Review of Hypnotism for professionals.

Reviews the book Hypnotism for professionals by K. Leitner (1953). The reviewer notes that in this posthumous book a stage hypnotist describes his methods of working before an audience. He does this in a clear and interesting manner but he has contributed nothing to the scientific knowledge of hypnosis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Hypnotic-like" suggestibility in children and adults.

724 Ss of ages 6-22 were told that they were to be tested for imaginative ability, and were then given 8 standardized test suggestions as follows: Arm Lowering, Arm Levitation, Hand Lock, Thirst "Hallucination," Verbal Inhibition, Body Immobility, "Posthypnotic-Like" Response, and Selective Amnesia. The sexes did not differ in response to the suggestions. Ss between 6 and 12 were more "suggestible" than adults. Children of 8-10 showed the highest level of response. No differences in "suggestibility" were found among Ss of ages 14-22. Suggestibility in both children and adults was inversely related to "conscious" (verbalizable) resistance to the test suggestions. (29 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Pain: psychological perspectives.

Reviews the book, Pain: psychological perspectives edited by S. Rachman and Jack D. Maser (see record 1988-97293-000). The success of this book lies in its focus on the symptom of panic rather than on the diagnosis of panic disorder. The three main psychological theories discussed in the book are: (a) Clark's cognitive theory of panic, which postulates that panic attacks result from the catastrophic misinterpretations of bodily sensations; (b) van den Hout's Pavlovian theory of panic, which postulates that bodily sensations such as heart palpitations become conditioned stimuli for panic attacks through the temporal contiguity of these stimuli with the first spontaneous panic attack; and (c) Lang's information processing theory, which Lang discusses in relation to phobias but, unfortunately, not to any appreciable extent in relation to panic. Each theory is clearly presented in one of three chapters, each of which is written by the originator of the theory. I hope that this book will get a wide readership. It would act as a stimulant in senior undergraduate and graduate courses. I hope also that it will convince psychopathologists of the value of the symptom-approach in research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of social psychology.

Reviews the book "Handbook of social psychology" (Volumes I and II), edited by G. Lindzey (see record 1955-03817-000). This book is a major attempt to present, summarized in handbook fashion, what is known theoretically, methodologically, and substantively in the area of social psychology. The various chapters include contributions by psychologists, sociologists, anthropologists, and statisticians. Most of the chapters are written carefully and thoughtfully. It is a good and worth-while book to have in print. Many students and research workers will have occasion to refer to it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Contemporary theories of learning.

The authors indicate that "It is the purpose of this textbook for university and college students to explain the most important theories of learning in the clearest and simplest possible language, to show the relevance of each of them to the educational process, and to point out that in spite of the many conflicts between these theories they have a common ground upon which can be based an intelligible pattern of classroom procedure". Each aspect of this purpose is in itself a large and important undertaking that makes quite different demands upon the authors and requires different evaluation criteria. Two responsibilities are assumed in accomplishing the first part of their purpose: (a) to indicate their criteria for selecting material from a theory, and (&) to explain each theory accurately. As the chapters are written the student is likely to infer that the volume presents unabridged theories of seven men (Thorndike, Guthrie, Hull, Skinner, Wheeler, Tolman and Dewey) and two positions- Functionalism and Gestalt. Since no selection criteria were indicated, the authors are open to the criticism that they have promised more than they have delivered. Also, Thorpe and Schmuller have not always been accurate. A fundamental difficulty is inherent in the approach taken by the authors to accomplish their second purpose. At the present time it is not possible to apply entire systems of learning to problems because they are not highly developed, logically integrated sets of axioms and postulates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology: Theoretical-historical perspectives, second edition.

Reviews the book, Psychology: Theoretical-historical perspectives, second edition by Robert W. Rieber and Kurt D. Salzinger (see record 1998-06434-000). Like its predecessor, this second edition is a useful volume with a broad scope and any psychologist perusing even a portion of its 500 plus pages will likely come away convinced that there is more to history than a tedious collection of names and dates. As a pedagogical supplement and general introduction to the history of psychology field, this book succeeds admirably. However, in publishing a second edition, Rieber and Salzinger set themselves a more ambitious agenda. One of the goals of the book was to acknowledge the growth and vibrancy of recent scholarship in the history of psychology and to "present some synthesis within the confines of one book." Using these commendable goals as a metric, the book is somewhat disappointing. The book is too much like the first edition in both its choice of questions and authors. This sort of repetition is not a problem in and of itself; however the history of psychology has changed dramatically since the publication of the first edition 18 years ago. There is relatively little in the second edition to indicate that there have been any significant historiographic developments within the history of psychology field since the 1970s. By ignoring these changes, the book left me unable to answer a fundamental question that all second editions must face: Why is a new edition needed? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of what Jung really said.

