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1.
Reviews the book, Language functions and brain organization edited by Sidney J. Segalowitz (1983). This volume attempts an up-to-date summary of our knowledge of brain/language relationships by 24 distinguished researchers in the field (six of them Canadian). The four parts deal with "the general concept of language as a mental organ or a mental complex," "the brain base for language," developmental aspects, and hemispheric lateralization. For each part, the editor has written a brief introduction, which is followed by three or four chapters. The book as a whole presents a delightful though somewhat idiosyncratic selection of topics, loosely focused on the general theme of brain and language. Systematic coverage is not attempted, nor is it likely to be gained from an edited book with its inevitable problems of unevenness in style, differences in approach, and overlap in content. The editor seems to have given at least some of his authors free rein to write about their topic of specialization, and they do it well. It is fun to pick and choose chapters of interest, but I would not recommend front-to-back reading in the expectation of a textbook introduction to the field. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
Reviews the book, Language in the Americas by Joseph H. Greenberg (1987). Greenberg's work on universals of language has crossed disciplinary boundaries to become known to many psychologists interested in language. His equally important work in language classification, of which Language in the Americas is one part, remains unfamiliar to psychologists. This book is a pioneering work in that it is the first genetic classification of the indigenous languages of both North and South America. Greenberg maintains that all of the languages of the Americas belong to three families: Eskimo-Aleut, Na-Dene, and a family that he has named Amerind. This assertion is both important and controversial; the controversy lies in the grouping of most of the languages including all of those of South and Central America into the Amerind family. Most of Language in the Americas consists of the Amerind etymological dictionary, arranged so that the reader can assess lexical similarities within and between subgroups. Greenberg's discussion is informed, articulate, profound, and to the point. He draws on relevant sources and examples from diverse fields of knowledge. The depth and breadth of his scholarship and the clarity of his presentation create a work that is an intellectual pleasure to read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
Reviews the book, Language, society and identity by John R. Edwards (1985). This book attempts to bring together the main lines of thought on ethnic identity, nationalism, language maintenance, and bilingualism. The book is divided into seven chapters which discuss: the definitions of such concepts as ethnic identity, ethnicity, nationalism, language, and dialect; consideration of language and nationalism; language maintenance and shift; issues of "ethnic revival" and the "new ethnicity; education; language attitudes, behaviour, and research and; the separation of language maintenance from ethnic maintenance. Despite what seem to be numerous reservations, I find that this book has many good features. It does take us a lot closer to an interdisciplinary view on language and ethnicity; it reminds us about the variety of social settings in which language contact (and conflict) plays a role; it brings out many controversial points and supplies arguments from different perspectives for such controversies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
Reviews the book, Language, the sexes and society by Philip M. Smith (1985). The book under review is topical, as it deals with gender issues and language approached from a social psychological perspective, two areas that have seen a flurry of activity in recent years. The reader is taken to the forefront of research in these areas and encounters a substantial amount of information. The book contains an extensive critical review, as well as a report of Philip Smith's own studies dealing with the recognition of masculinity-femininity of speakers by listeners. In the review section, speech forms associated with speaker sex, as studied by anthropological linguists, sociolinguists, and social psychologists are reviewed. We learn further about how women and men are represented in language (e.g., in the media, in advertisement, reference material). I would use this book as suggested reading to advanced undergraduates and graduate students. But the primary market for the book is among scholars and researchers engaged in the study of language and gender issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

5.
Reviews the book, Language development in the preschool years by Gordon Wells (1985). This is the second report of a massive study of child language that has come to be known as "the Bristol study." It was carried out on local children by members of the University of Bristol. It is the best longitudinal study of its type that I have seen. Educators will find the book useful. Many people are worried about the "permissible" limits of variability: when a child is to be treated as normal and when professional intervention is required. The book gives no precise rules, but it can help to inform judgement. Taking one thing with another, the book is replete with useful information that the student of child language will not want to be without. (PsycINFO Database Record (c) 2011 APA, all rights reserved)  相似文献   

