attachment in psychotherapy by David J. Wallin (see record 2007-05421-000). This intellectual and clinical tour-de-force is what we have been waiting for: a book that is on the one hand a coherent, creative, thoughtful, and remarkably integrated view of contemporary psychoanalysis, with attachment, and attachment processes, at its core, and on the other a reflection on our daily, complex, work with patients. The book has three broad aims: first, to ground the reader in attachment theory and research, second, to broaden the reach of attachment theory by building bridges to other aspects of contemporary psychoanalytic theory and science, and third to apply this broader, deeply psychoanalytic, clinical attachment theory to understanding the dynamics of an individual patient and the dynamics of clinical work. This book should be essential reading for anyone interested in contemporary psychoanalysis. Few writers have the ability to write so directly and clearly about complex science and theory; his scholarship and reach are extraordinary. This book is also a book for therapists at all levels of experience. Throughout every section of the book, Wallin writes about his work with patients, about the therapeutic process, about the therapeutic situation, and about the therapeutic relationship, in all its complexity. In the end, he creates a truly contemporary vision of human development, affect regulation, and relational processes, grounded in the body and in the brain, and in the fundamental relationships that make us who we are, as therapists, as patients, and as human beings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The integration of behavior.

Reviews the book, The integration of behavior by Thomas M. French (1952). In this fundamental contribution to Ego psychology French undertakes to elucidate the workings of integrative mechanisms, using as illustrative material the record of the analysis of an asthmatic patient. The first volume--Basic Postulates (see record 1952-05902-000) presnts, in a first approximation, the conceptual framework evolved by French, exemplifying the "basic postulates" by instances taken from everyday normal behavior and from some of the patient's dreams. In the second volume--The Integrative Process in Dreams (see record 1954-05671-000) the author brings detailed analyses of several sequences of the patient's dreams, elaborating the integrative processes and the system of personal patterns reflected in these dreams. French's undertaking can be considered as one of the most valuable among the current attempts to evolve a systematic "ego psychology," centering it on the successfully integrated behavior, on constructive, rather than defensive, functions of the psychic organization. Through a judicious selection of concepts and theories that have both a high explanatory power and a close fit to facts, he tries to "bring into resonance" not only the rational and irrational behavior, but also many other dichotomous areas and approaches of the personality study. Personality psychologists will certainly welcome this attempt at overcoming the segregation of various approaches to the study of human behavior, even if one may disagree with the specific selections French makes, and regret the fact that the inclusion of so many theories and speculations tends to obliterate the main outlines of the work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychotherapy as a human science.

Reviews the book, Psychotherapy as a human science by Daniel Burston and Roger Frie (see record 2006-12980-000). In this book, the authors show how philosophical assumptions pervade therapeutic praxis. "In our view, philosophy is inherent to the very practice of psychotherapy" (p. 2). There is a "common ground that unites the therapists of today with the philosophers of the past" (p. 17). Their effort succeeds brilliantly in reconnecting psychology and philosophy and, by that homecoming, to ground psychotherapy (including contemporary psychoanalysis) as a "human science." The book begins by sketching ideas about truth we inherit from the Greeks, then shows how Descartes and Pascal helped launch the Enlightenment with their thinking about truth and the limits of reason. Kant, Hegel, and Marx broaden the scope to include reason, the unconscious, and the course of history. Kierkegaard and Nietzsche interject angst and authenticity. Dilthey proposes a human science neither scientistic nor irrational. Husserl launches phenomenology as the proper study of experience; Scheler, Jaspers and Heidegger react in their particular ways. Freud and Jung come to loggerheads over the unconscious. Buber, Binswanger, and Boss further develop existential-phenomenological perspectives in terms of human interrelatedness. Confrontation with the other and the limits of reciprocity engage Sartre, Lacan, and Laing. Psychoanalysis grows intersubjectively through the work of Sullivan, Fromm, Merleau-Ponty, Benjamin, and Stolorow. Postmodernism's excess, Frie and Burston conclude, requires acknowledgment of an authentic self answerable for choices in life: '...[W]e are both determined by, and exercise our agency in determining, the communicative contexts in which we exist" (p. 262). Psychotherapy from this existential-phenomenological perspective becomes "a rigorous exploration of our ways of making meaning--both consciously and unconsciously" (p. 263). The book ends, then, with an affirmation of life and a call to action. All these thinkers, all these generations of lives lived, all this seeking of meaning and purpose, explanation and doubt, all this is our human lot, inherited equally. Each of us must choose, consciously or not, what to do about it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The sociogenesis of language and human conduct.

Reviews the book, The sociogenesis of language and human conduct edited by Bruce Bain. It is no mean task to set forth in a few paragraphs what it is that Bain has attempted to do in preparing this book, and to assess the extent to which he has been successful. A glance at the number of pages will provide an initial clue to the problem; this is an omnibus consisting of thirty-two separate essays and a poetic epilogue. To borrow Professor Bain's own words, it is "a multidisciplinary book of readings addressed to various aspects of the theme that the genesis--the origins and development--of language and human conduct are to be found in the practical or social relations between people...an attempt to accelerate the process of adopting an integrative approach to the study of language by focusing on a general position which has already played a significant role in this process, namely sociogenesis." This is a lengthy book and I suspect that it could have been edited down to a more manageable size. The chapters need not be read in any given order--I found that the editor's attempt to structure them under four headings was not particularly successful. In spite of these reservations, and a plethora of typographical errors as well as the odd dismal chapter, the book is an exciting one. (PsycINFO Database Record (c) 2010 APA, all rights reserved)