Reviews the book, What Jung Really Said by E. A. Bennet (see record 1971-08465-000). An exposition of Carl Gustav Jung's theories, the volume also contains a brief summary of Jung's career and a discussion of his influences. An index and notes are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Sexual Body: An Interdisciplinary Perspective.

This book is a psychoanalytically based compendium of studies about the "sexual body." Each of the chapters contains reviews of research and theories, presenting multiple views of the body and its importance as a psychological entity. Space is devoted to discussions of Reich, Bowlby, Peterfreund, Kohut, Lichtenstein, Holland, and Lacan. Topics such as the sexual revolution, George Bernard Shaw, Robert Frost, orgasm, homosexuality, and the theory of evolution are included. Efron attempts to remove shame and guilt regarding the body's sexual components. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Dissociation: Clinical and theoretical perspectives.

Reviews the book, Dissociation: Clinical and theoretical perspectives by Steven Jay Lynn and Judith W. Rhue (see record 1994-98908-000). In this book, the editors' stated purpose was to provide "a book that would be at once authoritative and provide virtually comprehensive coverage of important aspects of the topic," and they have largely achieved their goal. Because Dissociation is so comprehensive, there is in essence "something for everyone"; in turn, there may be sections of the book which are of less relevance to many readers. For example, clinicians who are primarily concerned about issues of diagnosis and treatment may find the discussion of the theoretical underpinnings of hypnosis and dissociation less than helpful. The sections on diagnosis and treatment, in turn, are of an overview nature; a clinician who is interested in more detailed discussions of these issues will have to go to the original sources. Nevertheless, this book might well be recommended as required reading for clinicians and researchers alike because of its very broad scope. The various authors address important questions which clinicians and researchers should consider. Dissociation makes clear that the concept of dissociation is one of the most complicated and misunderstood concepts in psychology. The history of the concept itself is reviewed at length in the book. Nevertheless, Lynn and Rhue have provided a resource in which a wide variety of perspectives of both a clinical and research nature are presented in a comprehensive yet accessible manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Compensation: Effective reward management.

Reviews the book, Compensation: Effective reward management by Rabindra N. Kanungo and Manual Mendonca (see record 1992-98108-000). Managing people in an organization requires an understanding of how to motivate employees through well-designed reward or compensation systems. This text's objective is to achieve this understanding in a coherent manner, while properly integrating motivational theories and management practices. The book is organized around a model of effective reward management derived from expectancy theory (Vroom, 1964; Lawler, 1971). This model is used to examine the nature of organizational rewards from a motivational perspective and to develop a diagnostic procedure for evaluating reward effectiveness. Most importantly, the text incorporates unique Canadian issues, legislation, and practices related to compensation management not simply as a after-thought but as a integral part of the presentation. The reservations that the reviewer has about the text do not relate to the quality of what is presented, but rather about the intended audience. In seeking to reach three different markets, the text runs the risk of not satisfying the needs of any particular one. Despite these reservations, the reviewer would still highly recommend this text, as it makes a valuable contribution to Canadian industrial/organizational psychology. It will be a valuable resource for experienced practitioners and an excellent reference work for graduate students in industrial psychology and human resource management programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Economics and psychology: A promising new cross-disciplinary field.

Reviews the book, Economics and psychology: A promising new cross-disciplinary field edited by Bruno S. Frey and Alois Stutzer (see record 2007-00637-000). The editors' goal in this book was to review some recent applications of psychological theories in the field of economics. Given economics' high reliance on agency theory, this book provides a fresh look into what standard economics has had a difficult time explaining: what economists have called "errors" in individual behaviour and decision making. The gist of the book focuses on showing that these errors are in fact part of the human make-up, and the contributors use psychological theories and evidence to build a new economics paradigm. The book purports to question the assumption of the human as a rational being, to show the value of experimental methods in economics, and to make well-being a worthy outcome in economics. This book is of interest to economists who have an interest in microeconomics and want to break free from the narrow focus of agency theory. It is also of interest to psychologists who want to extend their work on prosocial behaviour and well-being to include economic and institutional considerations as part of their accounts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Empirical studies of psychoanalytical theories.

Reviews the book, Empirical studies of psychoanalytical theories, volume 1 by Joseph Masling (1983). Many psychoanalytic clinicians are comfortable functioning in the clinical world, using experience-near data. Many others are comfortable in the metapsychological world, using more experience-distant concepts. Some are even able to apply theory to practice, and modify one based on their experience of the other. But the bridge between the two, the middle-level described by Mayman, which represents the empirical joining of the theoretical and clinical, operationalized in the form of research which can inform either the clinical or the theoretical, is an area of lessened comfort for many. It is to this middle-level that Masling's book addresses itself, presenting examples of a wide variety of psychoanalytic research projects. Some are studies of psychoanalytic theory and others of psychoanalytic therapy; some are more empirical and others are more theoretical, some are original and others are reviews of already published material; but all provide an empirical grounding for practice. Stricker reviews the major findings and contributions of each of the seven chapters, and concludes with some general comments about psychoanalytic research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality dynamics.