6.
Reviews the book, Language, cognition and deafness by Michael Rodda and Carl Grove (see record 1987-97707-000). In this book, Rodda and Grove clearly subscribe to the view that along with speech and hearing, deaf persons should be allowed to use their "natural" language, Sign Language, American Sign Language (ASL), or in Canada, Canadian Sign Language (CSL). What makes this book unusual and important is that the authors have taken great pains to document their position through reference to hard experimental evidence, much of which has been done by psychologists. It is hard to imagine that anyone reading this book would not be definitively persuaded by their arguments, which are based on recent developments in psychology, psycholinguistics, neurolinguistics, as well as many other allied fields. Rodda and Grove clearly want to see Sign Language (ASL) accepted as part of the educational, psychological and cultural world of deaf adults, without demeaning the importance of speech and hearing in the communication process. This highly readable and informative book will undoubtedly help move the field in that direction, and I highly recommend it to the specialist and non-specialist alike. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

7.
Reviews the book, Language, the sexes and society by Philip M. Smith (1985). As with any growing field that encompasses the diversity of orientations characterizing research on sex and language, there is a need periodically to take stock so as to bring a more integrative impulse to the accumulated findings. Philip Smith's recent book provides such an overview and critical evaluation of the current status of sex-language research, an endeavour to which he brings the perspective of a social psychologist. For those interested in a social psychological perspective on sex-language questions, Smith's book provides a very useful evaluation of the state of research in this field and identifies promising directions for future research. Those whose particular interests focus more on women and language or communication within same-sex groups will find little coverage of such topics. However, despite these gaps, the book provides much food for thought and warrants a careful reading by researchers working in the sex-language area. Because of its research emphasis, I feel this book would be most relevant to graduate courses and, in particular, would serve as a valuable source for work in women's studies, sociolinguistics, and social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
9.
Reviews the book, Language and Psychodynamic Appraisal: A Development of the Word Association Method by J. D. Sutherland and H. S. Gill (1970). Jung used the word association method to uncover complexes and Sutherland and Gill recommend the use of the sentence association method. One hundred stimulus words were selected covering persons, relations, affective states and such words as school, dead, wound, and dark. The book presents a classification of responses and reports two validation studies, but more than half of it is concerned with reporting on eight individual cases. In these cases the authors give free reign to their clinical intuition in the psychoanalytically oriented interpretations of each and all responses. The clinical orientation of the authors is given away by one particular gem of a statement. This is that the test confirms that dependent, sexual and aggressive expressions are heightened during the early phases of treatment. The patients referred to in the early phases of treatment were, in fact, in their third or later year of treatment! This work does not develop but merely changes the word association method. Reading and working with individual responses is fun. No doubt, Sutherland and Gill thought they were doing methodological research such as is frequently reported in clinical journals, e.g. on the question whether one can get the same kind of information from sentence associations as from the interview. Yet, in terms of the criteria of applied science, the authors (i) do not produce any useful new knowledge, nor (ii) even attempt to demonstrate how they improve on any existing knowledge. Only a pure scientist may study association simply because it is there. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
Reviews the book, Language impairment and psychopathology in infants, children, and adolescents by Nancy J. Cohen (see record 2001-05782-000). Approximately half of the children referred to mental health clinics for social-emotional problems have, on testing, been shown to have co-occurring language impairment. Conversely, about the same percentage of children originally seen for difficulties with language are later diagnosed with social-emotional problems. It is this overlap that Nancy Cohen explores in this concise and immensely readable book. We view this book as a broad and integrative first step that ought to be followed with more depth in specific areas. Thus, although much remains to be done, this book provides an excellent overview of a complex literature and will encourage interesting new clinical and research endeavours. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

11.
Studies manipulating variables in the attempt to produce different memory requirements in concept learning are reviewed. Many of them have tested Underwood's theoretical position of response contiguity. Performance is generally improved by increasing the availability of previous stimulus information. The degree to which instances of the same concept occur contiguously directly affects acquisition of the concept. Attempts to demonstrate inferior performance with spaced practice have not been successful, although procedural problems make any conclusion tentative. There is some suggestion that memory effects could be classified as proactive and retroactive inhibition. A basic problem concerns the indirect type of question posed by investigators. (36 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

12.
13.
Reviews the book, Philosophy of science: The central issues, edited by Martin Curd and J. A. Cover (1998). This book provides a very comprehensive philosophy of science anthology. The collection consists of forty-nine articles and self-contained excerpts by many leading philosophers. The volume is divided into nine major sections, and each of the sections is preceded by a brief introduction that sketches out the major issues addressed in the subsequent readings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

14.
Reviews the book, Supported employment: Models, methods, and issues, edited by Frank R. Rusch (see record 1991-97391-000) as consisting of 25 chapters by 49 contributors, including many well-known supported employment researchers, educators and administrators. Of the book's four sections, the first is an update on the spread of SE, with three chapters presenting survey data on program implementation in Virginia, Illinois, and Pennsylvania. Although informative, such data are now widely available and, unfortunately, quickly dated. The second section consists of nine "how-to" papers describing how integration can be in fact actualized. The third section addresses a range of issues affecting the future of SE, including conversion of sheltered workshops, employment opportunities of the future, and national strategies in implementation. The book's final section includes four chapters on the transition from school to work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

15.
Eight pigeons were trained and tested in a simultaneous same/different task. After pecking an upper picture, they pecked a lower picture to indicate same or a white rectangle to indicate different. Increases in the training set size from 8 to 1,024 items produced improved transfer from 51.3% to 84.6%. This is the first evidence that pigeons can perform a two-item same/different task as accurately with novel items as training items and both above 80% correct. Fixed-set control groups ruled out training time or transfer testing as producing the high level of abstract-concept learning. Comparisons with similar experiments with rhesus and capuchin monkeys showed that the ability to learn the same/different abstract concept was similar but that pigeons require more training exemplars. (PsycINFO Database Record (c) 2011 APA, all rights reserved)  相似文献   

16.
Reviews the book, Teen pregnancy and parenting: Social and ethical issues edited by James Wong and David Checkland (1999). This volume presents the proceedings of a conference on "Early Parenting as an Ethical and Social Issue" held in May 1996, at the Ethics Centre of Ryerson Polytechnic University in Toronto. The major strengths of the collection are a focus on Canadian scenes and a juxtaposition of several disciplinary angles on social, political, and ethical facets of public discussions of teen pregnancy and early parenting. The major shortcoming is a lack of depth, either within or among the essays. The contributors are professionals in the welfare system and academics, including a small selection of voices from outside Ontario. Although this volume falls short of formulating a strategy for policy development or an effective demonstration project for policy revision, many of the essays help clear the ground and point beyond current practices with humour and sensitivity. Psychologists in many subdisciplines will find gaps to fill in from their own work. In that sense, the volume invites psychologists to join in making a difference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

17.
In his recent review of the book "Language and Disadvantage" by John Edwards (1979), Clement (see record 2007-04092-001) begins and ends on a favourable note, and for this the author is grateful. Within the body of the review, however, he has misrepresented things somewhat; consequently, Edwards comments on the following points. First, Clement claimed that the basis for Edwards' rejection of the "deficit" viewpoint on disadvantage is "nebulous". Second, Clement sees the fifth chapter (dealing with nonstandard speech at school) as weak, containing little more than recommendations to teachers. Third, Clement states that Edwards suggests in the book "that NSS (nonstandard speech) speakers be taught SS (standard style) as it pertains to certain specific situations". Edwards states in the preface of his book that disadvantaged speech is considered essentially as a sociolinguistic issue deriving more from social attitudes than from any inherent linguistic deficiency. To the extent to which Clement's review muddies this basic theme, it misleads the reader. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

18.
The acquisition of new skills over a life span is a remarkable human ability. This ability, however, is constrained by age of acquisition (AoA); that is, the age at which learning occurs significantly affects the outcome. This is most clearly reflected in domains such as language, music, and athletics. This article provides a perspective on the neural and computational mechanisms underlying AoA in language acquisition. The authors show how AoA modulates both monolingual lexical processing and bilingual language acquisition. They consider the conditions under which syntactic processing and semantic processing may be differentially sensitive to AoA effects in second-language acquisition. The authors conclude that AoA effects are pervasive and that the neural and computational mechanisms underlying learning and sensorimotor integration provide a general account of these effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

19.
Reviews the book, Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert edited by Allan G. Reynolds (see record 1991-97762-000). Wallace Lambert has been a major figure in Canadian psychology since the mid-1950s. In a publishing career that has spanned almost 40 years, his work has influenced almost every aspect of the psychology of language, in particular the psychology of bilingualism and second language acquisition. This volume offers a fascinating and highly readable retrospect and update on the research and theoretical work of Lambert and his doctoral students, most of whom have also become leaders in their respective fields of psychological inquiry. This is a truly remarkable book. Unlike many edited volumes, all the chapters relate together coherently, and collectively they present a vivid picture of the evolution and current status of the mainstream of Canadian psychological research on bilingualism and cultural diversity. It would make an excellent graduate text in the area of social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

20.
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)  相似文献   

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