Reviews the book "Personality dynamics," by Bert R. Sappenfield (see record 1954-05681-000). The text deals with the usual topics of personality dynamics--motivation; developmental aspects of personality; frustration and conflict; aggression and related problems; anxiety, guilt, and inferiority feelings; and repression and other ego-defense mechanisms. The author has attempted to clarify some of the classical formulations, such as those of id, ego, and superego. Of greater value is the author's probing consideration of the various explanations of anxiety. He considers the standpoints of orthodox analysis, neoanalysis, maturation, and learning theory, and attempts to integrate them into his own viewpoint. An impressive asset of the book is the carefully concise summaries at the end of each chapter, and a glossary consistent with textual terminology. There is no doubt that we have here a well thought out volume which is certainly among the best that this reviewer has seen in recent years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Heinz Kohut: The making of a psychoanalyst.

Reviews the book, Heinz Kohut: The making of a psychoanalyst by Charles B. Strozier (see record 2001-00786-000). Strozier engages in a roller-coaster approach to the telling of Kohut's life. Just when you are feeling sorry for him because of what he had to endure, you are yanked back into idealizing him again. This book is mostly quite readable but bogs down when Strozier attempts to educate the reader about Kohut's theories. As the only record we have of Kohut's life, Strozier's book is invaluable and will be of interest to anyone concerned with psychoanalysis. But I hope that somewhere down the line there will be another biography that is not so intent on de-idealizing him and will provide a more integrated and insightful tale of this very complicated and compelling man. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Symptom analysis: A method of brief therapy.

Reviews the book, Symptom analysis: A method of brief therapy by M. Gerald Edelstien (see record 1990-97543-000). This book compares different methods of psychotherapy to find their common thread of effectiveness. According to the reviewer, the author has presented a bold, elegantly simple and quite useful theory. After a discussion of various theories about the origin of psychiatric symptoms and showing how the trauma theory may be seen to underlie various seemingly disparate therapeutic approaches, the author goes on to discuss the general values of brief therapy. Symptom Analysis is a bright book that is full of the author's clinical observations and sometimes challenges so-called "conventional wisdom" without having scientific "hard data" to support its suggestions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Creativity: Theories and themes: Research, development, and practice.

Reviews the book, Creativity: Theories and themes: Research, development, and practice by Mark A. Runco (see record 2007-00543-000). This book consists of 11 chapters with the following titles: "Cognition and Creativity," "Developmental Trends and Influences on Creativity," "Biological Perspectives on Creativity," "Health and Clinical Perspectives," "Social, Attributional, and Organizational Perspectives," "Educational Perspectives," "History and Historiometry," "Culture and Creativity," "Personality and Motivation," "Enhancement and the Fulfillment of Potential," and "Conclusion: What Creativity Is and What It Is Not." Beyond this all-encompassing content, the volume is crammed with illustrations and with all those "boxes" that are so characteristic of introductory textbooks in psychology. Each chapter also begins with appropriate quotations and a didactic "Advanced Organizer." Finally, Runco closes with 63 pages of references and a 15-page subject index. The reviewer has one major complaint: Runco seems to have adopted an "open the floodgates" approach that sometimes results in the almost willy nilly insertion of ideas and material. One consequence of this tendency is that the illustrations and boxes are at times less useful than they ought to be. Another repercussion of Runco's leave-nothing-out approach is that it occasionally leads to the presentation of ideas with minimal if any discussion or commentary. The reviewer does assert though, that for someone in the market for a text for use in an introductory creativity course, a book that is wide-ranging and most current, Runco's Creativity is a good choice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of An objective psychology of music.

Reviews the book An objective psychology of music by (see record 1954-00590-000). The reviewer notes that this book is a noteworthy addition to the psychology of music, especially for classroom use with the undergraduate student. Its style is clear and simple, its coverage is unusually comprehensive, and its range is wide. It will truly facilitate the learning process for the student, an advantage which has often been lacking in this field. The psychology of music demands an understanding of two very different disciplines, one of them a science, the other an art. The vocabulary and style employed by the artist has often proved baffling to the scientist, and vice versa. Lundin has shown a special talent as an interpreter, and has made his material thoroughly clear to both. His occasional oversimplifications will prove justifiable in terms of the student who seeks competency in two fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)